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AUGSBURG
COLLEGE
Catalog 1986-88
Oflicial Publication of Augsburg College Fall 1986
731 21st Avenue South Minneapolis, MN 5545406121330-1000
This Catalog should answer most questlons students have about Augsburg College and its
curriculum. Although lnformatlon was current at the time ofp...
Show more AUGSBURG COLLEGE Catalog 1986-88 Oflicial Publication of Augsburg College Fall 1986 731 21st Avenue South Minneapolis, MN 5545406121330-1000 This Catalog should answer most questlons students have about Augsburg College and its curriculum. Although lnformatlon was current at the time ofpubllcatlon, It 1s subJect to change without notlce. It 1s the responslblllty of each student to know the requlrements and academlcpollcies In thlspubllcatlon. If you have questlons about anythlng In thls Catalog, consult a faculty advlser, the Dean of the College, or the Registrar. Key ofpces are llsted at the back of the catalog for correspondence or telephone Inquiries. Facts & Figures about A u g s b u r g C o l l e g e Location - Minneapolis, Minnesota, since 1872. Founded in 1869. Religious Affiliation - The American Lutheran Church. 59% of students are Lutheran, 14% other Protestant, 19% Roman Catholic, 8% other. Accreditation - North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, National League for Nursing. Member - Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, Registered with the Minnesota Higher Education Coordinating Board. Enrollment (1985-86) - 1,802 from 22 states and 24 nations. Graduates - from 1870 through May 26,1985 - 9,231. Student/Faculty Ratio - 15.9 to 1.Class size averages 20-30. Campus - 14 major buildings. Major renovation 1979-80with special emphasis on accessibility. 9 major buildings are connected by a skyway/tunnel/enclosed walkway system. Library - Over 145,000 volumes, access to over 5,000,000 through the Twin Cities private college consortium and Minitex. School Year - September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend College - trimesters, September to June. Mqjors - More than 40 in 20 de- partments. Off-Campus Programs - Program in Global Community, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA),Study Abroad, and extensive cooperative education program. Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC),and National Collegiate Athletic Association (NCAA),Division 111. Policy -Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap a s required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, a s amended, in its admission policies, educational programs, activities and employment practices. Financial Aid - Approximately 85% of the students receive some form of financial aid from the college and many other sources. Contents Facts & Figures ............................ 11 Introducing Augsburg ......................2 Admissions ....................11 College Costs, Financial Policies, & Financial Aid ............16 Student Life ................... 30 Academic Information .................38 Departments & Programs .................59 College Information: ..............................160 DCUS Board ........................162 Administration ...................162 Faculty Emeriti ...................164 Teaching Faculty ................ 165 Academic Calendar .........................173 Communications Directory .........................177 Index...................................1 7 8 lnfonnatlon Request Card ..................1 9 1 Regents Augsburg College Education in a Real World S tudents commonly speak of graduating from college as a way of getting into "the real world." In fact, Augsburg College provides students with an education in a real world. The diversity of the faculty, staff, and student body, the structure of the curriculum, and the academic environment mirror the complexity of life in contemporary society. The college's location in and involvement with a metropolitan setting offer continuous access to cultural opportunities, career experiences, and social realities that enrich students' educations. Augsburg's commitment to the liberal arts recognizes that the reality in which contemporary persons live and the persons themselves have been shaped by the tradition and history from which they come. The real world was not made this moming, and it is not simple. Only a broad education can present our world a s it is and give persons the ability to deal with it. Similarly, Augsburg College's continuing dedication to its heritage as a college of the church affirms a belief that the world is the creation of a loving God and that human persons are inescapably spiritual beings. T h e C o l l e g e Mission Statement These qualities of an Augsburg education flow from its mission statement which declares that the college exists to provide high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian church and by the context of a great metropolitan center. Augsburg's location in the heart of the city represents the loom on which the multi-colored fabric of its identity has been woven. While students are prepared to take a place in and make a contribution to the world in which they live, they are educated to be critical of the quality of life in their society and to be reflective of their own values as they respond to it. ". ..based in the liberal arts " The academic program emphasizes the continuing validity of the liberal arts a s a foundation for developing the life of the mind. Augsburg College's faculty are dedicated to challenging their students to achieve the highest academic standards while supporting them in that endeavor with excellent teaching and individual attention. Students are expected to develop their abilities in critical thinking and communication and to gain sensitivity to and appreciation for their own and other cultures. Each student is encouraged to contemplate the eternal philosophical and spiritual questions of human life and of personal values and ethics. At Augsburg the great scholars, thinkers, writers, and artists of the past and present are studied and valued. Augsburg College considers an understanding of the content and method of science, a recognition of the place of technology, and an understanding of ways to maintain a sound body as important elements of a complete education. This insistence on the breadth of a traditional liberal arts education reflects a firm belief that human beings are more than their ability to perform a job. It reflects further a concerted attempt to direct students toward a full development of the many facets and capacities of the educated person. ". .. .. shaped. by the context o f a great metropolitan center" Yet, bounded as it is by an interstate freeway and the center of a vital city, Augsburg College is no ivory tower escape from the real world. The college community continually interacts with the city by attending cultural events and civic activities and by inviting city residents and visitors to the campus as lecturers, performers, and mentors. The city becomes a laboratory for experiential learning through internships, professional program field experiences, and cooperative education placements. ". ..and shaped by faith and values." This involvement with the real world is a reflection of Augsburg's spiritual heritage which values all that God has created. While its tradition supports intellectual freedom in the search for truth, the college affirms its belief that all students should reflect upon their ethical and spiritual values a s part of becoming educated. Students are encouraged through religion courses and through opportunities on campus for the practice and examination of spirituality to consider their relationship to others, to society, and to the world. Traditionally Augsburg College has insisted that an aspect of these relationships is contained in the motto: "Mucation for Service." In these words the college expresses a belief that, whatever career they pursue, graduates should consider the duty of citizens to contribute to the common good through service to others. \N ithin the larger community of the city and the world, Augsburg College is its own community. It is a community of support and collegiality composed of persons of diverse talents: of varied ethnic, national, cultural, and religious backgrounds: and of complementary interests and orientations. Through a competent, committed faculty and a dedicated staff, Augsburg College builds with its students a real world in which the whole person can be educated and developed. Augsburg College History A College o f the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530.Augsburg opened in September 1869,in Marshall, Wisconsin, and moved to Minneapolis in 1872.The first college students were enrolled in 1874 and the first college graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway - Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants: and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three part plan: first - train ministerial candidates, second - prepare future theological students and third - educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rqjected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907),required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity.This change made Augsburg the only higher educational institution of the small Lutheran body. But the college division was still important primarily as an attachment to the seminary. The F o c u s C h a n g e s This attitude began to change alter World War I. In 1911Georg Sverdrup Jr. became President. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the college as a teacher and administrator. The college's mission assumed a double character ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bemhard Christensen, an erudite and scholarly teacher, to be president (1938-1962).His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college was a larger part of the institution than the seminary, and received the most attention. - Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective mqjors. With cumculum change came a long effort to become accredited. The college reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the college's mission now as serving the good society as a whole first, and the interests of the Lutheran Free Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary) in St. Paul in 1963. A College in the City President Oscar A. Anderson (1963-1980) continued Augsburg's emphasis on involvement with the city, He wanted to reach out to non-traditional student populations, ensuring educational opportunity for all people. During his years of leadership the college became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Urness Tower, the College Center, Ice Arena and Psychology Building. Since 1980Augsburg has been led by Charles S. Anderson. He has continued Augsburg's commitment to the value of a liberal arts education, emphasizing diversity in enrollment efforts, spiritual growth and freedom and an academic program that draws on the resources of the city a s extensions of the campus and classroom. Serving the Non-traditional Student Augsburg's American Indian Program is recognized as successful. The program has had the highest retention rate of Indian students in Minnesota -some 85 percent. The Black Student Affairs Program, initiated in 1969,has had a growing number of students and supports a Black Student Union and a newspaper distributed by the office. The campus is accessible to the physically handicapped with a skywaytunnel-elevator system connecting nine major buildings. In only its second year, Augsburg's program for the learning disabled had 30 students enrolled. The program received a state award for excellence. Weekend College, started in 1982with 69students, had an enrollment of nearly 500 in fall 1985.Through Weekend College, adult students can work fulltime and pursue a bachelor's degree that has a practical focus on a liberal arts base. These programs bring working adults to the campus. They're complemented by the new Cooperative Education Program (begun in 1984) that sends Augsburg students into the workplace. The Co-op Education Program helps students get career experience in addition to their classroom studies. Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: Augsburg education should be preparation for service in community and church: education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens: the city with all its excitement, challenges and diversity, is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now more than 11,000Augsburg alumni. In a world that has changed much since those first days of the college, Augsburg still sends out graduates who make a difference where they live and work. Campus Location Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in the "City of Lakes." The University of Minnesota West Bank campus and two of the city's largest hospitals, Fairview and St. Mary's, are adjacent to the campus. Downtown Minneapolis and St. Paul are minutes west and east via Interstate 94 which forms the southern border of the campus, or on bus routes that also connect with the suburbs. Reaching the Twin Cities is easy. Airlines providing daily service to Minneapolis-St. Paul International Airport include American, Continental, Delta, Eastern, Frontier, Midway, Northwest Orient, Ozark, People's Express, Piedmont, Trans World, United, USAir, and Western. Bus or train connections can be made from all areas of the United States. Policies It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, marital status, sex or handicap as required by Title 1X of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973,as amended, in its admissions policies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed in the Communications Directory (p. 177)or to the Director of the Minnesota Department of Human Rights, Bremer Tower, 7th Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Accreditation and Memberships Augsburg College is fully accredited by the North Central Association of Colleges and Schools and The National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our Programs are approved by The American Chemical Society, The Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schools of Music (NASM). W e are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. ~ e a i s t r a t b ndoes notmean that credits earned at the institution can be transfemed to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. Facilities and Housing Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the tower dormitories, the five buildings on the Quadrangle, Music Hall, and the Psychology Building. Admissions Omce, located at 628 21st Avenue South, provides offices for the admissions staffand reception area for prospective students and their parents. George Sverdrup Library. (1955) named in honor of Augsburg's fourth president, contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg Archives, classrooms and faculty offices. Science Hall (1949) houses classrooms, well-equipped laboratories, a medium-sized auditorium, and faculty offices. The Lisa Odland Observatory on the roof was completed in 1960. Old Main (1900) is home for the Foreign Language and Art departments and has classrooms used by other departments. Extensively remodelled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. West Hall (1966) is apartment housing for upperclass students. Mortensen Tower, (1973), named in honor of Gerda Mortensen, dean of women from 1923 to 1964, h a s 104 one and two-bedroom apartments that house 312 upperclass students, plus conference rooms and spacious lounge areas. Urness Tower, (1967) named in honor of Mr. and Mrs. Andrew Urness, who have given several generous gills to the College, provides living quarters for 324 students, Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. Augsburg College Center, (1967) center of non-academic activity, h a s spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. Center for Global Service and Education, located a t 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. Sverdrup-Oftedal Memorial Hall, (1938) named in honor of Augsburg's second and third presidents, provides space for administrative and faculty offices. Music Hall, (1978)newest building on campus, contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. Psychology Building (1964) has classrooms, offices and laboratories for the Psychology department in the former studio building. Melby Hall. (1961) named in honor of J. S. Melby, dean of men from 1920 to 1942, basketball coach, and head of the Christianity department, provides facilities for the health and physical education program, intercollegiate and intramural athletics, chapel services, and general auditorium purposes. Ice Arena. (1974) with two large skating areas, is used for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. Stage IITheater. formerly Old Music Hall, was redesigned in 1979 with a thrust stage a s a temporary performing facility for the Theater department, which also retains space in the Little Theater building. South Hall. Kueffner apartments, and annex houses, all located in or near the campus area, provide additional housing accommodations for students, faculty and staff. Admissions A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community -the college community, and the larger community. Freshman and transfer applicants are encouraged to visit the campus and meet with an Admissions Counselor, because firsthand appraisal of programs, facilities, and academic atmosphere is valuable. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Just call any weekday from 8:00 a.m. to 430 p.m. -Admissions Office(612)330-1001. We'll answer your questions and arrange a tour for any day including Saturdays. Our office is on the Northwest comer of 7th Street and 21st Avenue South in Minneapolis (please call first). Augsburg selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. Application Procedures forApplication Freshmen for Admission 1. Applicants should complete the application for admission and essay, and retum them to the Admissions Office together with the non-refundable $15.00 application fee. 2. Transcripts An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transcript upon graduation. Graduate Examination Degree scores (G.E.D.) may be presented instead of the high school transcript. 3. Test Scores Freshman applicants are required to submit results from the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), or the American College Test (ACT). It will suffice if test scores are recorded on the official high school transcript. 4. Additional Information If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. 5. Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application tile is complete and has been evaluated by the Admissions Committee. 6. Confirmation of Admission Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Early Decision for Freshmen Augsburg offers an Early Decision Program for students who select Augsburg a s a primary college choice. Early Decision candidates must apply by November 15 of their senior year and will receive the admission decision about December 1.The College bases its admissions decision on the academic record through the junior year, test scores, and recommendations. Students who are eligible for Early Decision will receive maximum consideration for financial assistance. Early Decision candidates applying for financial aid are required to complete the Augsburg Early Decision Financial Aid Application, which enables our Financial Aid Office to compute a preliminary award. Candidates will be notified of their award by January 1.This application is available in the Admissions Office. Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-timework toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendations from the high school faculty, and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. Application Procedures for Transfer Students Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where It: considers the work unsatisFactory, to grant provisional credit for worlt taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. A cumulative grade point average (GPA) of 2.0 or better is required on previous college work. Admission to a major, a s well a s admission to the College, is sometimes necessary. Tor example, registered nurses seeking a Bachelor of Science degree in NursEna must have a 2.5 QFA and complete the Department of Nursing credit evaluation tests. Please check with the Admissions Office and departmental catalog section to see if admission to the major is necessary. 1. Application for Admission Applicants should complete an application for admission and return it to the Admissions Office together with the $15.00 non-refundable application fee. 2. Transcripts An official transcript sent directly to the Admissions Office from the college(s) you have attended is required. Transfer student applicants who have completed one year or less of college-level work must have an omcial transcript from their high school sent directly to the Admissions Office. Students who have completed a year or more of college work will be evaluated primarily on their college performance. 3. Additional Information If there is personal information that may have affected the applicant's previous college performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. 4. Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. 5. Confirmation of Admission Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Re-Admission of Former Students Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return, apply for readmission through the Registrar's Office. Students who have attended any other institution(s) during the absence from Augsburg must have an official transcript sent from each one to the Registrar's Office. Returning students do not pay the application fee. Admission as a Special Student (Ron-Degree) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Usually part-time students, they may subsequently become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree).A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree)status is available from the Admissions Office. Admission for International Students International students should consult with the Director of Admissions regarding the procedures for applying a s an international student. All international students transferring to Augsburg from another United States college or university must apply and be accepted for admission to Augsburg two months prior to the start of the semester: July 1for Fall, November 1for Spring. To contact the Director, call (612) 330-1001 or write to: Director of Admissions Augsburg College 731 21st Avenue South Minneapolis MN 55454 U.S.A. College Costs, Financial Policies and Financial Aid A 11 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The college raises that difference in gifts - from alumni, faculty, staff, parents, church, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended t o supplement those resources. College Costs 1986-87 The Board of Regents has approved the costs listed for the 1986-87 academic year. The board reviews costs annually and makes changes a s required. The college reserves the right to adjust charges should economic conditions necessitate. Tuition, Fees, K e n t and B o a r d Tuition (full-timeenrollment) ..................................... $6.780.00 This rate applies to all full-time students entering in September, 1986. Students are considered full-time when they take three or more courses during the semester terms with a total of seven or more courses in the school year. The charge includes tuition, general fees, facility fees, subscription to student publications, and admission to most college-supported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-timeenrollment) per course 540.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Audit Fee (for part-time students) per course 270.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. Room Rent (includes telephone) 1.400.00 1,300.00 Full Board (19meals a week) Other board plans are available a s defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) is $1,260.00:the point plan is 51,020.00. ...................... ................. .................................. ........................................ Other Special F e e s (not refundable) Fees Billed on Student Account ACTC Bus (Full-time students . ..........$ 5.00 only) .................... Late Registration (per day after classes begin) .................... $ 10.00 Registration Change after first 5 days (Cancel/add/change grade option, or combination at one time) .......................$ 5.00 introduction to Cinema $ 35.00 Arts ................................. Life Drawing (See Interim Catalog for fee) Music Therapy Internship (one half course credit) ..............$270.00 Music Lessons Private, per semester (14 lessons) ...................... fi75.00 Class, per semester ..-........$ 50.00 Radio-Television Production ..................... $ .,. 10.00 Theater Technical Production .........................$ 35.00 Student Teaching (per course) ...................... $ 15.00 Study Abroad (in approved nonAugsburg programs) ..........$125.00 Student Government Fee ......$ 60.00 Fees Payable by CheckICash Application (new and/or special students) ...............$ Nursing Credit Validation Tests ,...,..... ..........$ Locker Rental (commuters) $ Student Parking Lot Permit - car .....................$ - motorcyle ..........$ .............. 15.00 75.00 5.00 Transcript Fee (per copy after first, which is free) ..............$ 2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registrar's Office) 40.00 20.00 Books and Supplies These costs are estimated to range between $250 - 300 per year. Deposits Enrollment Deposit (non-refundable) ........................... 9100.00 Required of all new students after acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. Housing Damage 100.00 Required of all resident students at the time of signing a contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by notifying the Office of Student Life in writing by the first day of registration. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to July 1for Fall semester or January 1for Spring Semester, $35.00 will be forfeited from the $100 deposit a s a service charge. The entire deposit will be forfeited if cancellation is after these dates. ........................................................... Payments Semester Fees - Prior to the start of each semester a "Statement of Estimated Charges" showing basic charges and credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Optiona - (1) Annual payments, due August 20 a s billed; 42) Semester Payments, due August 20 and January 20 as billed; (3) Payment Plan upon appllcalion and after College approval, a three-month plan Is availabke each semester. Details are included with the Estimate of Charges letler. (4) 10-month Payment Plan upon application, College approval, and payment of a $50 administrative fee, the annual charges may be paid in 1 0 equal installments beginning June 20 and ending March 20. No finance charge will be assessed on accounts which are current. An application will be sent upon request. - A finance charge is applied at a simple rate of l0/o per month on any account with an open balance of 30 days or more or on a 10-month payment plan in which payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (National DirectIDefense Student Loans-NDSL and the Nursing Student Loan), are current according to established repayment schedules. Refunds Students fill out withdrawal from College forms available in the Center for Student Development. They must be filled out completely, signed, and turned in to the Registrar's Office. Students who properly withdraw, change to part-time, are dismissed, or are released Porn a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule: 100°/~- through the first five days of classes (less $100.00 administrativefee). 90% - from the sixth through 10th day of classes. 80% - from the 11th through 15th day of classes. 70% - from the 16th through 20th day of classes. 60% - from the 21st through 25th day of classes. 50% - from the 26th day of classes through the mid-point of the term. No refund will be made after the middle class day of the term. Board refunds are made on a proportionate basis. If a student is forced to withdraw due to illness or accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of a report from the attending doctor stating the inability or inadvisability of continued enrollment. Students who elect to omit an interim or to graduate in December are not entitled to a refund of interim tuition, room, and board charges. Students who participate in an approved off-campus interim are eligible to apply for a board refund and room sub-lease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustments for aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. Financial Aid Financing higher education could be the most significant investment a person or family makes in a lifetime. So, proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistance to protect access to a quality education in spite of increasing costs. Financial assistance awarded through Augsburg is a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with Federal, State, church, and private agencies in providing various aid programs. For the academic year 1984-85 approximately 85% of all students at Augsburg received scholarships, grants, loans and part-time employment totalling over $6,200,000 from all aid sources. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Family Financial Statement (FFS) of the Amerlcan ~ o l l & eTesting Program (ACT) or the Financial Aid Porn (FAF) of the College Scholarship Service (CSS) helps determine the amount or assistance for which a student is eligible. This analysis estimates the amount a student and family can be expected to provide for college expenses, taking into account such family financial factors a s current income, assets, number of dependents, other educational expenses, debts, retirement needs, and special considerations. How and W h e n to Apply New Students -Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for ad- mission. 2. Obtain the Family Financial Statement (FFS) or Financial Aid form (FAF) from a high school or college financial aid office. Complete the application and send it to the processing agency after January 1 but before March 15for priority consideration. Minnesota residents must complete the FFS which includes the application for the Minnesota State Scholarship/Grant Program. Augsburg's code on the FFS is 2080. For non-Minnesota residents using the FAF, Augsburg's code is 6014. 3. Within three to four weeks, Augsburg will receive the analysis. If a t that time you are accepted for admission, the Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid package. 4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work applications will then be sent to you. 5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered. New Students - Early Decision This is for students who select Augsburg a s their primary college choice. An Early Decision Candidate must apply by November 15of the senior year and will receive the admission decision about December 1. 1. Early Decision Candidates applying fur financial aid may wish to complete the Early Decision PinancIal Aid Appljcatlon, available by writing or ca lllng t h e Admissions OWce. This enables our Financial Aid Office to colnpute a preliminary award before the Family Financial Statement is filed. Candidates will be notified of their award by January 1. 2. For confirmation of the financial aid award package, with any nec- essary revision, the FFS (or FAF for non-Minnesota residents) must be completed after January 1. Returning Stadenha Eligibility for assistance must be re-established each academic year by filing the application and Family Financial Statement (FFS).Renewal is based on financial eligibility, satisfactory academic progress, and fund availability. K i n d s of Aid A student applying for aid from Augsburg applies for assistance in gen- eral rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants, and loans that might be available in their own communities. It could be worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance For Veterans' Children, and others. Gift Assistance - Pull tuition 'Presidents Scholarships are awarded an~iuallylo LIIP rnosl academirally quatliied full-tinie freshmen students. Toese scholarships are awarded without regard to wed. Becatue this Is a unified program, Full tuiLicln Is assured, slnse lhe College guarantees the diFf~renccbetwecn non-Augsburg grants and schofarships (surti as slate sct~olarships,Pell grants. erc,) anti lull tuition, The award Is renewable Tor Ihrce years hastd oon academic perrorrnance at Augsburg. Special application is due January 15. Deans Scholarships - Full tuition and halr tuition Deans Scholarships are awarded each fall to (lie n~ostacademically qualified full-lime students who are direct transfers to Augsburg Coltcge rollowing completion ol an A.A. or A.5, degrce. having maintained a 3.5 GPA on a 4.0 scale. These scholarships are awarded without regard to need and are renewable for an additional year. Because this is a unified program, full tuition is assured, since the College guarantees the difference between nonAugsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due March 15. Presidents Scholarships Paired Resources In Ministry and Education (PRIME)Awards - Augsburg College will match the first $300 a year of a student's scholarship or grant from a Lutheran congregation. Announcement from the congregation must be made by October 1. Aupburg TuiHoa Grants - nvallahlt: to sludents who have shmvn academlc potentral and liavc financial need. A yl.aiil may pay up to full tuition and fees, A studenl's acadetnk pprkorrnanre, f l nanclal need, and high school and community involvcnient arc laken intn consideration, Minnesota State Scholarships and Grants - Awarded by the state to Minnesota residents who have financial need. For 1986-87, they range from $100 to $4115. All applicants from Minnesota are expected to apply. SwpplernentatMucattlonal Opporhrnity Grants - R federal progranl administered by the College. To bc eligible, n person must: (I)be a U.S. citi7cn or perinanent residenl; (2) llave suiflclent financial need as defirlrd by the program and demonstrated by Ihc FFS (or FAT): (3)be ci~pablcot mainlaining satisra'actoyacademic standlng at Ltbe College: and (41 be accepted h r adrriission. Pell Grants - Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1986-87 is $2100 minus the amount the student and family can be expected to contribute. Application is made by tiling the FFS (or FAF) and requesting on the application form that the necessary information be sent to the Pell Grant Program. lmeau of Indian R f f a i ~ / T d h and l State Indian Scholarships - Americ.an Indian studcnts who meet federal and state requirenlenls may apply for Bureau of Indiati Asfairs, Tribal and/or Stalp Indian Srholanhtp monies. Studcnts musl be lJ4 degree India11ancestry and be ~rirolledwilh a l e d ~ r a lrecognized l~ Irlhc. Irldlarl grants sup~lementall nlher sources of fl~tancialaid, For assistance in a ~ ~ l i c a t i ocontact n ~1;gsbur~'s Amerlcan Indian Program Dirtlchr or your Lrlhal agen'iy. Loan Assistance National Direct Shldent b a n s (RDSL) - Jolnt Augburg Colleg-federally funded program adminisle.r~dthrough llie College for students who demonstrate financial eligiblllty. Loans are. Inhrcst free durtngyour educalion. Nn inter~staccrues nor do payrnents have to be made on Lheprincipal at any lime you areenrolled at least halftin^^., Simple interrst of 5% and repaymcnl ob the priricipal (a1 the mlnlmum of$30 a month) hegln six months after you leavc school. liepayment may extend up to 10 years. Tl~eloan carria a Icacher canr.ellatlon clause, The maximum which may be barrowctt for undergraduate: study is $6,000, Guaranteed Student Loans (GSL) and Minnesota State Student Loans - Loan funds are obtained directly from a local lender or state agency in states which provide such programs. While the student is attending at least half-time, there is no inLerEst c h a t g . Reglnningwlth loans For school periods starting Septemkr 7 3. 1983 and alter, simple annual interpsl eT II% on the loan balance anrl repayment oT the principal brgin six lnonlhs after you leavc sclionl. Repayment may cxtend up to 10 years. The rnaxirnurn loan Es $2500 per year with the cumnlative undergraduaie nraxlmum of$I 2,500. Applications are available at the college. some banb, and the Mintlesota State SLudenl Loan ClfKce. Nursing Student Loan - Federal program with provisions similar to the National Direct Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial n e d and be rtgistered at least half time. The maximum loan is $2500 per year. - Parent Laan Program (PLUS) P1,US Is a loall program to help parents meet cotlege costs ol lhei~dc.pendcn1 children. Parents may bormw up to $3,000 per srudenl ol$15,000.Repayment begins withill 60 days llrr year with an aggregate ma~i~ntrm oi check dishursettic~itat a simple [nterest rate of 1 2 8 and a niinirnum payment of $50 per rnonlh. Applicatlorr ronns are avallahle a l Augshurg Colleqe or the tending fnsll~rrtlons.Applirljlinns are normally filed wilh thc hank or Lhrirt institution wlltl which your family has an account. Student Employment A i ~ g s b u r gCoflege provides work appoflt~nltieslor students with proveil finallcia! need who are at least one-hall time students. Assign. ment is made on the basis of need and potential competence in perfomfng the duties assigned. Part-time work provided by the College is considered financial aid, just as scholarships, loans, arld granls. A maxiniurn of 15 hours of on-campusemployment per week is recom- mended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. College WorR Study Program and minnesota State Work Study Program - Under tlle~eprograms the federal or state government supplies funds on a matching bask with Lhe College ta providt! some part-time work opportunities. Sponsored Scholarships Scholarship wlnners are selected by the Sttrdent Affairs Committee of t h e Faculty unless otherwise s ~ e c l f i e d .For deuartmenla! scllolarships, winr~ersa;e recommended b y facut ty of the department involved. Descriptions of awards are From statemen& or the donors' wlshes, *Indicatesendowed scholarships General Scholarships Clrarles and Lllura nlliss ~XlricationalFoundation Scholarships - A number of awards of vdryln!t d ~ t i o t ~[~nirtltii~tni ~~ls S500) are made each year on the basis of tlnancial need and ability. Established in 1973 by the foundation. Bremer Foundation Scholarships - Awarded annually to students from towns and cities where Bremer banks are located. Alma Jensen Dickerson Memorial Scholarship* - Awarded annually to deserving junior/ senior students. Established in 1961 to perpetuate her memory. Oliver M. and Alma Jensen Dickerson Memorial Scholarship* - Awarded annually to two deservingjunior or senior students. Established in 1969 by Alma Jensen Dickerson to honor her late husband and perpetuate their memory. Elias 6 . Eliason Sr. Memorial Scholarship* - Awarded annually to one or more needy and deserving upperclass students. Established in 1979 in memory of their husband and father by Josie Feroe Eliason, Conrad Eliason, E. Bernie Eliason, Mrs. Elizabeth Mauseth and Mrs. Clara Hoelck. M. J. Estrem Scholarship* - Awarded annually to a worthy student. Established in 1965 by Maybelle and Malcolm Estrem. Memorial Scholarship Foundation Scholarships* - Awarded annually to an able and deserving upperclass student. Established in 1964 by undesignated memorial gifts. Minnesota Mining and Manufacturing Company Liberal Arts Scholarships - Given annually to needy students who are U.S. citizens. Established in 1972. John G. Quanbeck Scholarship Fund - Awarded annually to freshman students who without assistance would be unable to pursue higher education, Established in 1963 by a bequest of John G. Quanbeck. Readers Digest Endowed Scholarship* - Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964. Edward Yokie Memorial Scholarship* - Awarded to an able and deserving junior or senior student. Established in 1962 to honor the memory of their beloved father by his daughters, E. Lorraine Yokie and Doris E. Yokie. Special Scholarships Aid Associalton Tor Lutherans - Awarded annually to able and deserving upperclass students who arthccrtlbcale (policy) holders with Aid Association for Lutherans Insurance Company. Es- Lnhlislicrtl in 1968. The Crown Prince Haraid Scholarship - Pstabllsh~dby authorization of the Augsburg ColIcqe Roar'rl of IIegentr in 1965 on the t ~ c ; l s i onf~ llrc ~ visit by Crown Prince Harald, this annual scllolarship prnvlde~hrll tuition for a Ireshnia~istudcrit from Norway. The winner is selected from rnrnpctitiort l~uldIrr Norway by t ' n ~Mnrgv-Amerika Foreningen. Grace Jewel Jensen Buster R~rnorialScholarship* - One or more scholarships are swartIrtl anri~rallylo sopliotnore,junior, or senior Chinese students who have outstanding acadmmir rvcords a i ~ darc preparing Irl work among the Chinese people. Established in 1983 by family allrl irlenda to lior~orLlir ~rfetnoryof Grace Jewel Jensen Buster, a 1922 alumna. The Mildred Ryan Cleveland Memorial Scholarship* - Awarded d~lntla[lyto able and de- FrrYlllg sL~id~ril(s) whn \lave physical disabilities and Isve d~~iionstlated financial need. EstabHsh~dIn 1972 by hcr huha~td,Iloyd Cleveland. In linnor tlw niernory uC Mrs. Cleveland, Augstl leader anrl rlt:vnted wlle. burg ah~rnna,~ o ~ a e c r a l cClirist~au Davld J. Fanno Aemorial Scholarship*-0nr or niarr schnlarships are awarded annually to i t I1a5 sucressrk~llyovrrcorllt: adversily and achieved excellence in a junlor nr qellior s t l ~ d r ~who at.adcrnlr and rxtrartrrriculdr pcirformancc. Estahlishcd in 1979 by members of his family t o Diivid .J. Tormn, ID64 alumnrrr. honnr the memory a i Colnnia~~drr Grace Anne JohnlFon Memorial Scholarsltip' - Onr nr mare scholarships are awarded annt~dllytn upperrlass Internatlor~alsludcnl? wlro havr overcntrlc adversity and achieved excell ~ n cIn t acadernlc and PXlrilCuIr i i u k r perrormanrt:. Btabllshrd i n 1981 by her parents, Dr. and Ars, I:ini~rJuhflsori, and other idrnily nienlbcrs and friprtds in memory of Grace Anne (Gay) 197 1-1973. Johnroll, a sludenl a l Auqs~~irg Catha .Ion- nemorial Scholarship' -Awarded alin~lallyto ripprrclass women of high moral charart~r,wllh prriewnrc (liven In female nr wale 5ttld~ntstranslcrdntl from Waldorf Colleqe Who (ire In n~~rslc andfnr e l r n i r n t a edutntion. ~~ Establishrd ill 1g75 111 memory of Catha on&, 1970 alumna, by her parerits. Mr. and Mrs. Kenn~tIiJnnrs, ntlirr IiItnlly and friends, and the A~~gshurg CnTIrgr Srnior Clrallt'nge Prograni. Lutheran Brotherhood Lutheran Senior College Scholarship - Awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $500.00. The scholarship is renewable. The Rev. Horace E. Plyhus memorfal Scholarshfp. -Awardrd annually to a senior student(s) who lias st~rcessf~rllv nverromr ndvcrslly ant1 11.~5arhteverl exrrllence in academic and extrarurilcular perfor~rinricr.E ~ t a l ~ l i s tIn i ~ d1977 l o honnr lhr rlirtnorv of the Rev. Nyhus, a 1929 gmrliratr: nf Augshurg Ser~ilnarywl~oovrrramt: Lhr nrlvrrsily or early years to earn his own edtic;lllnn alrd whn served his lcllow nien wllh ht~n~anity and dsdnm. Minority Student ScholarshipsJawants The Hearst Arncrica~tltrdlan Scholarshio' - O ~ ior r rllnt c sctnlarshios srre awarded annuallv to an Ameslc iltl 11irIld11ul)prtrlillr~5llldC11I(~)WIIQ lias a ~ u ~ ~ i u l a tgrade i v e point average of 3.0 or better at Augsburq Collrg. fsli!blished In 1984 hy I l i e nears[ Fout~datlnn, Homecoming Auction Schol~rshlps-Awarcltrd annually to two students, one of whom must be a minority student, who 11avedeu~onstraleclability to facilitatediscussion about issues of social concern. Established in 1977 and funded by contributions to this annual event from faculty, staff and students. Marilyn Petersen Memorial Scholarship* - One or more scholarships are awarded annually to upperclass Oriental international students. Established in 1978 by her parents, family and friends to honor the memory of Marilyn's devotion of sharing and loving people, especially her service to students. National Scholarship &Grant Program for Minority dtudenb (sponsored by the American Lutheran Church) - Mernb~lsof American racial arid cthnic minorities who are either seeking admission to an America11 I.r~lheranCllklrcl~(ALL) rollegc OR are members of an ALC congregation may be considered. Marlys Johnson Simengaard Memorial Scholarship* - Awarded periodically to a Black American student. Established in 1964 in memory of Marlys Johnson Simengaard and her Christian concern for the problems of social injustice. Religion & Christian Service Scholarships The Norman and Louise Bockbrader Scholarship* - Awarded annually to students preparing for full-time service careers in the church. Established in 1981 by Rolland H. Bockbrader to honor the lifelong devotion that his parents have given to the family, congregation, Augsburg College, and the community. Andrew and Constance Burgas Scholarship* - Available to both North American and international s t ~ r l p n Ll o~CIIcnurage men and women to enter full-time Christian service. Awards are based on dcri~nnslratrdircadrmic ability, moral character, and potential for Christian service. Established in 1983 by the Rev, and Mrs. Andrew S. Burgess. Thorvald Olsen BtrmtvedllSernorialScholarship*- Awarded annually to a student(s) in the senior class whr~is prrpali~iqInr Ilir mInLslry. Established in 1960 by family and a churchwide offering to honor Lllc rrlrnlnry nl Ilr. T , 0,Burntvedt, president of the Lutheran Free Church, 1930-1958. Henning and Sellstine Dahlberg Memorial Scholarship* - Awarded annually to an upperclass student preparing for a Christian vocation. Established in 1982 to honor the memory of Henning and ~ellstineDahlberg. lver and Marie lverson Scholarship* -Awarded on the basis of need, character and interest in Christian sewice. Established in 1957 by lver Iverson. The Rev. Arnold J. Melom Memorial Scholarship - Awarded annually to one or more students who demonstrate potential and tinancial need, with preference for those who are preparing for a religious service vocation. Gerda mottensen Memodal Scholarship* -One or more scholarships are awarded annually on L 1 1 ~bil!,is of srl~olarslrlp,sewicc. and dcvotlo~ito the Christian faith. Established in 1975 by tlir Ii~rnilyanrl h u g h u r g Collqf: in nlmlnrj or aerda Mortensen for five decades of service to Christian higher education at Augsburg College. Onesimus Scholarship* - Awarded periodically to students preparing for the Christian ministly. Established in 1962 by Mr. and Mrs. James Helleckson. Johah H. 0. ROdvik Memorial Scholarship* - Onr or more scholarships are awarded an~rq preparing for a proierslorial career in Christlan service. Established rtilally lo h u g s t ~ ~studrnts ill 1976 t)y Mr. nnrl Mrs. Luther H. Rodvik in mvriiory nl Jotiatt J. 0.Hodvik and his deep personal ~lrtl[cntIonLo liis ralling as a minister as well as his scholarly research and pioneer Lhought r o n c r r n l n ~the Apostle Paul's traditionally mlsilntlerstnod atlitude toward the question of equal rights and equal status for women. The Rev. Olaf R o g e Memorial &holarshlp* - Awarded on the basis of need, scholarship and interest in Christian scrvlce. Ectahllshed 111 1958 to honor the Rev. Olaf Rogne, business administrator of the college, 1940-1952. The Rev. lawrenre and Gertrude Sateren Scholarship* - Ont: or Inore scholnrshlps are to a Ji~nioror senlor prrparing b r a full-time vocation in the churcll. Eshbawarded a~~nually lished in 1980 by thclr chlldrrn, la~itiliesand hipr~dsLO l~unorLlre lifelonu dt:votlon that Lhc Rcu, and Mrs. lawre11ceSateren gav? to the cliurch, hugshurg Coll~ye,anrl Augsht~rgSelninaryover a period a160 years, Marguerite Hamilton StorIey memorial Scholarship -nwarded allnually to an able and des ~ r v i n g/ ~ l n i o ~ , k ~ ~slutlenl i I o r r~colnmendedby l l srhnlarship ~ committee. Semi-finalists are inlerv&d and sclcct~,dby thc dorlar, the flei. Catvili f. Storley. btablirhed in 1965 to honor the menlory o l Marqucr~lcljamlllon Slorley and licr intetest and cotice~nin the mission work of the Christian church. Morris G. C. d ilanna Vaageneu Misslanary Stholarship Fund* - Awiilded annually Lo a junior/senior student prepdrlng lor servlcc ac a missionary through the World FTlssion Dcparlment of The American Lulhtran Chorch, Lslabllshecl i l l 1969 by the RPV- and Mrs. Morri? 0.C. Vaagenes. Departmental Scholarships Art The Crown W n c w Sonja Art Scholarship - Established by authorization of the Augsburg College Board of Regents in 197n ta honor the Crown Princess of Norway. Awarded annually to a talented arl student will1 flnnncial need. Augaet molder Memorial Art Scholarship*-One or more scholarships are awarded annually to uppcrclass studc~itsmajoring in art. Established in 1982 by his wife, family and friends in memory of August Molder, accomplished artist and teacher for more than 20 years at Augsburg COI~P~P, Athletic The Carl Bloomberg Memorial Scholarship - Awarded annually to a needy student(s) particilmling iri Llh: Augsburg College hockey program whose cumulative grade point average is below 3.2. Estahtisherl in 1983 by friends in memory of Carl Bloomberg, a talented young hockey player. Paul Dahlen Memorial Scholarship*- Awarded annually to an able and deserving student on the basis of Christian purpose, athletic and academic achievement. Established in 1966 by his parents, the Rev, and Mrs. Lester Dahlen, in memory of their son, a senior student at Augsburg College. Paul Dahlen/Gerald Pryd Aemorial Scholarship* - Awarded annually to an able and deserving male student on the bash ol'personality, character, athletic and academic achievement. Established in 1966 by the tkv. and Mrs. Lester Dahlen and friends to honor the memory of these two Augsburg College studrnh. David Granner memorial Scholarship* -Awarded annually to h a or more students, particpaling in athletics or masic, who have demonstrated llnanrlal nced and/or high Christian character. The allllplicschotarship is for a mate rarlrliddlc only, w l l l ~a prefcrentr in basketball. Esand Mrs. Ethel tabliskrl In 1975 by Mrs. David Gronner and cllildren I{irhard, Caml, and Rt~l, Gronner to honor the memory of David Gronner, an Augsburg College alumnus. Keith Hoffman Memorial Scholarship* - Awarded annually based on academic achievement, personal character, and ability in athletics. Established in 1945 by Mr. and Mrs. Charles S, Hoffman to honor their son who gave his life in the conquest of Okinawa. Rory Jordan Memorial Scholarship* - One or more scholarships are awarded annually to upperclass students participating in intercollegiate sports, with preference for students in the wrestling program. Established in 1980 by the William Jordan and Charles Schulz families in memory of Rory Jordan, an Augsburg graduate and nationally recognized wrestler, Magnus and Kristofa Meven Scholarship* - Awarded annually to students on the basis of achievement, personal character, and promise in the field of physical education. Established in 1958 by their children in memory of their parents. Biology Biology Scholarships - Established in 1972 by the faculty of the Biology Department to honor outstanding students who intend to major in Biology, Natural Science or Medical Technology. Business AdmlnletmtIon/EcenomEcs A~~gshusg Brrsiness Rlitmni Scholarship Fi~nd*- Awarded annually to sophomore, junior or wrrinr 4 1 1 ~ hIIIP t~ldjnri~l!]ilk ally of Hw dress encompassed within the Department of Business Arltiiini5lration and C.< .ruioniics and b a w l on acad~micrxccllence and financial need. Established in 1984 by Augsburg business alumni and other alumni and friends within the business community. Gamble-Skogmo Foundation Scholarship* - Awarded annually to one or more upperclass students interested in the field o f business. Established in 1965 by The Gamble-Skogmo Foundation. Gertrude S. Lund Memorial Scholarship* - One or more awards are made annually to a junior or senior student(s) majoring in business administration, Established in 1980 by members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated teacher at the College. Chemistry Ellen and Courtland Agre Chemistry Award - Given annually to a chemistry major, preferably one going into graduate studies to earn the doctorate in chemistry. Established in 1980 by Dr. and Mrs. Courtland Agre. Chemishy Scholarships* - Awarded annually to junior and senior students whose academic record indicates promise of achievement in the field of chemistry. Established in 1968 by family, Friends, and the Augsburg College Chemistry Department to honor: Manivald Aldre Carl Fosse Frederick C. and Laura E. Nortensen Dr. W. N. Sandstrom Walter E. Thwaite, Jr. Covey Hendrickson Minnesota Mining and ManufacturingChemistry Scholarship - Awarded to Chemistry majors who are citizens of the U.S. Established in 1979. Conrad Sunde Memorial Chemistry Scholarships* - Awarded annually to junior/senior students majoring in Chemistry who have a GPA of 3.0 or above and, preferably, graduate or professional school goals. Established in 1984 through the Conrad Sunde estate in memory of a 1915 alumnus who was the first Augsburg College graduate to earn a Ph.D. in chemistry, His professional career as educator, researcher and consultant included many inventions, of which the development of lanolin oil was his outstanding work. Education David Mathre Scholarship* - Awarded annually to qualified full-time student(s) in need of financia.1 assistance during the term in which they are student teaching. English Anne Pederson English Scholarship* - Awarded annually to jtlniorlstnior students who are majoring in English, with preference given to those who plan to t ~ a c hEngllsh as a career. Established in 1971 by faculty members of the English Department to honor the 37 ycars nl service of Anne Pederson as English teacher at Augsburg College. Prof. P. A. Sveeggen Memorial Scholarshipb- Awarded annually to an outstanding student in the field of English. Established in 1959 by Gerald Sveeggen in memory of P. A. Sveeggen, professor of English at Augsburg, 1915-1952. Foreign Language Nimi Baez Kingsley Modern Language Scholarship* - Awarded annually to junior/senior students who are majoring in modern language, with preference given to those who plan to teach language. Established in 1969 by Mr. and Mrs. James Kingsley. Health-Related Ellen and Courtland Agre Pre-MedicineAward - Given annually to a student of any major who is planning on entering medical school to earn a doctorate in medicine. Established in 1980 by Dr. and Mrs. Courtland Agre. Augsburg Nurses Alumni Association Scholarship* - Awarded annually to a registered nurse seeking a baccalaureate degree in nursing. Established in 1983 by The Augsburg Nurses Alumni Association. - Eleanor Christensen Cdwards lkmorlal Scholarshipr Awarded annually to upperclass student(s) prrparing for a ratter in riirdirlne nr health. Established in 1978 in memory of Eleanor Christrr~senUwards' devotion and s~.rvjccin lieaitli care by members of her family, Bernhard Chrlsl~nscn.I;isic Christe~isenSchrocder, .le%l~ Cliristensen, Nadia Christensen and Theodore Christensen. History Dr. Carl H. Chrislock History Scholarship - Awarded annually to a history major. Established in 1980 by Gregory M. Rtzloff to honor Carl H. Chrislock. The Rev. and Mrs. 0. J. Haukeness History Award - Awarded annually to a senior student for excellence in history. Established in 1980 by Helen Ranck to honor her parents, the Rev. and Mrs. 0. J, Haukeness. H, R, aendrichdn lllsbry Scholarship* --Awarded annually to students majoring in history with prclrrencc given to llrose who plau a c a m In lhp field, blahlfshed in 1969 by Dr. and Mrs. Carl II.Chrlslork and aegnrentcd Ily otlier conLributlo~~s Lo iinnnr Ihe memory of H. N, Hendrickson, pmkssol uf llistory a1 Aussburg College, 1400- 1952, Library Science Library Student Assistant Scholarship - Established in 1984 by library staff to honor junior or senior students who have given outstanding performance as a library student assistant. Mathematics Mathematics Scholarship - Awarded annually to an able and desenring student in the field of mathematics. Established in 1980 by the Mathematics department. Minnegasco Scholarship - Awarded annually to able and deserving junior/senior students majoring in mathematics or the sciences on the basis of need and academic ability. Established in 1969 by Minnegasco. Metro-UrbanStudies Joel and Frances Torstenson Scholarship in Urban Affairs* - One or more scholarships are awarded annually to upperclass students who actively contribute toward the fulfillment of Augsburg's Mission Statement relating to the College's urban involvement. Established in 1982 by colleagues, former students, and friends to honor the service and leadership of the Torstensons in community development and urban affairs. Music Peggy ChristensenBenson Memorial Scholarship*-Awarded annually to a student of choral music. Established in 1965 by Thomas 1. Benson in memory of Peggy Christensen Benson, an Augsburg College alumna. Prwhrnan Performance Studies Scholarships - Entering freshman music majors who evidence niarkrrf ablllty In their major instrument or voice will receive free lessons in that major nicldium during ihe Rmt two semesters of performance studies. David Gronner Memorial Scholarship* - Awarded annually to two or more students participating in athletics or music, who have demonstrated financial need and/or are of high Christian character. Established in 1975 by Mrs. David Gronner and children Richard, Carol and Paul, and Mrs. Ethel Gronner in memory of David Gronner, Augsburg College alumnus. 0 . I. Hertsgaard Scholarship* - Awarded annually to junior/senior students who have demonstrated proficiency in choral and/or instrumental music, interest or potential in conducting, and promise of overall academic success. Established in 1966 by 0. I, Hertsgaard. Leonard & Sylvia Kuschel Scholarship* - Awarded to upperclass students seeking to acquire musical and performance skills in instrumental music with preference given to those who have shown proficiency in keyboard instruments. Established in 1975 by Leonard & Sylvia Kuschel to honor the beautiful message of music. Edwin W. and Edith 8, Norberg Scholarship* - One or more scholarships arc awardrrl annually to upperclass student(s) preparing for careers in church music. btablish~din 1980 by Edwin W. Norberg to honor his wife's lifelong career in the teaching and ro~iducllngoF piano, organ and choral music. Henry P. Opseth Music Scholarship* - Awarded annually to a sophomore/junior student of outstanding promise in the field o f music. Established in 1953 by his family to honor Henry P. Opseth, chairman of the Augsburg Music Department, 1922-1951. Senior Performance Scholarships - Senior music majors who have attained a cumulative GPA of 3.0 in their major instrument or voice will be awarded a Senior Performance Scholarship which provides for free lessons in that major medium during the two semesters preceding graduation. Marilyn Solberg Voice Scholarship* - Awarded annually to an Augsburg student who has music as a major/minor and who shows outstanding promise for achievement in the art of singing. Established in 1955 by her parents, Mr. and Mrs, lver Solberg, and her brother Dorvan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-53. String Scholarships - Awarded to entering students who demonstrate ability on violin, viola, cello, or bass and who intend to pursue their study through performance studies, string ensemble, and orchestra. John & Vera Thut Scholarship* - One or more scholarships are awarded annually to upperclass students who have achieved excellence in performance in voice or piano. Established in 1980 by John and Vera Thut, their family and friends. The Thuts cherished lifelong careers in the teaching of music, three decades of which was at Augsburg. Stuart West Memorial Scholarship* - Awarded annually to a student on the basis of skilled performance or aptitude in instrumental music. Established in 1983 by Mrs. Joan West and children, Kristine, Dale, David, and James. Physics Theodore J. Hanwick Physics Scholarship* - Awarded annually to an upperclass student majoring in physics. Established in 1976 by the Augsburg College Physics Department and friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty. Political Science Political Science Scholarship* - One or more scholarships are awarded annually to upperclass students oursuina careers in Political Science. Established in 1980 bv Professors Norma Noonan and ~ j l e s~teishoel. Scandinavian Studies lver and myrtle Olson Scholarship'- Awarded antlually to an upperclassstudent@)with acadeniic ah~lltv.in lllc ~ ~ u t s uoti la rtpqwe. wit11 concentration in Scandinavian lanquaqes, literar and their familks and friends tulme,h l s l o i ac~rl/orcult~r~~e. ~ t a b l l ! h d In 1903 by l l ~ e lchildren to honor lver and Myrtlv Olson oa the occaslot~ol their golden wedding anniversary. Sociology Adolph Paulson Memorial Prize* -Awarded annually to a student in the general field of Christian sociology. Established in 1936 by members of his family to honor the memory of Professor Adolph Paulson, who taught social science at Augsburg from 1930-35. E xperiences in the classroom are an important part of collene life, but learning and development also occur in formal and informal activities of the college and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry a college of the church, we are concerned about spiritual, a s well as As academicand social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Since our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, fellowship groups, outreach teams, planning committees, retreats, Peace and Justice forums, Hunger conferences, concerts, plays and movies are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each Monday, Wednesday, and Friday to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. A s a college of the church, we encourage students to form their own values which will be the basis for the kind and quality of life that reaches beyond one's years at Augsburg. The College Pastor has an ofice in the College Center to be readily available for counseling, consultation, support or information. Student Government Through student government students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decision-making process at Augsburg. Student government also sponsors and directs student activities, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is organized into the executive branch, the legislative branch, and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible - program planning, writing, editing or service opportunities. If you want to get involved, contact the President or Vice President of the Student Body in their offices in the College Center. Social, Cultural, Recreational Throughout the year, a variety of social and cultural activities takes place on campus as well a s in the Twin Cities. These activities include dances, special dinners, name entertainment, and visiting personalities in various fields. The College Center is the focus of lesiure-time activity on campus. Offices for the College newspaper, the Augsburg Echo, and the yearbook, the Augsburglan, are on the lower level. Many of the clubs that unite classroom or non-classroom related interests meet in the Center. KCMR, a student-operated non-profitradio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in the Mortensen Tower. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the theatre arts department. Intercollegiate Athletics Augsburg is affiliated with Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, track, and golf. Women annually compete in volleyball, cross country, soccer, basketball, track & field, and softball. Intramurals Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well a s individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Student Activities A variety of interests is served by groups and clubs and by events spon- sored by the student government. If you need information or wish t o initiate a new group or activity, contact the Student Activities Director. Student Services ~ u ~ i b college u r ~ doncerned with educating the whole person and - is recognizes t h a t t h e environment for learning is a critical factor in achieving growth. Knowledge grows from more than intellectual endeavors. Expanding relationships, exploring values, identifying life styles, developing autonomy and interdependence, finding purpose and commitment - all combine with intellectual content and skills to produce the educational impact of the college on its students. The Division of Student Affairs supports this task. During the summer before your freshman year, or a t the time of transfer, you will receive a copy ofAugsburg Guide. This book will help you assess the possibilities in your education, choices to make, directions to consider and different destinations for which to plan. Augsburg Guide was designed t o act a s a sort of road map. Center for Student Development The Center for Student Development provides a variety of services t o help make yourjourney rich and meaningful. Some of the opportunities are listed below. Summer Orientation. Students can plan their first academic year and pre-register for classes. Students and their parents get acquainted with classmates, faculty, and staff as well as with the campus. They stay in the dormitory, attend events in the met: ropolitan area and seek answers to many questions about college life. Career Planning and Placement. Students may be uncertain about where they want to be whenthey finish their undergraduate experience, whether their life style will be a balanced one, or how work will provide opportunity for service and fulfillment. Augsburg has a four-year career development plan to help with a personal assessment, explore possibilities, test realities, and prepare for entry into the next phase of life. All new students will have a chance to review their interests with a counselor. Job Service. Augsburg College maintains a referral service in the Placement Office, Center for Student Development, to help students find part-time, temporaty, and summer employment off campus. Job Service initiates contact with employers in the area and the State Employment Service and acts as a clearinghouse to help match students and jobs. Human Development Seminars. A series of informal "mini-courses" is offered each year to help you grow in understanding of yourself and your relationship to others. Such topics as PEER (Positive Educational Experiences in Relationships),Choosing a Major, Issues in Men's and Women's Identity, Assertiveness, Job Seeking, and Sexuality are available. Information on current offerings and opportunity to register are provided several times during the year. Academic Enrichment. Students may want to improve their skills in such areas as reading, studying, note-taking, and testing by attending one or more of the workshops offered. Students also will have an opportunity to meet with a counselor to diagnose needs. If a particular course proves difficult, students can arrange for tutoring through the Center. Counseling and Guidance. Sometimes students find it difficult to cope with relationships or situations which they encounter during their college experience. Counselors are available to help students who are experiencing personal/interpersonal difficulties by providing individual and group counseling and a variety of personal growth groups. Learning Disabilities Program. A Learning Disabilities Specialist and trained peer counselors are available to LD students needing coursework assistance, as provided for by Section 504. Direct services and advocacy are provided in such areas as diagnostic assessment, admissions assistance, orientation and registration assistance, basic skills remediation, orientation to the College, and tutoring. A Learning Laboratoty, word processors, study guides, taped textbooks, and a peer support group are also available to students accepted into the LD Program. A separate brochure detailing services and fees is available through the Center for Student Development. Intercultural Center As a College in t h e city, committed t o t h e values and insights ofcultural diversity, Augsburg offers special advocacy a n d counseling for all minority students in close cooperation with administrators, faculty a n d community. At t h e present time t h e s e efforts concentrate in two major areas: American Indian Support Program. This program provides direct services and assistance in such areas as: recruitment and retention, admissions and financial aids procedures, orientation and registration, coursework selection and career counseling, tutoring, personal and crisis counseling, referrals and followup. The program provides advocacy in areas of health, child care, housing, and employment opportunities, with input into the implementation of American Indian courses and liaison with the Intertribal Student Union. Black Student Program. Augsburg offers a Black student program which provides career and personal counseling, administrative support, and assistance with the admissions process. Black History Month and the Black Student Union are student affairs programs emphasizing Black heritage and participation. The other facet of Augsburg's Intercultural Center focuses on students who are from or are interested in studying in other countries, and in planning activities and events to increase intercultural awareness of students, faculty and staff. Foreign Study. If students are interested in study abroad, they can consult the faculty member who serves as Director of lnternational Programs to check on the many opportunities available. International Students. Augsburg enjoys the academic and cultural participation of its students from countries outside the U.S. The Office of the International Student Adviser helps to orient and advise any student on a student visa, exchange program, or permanent resident status. The adviser handles information on immigration, work permits, and temporary status and arranges an American host for international students. See Augsburg Guide for information about the Cross-Cultural Club. Health Service The staff of Smiley's Point Clinic located on Riverside Avenue across the street from the campus will take care of students' health needs. Visits are free except for special testing or service, and prescriptions are available through the Fairview Pharmacy at cost. Students must check family health coverage to determine if they are included: if not, a student health insurance plan is available. Food Service The Commons,situated on the top floor of the College Center, is the main food serv- ice facility for students, faculty and staff. This pleasant room features small table units for easy conversation and overlooks the College Quadrangleand Murphy Square.The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. The Chinwag, located on the ground floor of the Center, features short orders and is open through the noon hour and in the evenings. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. Living on Campus Because Augsburg recognizes that a student's ability to respond to the learning environment depends, in part, upon his or her living conditions, a variety of housing alternatives is provided. The residence hall program promotes student growth by asking students to actively participate in group decision-making. Each residence unit has one or more Resident Staff who facilitate the process of group living and discuss personal concerns with individual students. Augsburg requires all freshmen and sophomores not living at home to live in college-operated housing. Married student housing is available in annex housing and South Hall. Students rent a room at the beginning of the fall term for the entire school year. New students receive room assignments the summer before they arrive a t Augsburg. Upperclass students make housing arrangements in the spring. All resident students must sign housing contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1in order to secure housing. Students who deposit after June 1will be provided housing only if space is available. All students living on campus must pay an advance payment when they sign the housing contract. The fee is credited to the students' accounts when they move into the residence. All new freshmen and some upperclass students live in U r n e s s Tower. This eleven story high-rise houses 324. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. Mortensen Tower, the newest residence hall, is an alternative to traditional residence hall living. It contains 104 one- and two-bedroom apartments to accommodate 312 upperclass students. South Hall contains 12 apartments housing 34 upperclass students. W e s t H a l l contains 12 one-bedroom apartments housing 24 upper- class students. A n n e x H o u s i n g provides an alternative opportunity for group living. Groups of upperclass men or women share living space, house responsibilities, and cooking. Houses are located in the campus area. One way to maximize the living and learning of your housing situation is to bid for a Special Interest House. Groups of students have created exciting projects by writing and implementing educational impact proposals on such t o ~ i c sa s Environmental Concerns, Men's and Women's Awareness, 'international Living, Honors Program, and Scandinavian Studies. Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is otherwise unfurnished. In other residence halls or houses, rooms are furnished except for bed linens, towels, blankets, bedspreads, and lamps. Laundry facilities are available in each residence. Student Riahts The College has adopted a statement of student rights and responsiY bilities and has provided for due process in matters of disciplinary action, grievances, and grade appeal. The Judicial Council is elected by students and faculty and serves to conduct hearings and review matters of concern. Any student who wishes to identify appropriate procedures for complaint should contact the Vice President for Student Affairs. The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records, files and data which pertain to them and which are maintained in the Office of the Registrar and the P!acement Office and to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential letters and statements placed in the record before January 1,1975, or placed under conditions where students have signed a waiver of right of access. Students have the right to experience education free from discrimination based on sex, race, ethnic, or cultural background, handicap, creed, marital status or age. Persons seeking additional information on these topics should contact the Center for Student Development or the appropriate coordinator a s listed in the Communication Directory at the end of the catalog. Academic Information ',, 1 I . . . ' i!! A ugsburg College constructs its cumculum upon the premise that students must be educated as full human persons: intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well a s the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cumculum introduces students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students the opportunity to develop skills for participation in exercise and sporting activities. Students choose from over forty mqjor areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of cumcular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. General Information D e g r e e s Offered Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of Science degrees. The B.S. degree is awarded to graduates with majors in Music Therapy, Nursing and Social Work. The B.M. degree is awarded to graduates with majors in Music Education and Music Performance. Graduates with majors in other fields receive the Bachelor of Arts degree. Academic Calendar Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 1 4 weeks separated by a 4-week January Interim. Students normally take four courses each semester and one course during Interim. A maximum of three courses can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take courses on another campus during the regular term. (See Registration.) January Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunities within the United States and abroad, Independent or directed study and internships are among the many Interim options. Augsburg Weekend College follows a trimester calendar (see Augsburg Weekend College). t. -+ - 4 II i' Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider their teaching to be the focus of their activity. Faculty are involved in research, including such varied studies a s space physics, the history of medieval spirituality, women in the Soviet Union, and homelessness in American cities. Music faculty perform professionally on the local and national level, and studio artists' works can be seen in buildings, galleries, and shows around the country. Augsburg faculty s e e their research a s supporting their teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fields but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act a s academic advisers and counselors and participate regularly in campus activities. Every student is assigned a freshman adviser and chooses a major adviser. In this close interaction, faculty act a s both mentors and models for students. Computer R e s o u r c e s Approximately 50 microcomputers, including Apple Ile's, IBM XT's, laboratory computers, and graphics microcomputers are arranged in networks with larger machines, to satisfy standard educational needs. Students and faculty members needing even more computing power also have access to computers at the University of Minnesota. Library and Audio-Visual Services A relaxed atmosphere, a helpful staff and friendly student library as- sistants make the library a favorite place to study. The main library houses over 160,000books, periodicals, records, tapes and films. Music, Chemistry, and Art History slide libraries are located within the departmental areas. A service-dedicated staff provides students with assistance to meet diverse information needs including instruction in the use of the library, standard reference service, guidance in pursuing term paper topics, and directions to other local sources of information. Special arrangements are made for access by students with physical handicaps. Access to over 1,000,000volumes is available via daily interloan and courier service among seven private liberal arts colleges and the Hill Reference Library. Through Minitex, the statewide network, the additional resources of Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students. The Library Audio-Visual Center houses audio-visual materials and equipment and provides access to materials for rent or loan. Assistance with production of slides, transparencies, filmstrips and audio/ video tape recordings is available for faculty and students. Equipment such a s movie and slide projectors and tape recorders may be borrowed for limited periods. Film bibliographies and other advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. Academic Organization and programs Divisions and Departments The college curriculum is offered by 20 departments which are grouped into four divisions for administrative and instructional purposes. Humanities - Raymond Anderson (Chairperson) Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication and Theatre Arts - Earl Alton (Chairperson) Social and Behavioral Sciences - Norma Noonan (Chairperson) Natural Science and Mathematics Biology, Chemistry, Mathematics and Computer Science, Physics Business Administration and Economics, History, Political Science, Psychology, Sociology Professional Studies -Edwina Hertzberg (Chairperson) Education, Health and Physical Education, Music, Nursing, Social Work M q j o r s and M i n o r s Majors, or concentrations of study, may be within one department, within one division, or cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the B.A. degree. Students may contact the Registrar about creating a unique major, Mqjors available at Augsburg are: Applied Economics Art History Biology ~ u s i n e s Administration s (Accountina, Finance. International Business, -Management, Management Information Systems, Marketing) Chemistry Communication Computer Science East Asian Studies1 Economics Economics-Business Administration EngineeringZ English Foreign Languages: French, German, Norwegian, Spanish Health Education History Humanities International Relations Kindergarten-Elementary Education Mathematics Metro-Urban Studies Music Music Education (B.M.) Music Performance (B.M.) . . Music Therapy (B.S.) Nursing (B.S.) Occupational Therapys Philosophy Physical Education Physics Political Science Psychology Religion Russian Area Studies1 Scandinavian Area Studies Social Science Social Work (B.S.) Sociology Speech Studio Art Theatre Arts Transdisciplinary Minors available at Augsburg are: Art History Biology Business Administration Chemistry Communication Computer Science East Asian Studies East and Southeast Asian Studies Economics English Foreign Languages: French, German, Norwegian, Spanish Health Education History International Business Management Information Systems Mathematics Music Philosophy Physical Education Physics Political Science Psychology Religion Russian Area Studies1 Scandinavian Area Studies Social Welfare Sociology Speech Studio Art Theatre Arts It 1s posslble for students to complete other maJors through the Associated Colleges of the Twln Cltles (ACTC). Students who wlsh to complete a maJor oflered a t one of the other ACTC colleges must apply through the Augsburg Registrar's Ofpce. 1 - Cooperatlue Program of the Associated Colleges ofthe 7Luln Cities and agree- ments with the Unluerslty of Minnesota. It is possible for students to take beglnning and intermediate courses in Chinese, Japanese and Russian. 2 - Dual degree programs with the University ofMinnesota Institute of Technology, Washington Unluerslty School of Engineering and Applied Science, and Mlchlgan Technological Unluerslty. 3 - Dual degree program with Washington Unluerslty School ofMedlclne. Teaching Licensure Teaching Licensure programs a r e offered a t Augsburg in KindergartenElementary Education a n d t h e following fields in Secondary Education: English-Language Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry o r Physics), Science (Grades 5-9), Social Studies, Spanish, Speech, Theatre Arts, a n d in t h e special areas ofArt (K-12), Band (K-12) and Classroom Music (Grades 5-12),Orchestra (K-12) a n d Classroom Music (Grades 5-12),Vocal a n d Classroom Music (K-9), Vocal a n d Classroom Music (Grades 5-12), a n d Physical Education (K-12). Students planning t o teach o n t h e secondary level have advisers both in t h e Education Department a n d t h e area of their academic major(s). Certification Programs Special programs certifying skills a n d knowledge h a v e b e e n established a t Augsburg t o increase vocational possibilities and/or enhance personal growth: Certificate in Art - requires eight courses, one of which must be in art history. Special professional or avocational concerns of those wanting to teach art in less formal circumstancesthan a college are addressed. For further information, contact the Art Department Chairperson. Church Staff Work Certification - is designed to prepare for full-time specialized lay work in the Lutheran Church. It consists of nine courses for a Church Staff Worker major in Religion plus additional specialized courses in psychology, sociology, speech and physical education. The program is designed to meet or exceed criteria used in The American Lutheran Church certification program. Interested students should contact the Religion Department Chairperson. Program Evaluation Certification - provides the background for performing systematic assessments of programs for social improvements. Students are required to complete a group of five psychology and sociology courses, including an internship. For further information, contact the Psychology or Sociology Department Chairperson. Women's Studies Certification - may be earned by completing six courses focusing on women's perspectives. Each individually planned program should include courses in the social sciences, humanities, or other academic areas focusing on women, lnterested students should contact the program chairperson. Pre-Professional Programs S t u d e n t s who plan t o enter t h e fields of law, medicine, occupational therapy, dentistry, t h e ministry, veterinary science, pharmacy, o r engineering c a n profit from a liberal a r t s education a t Augsburg. It i s r e c o m m e n d e d t h a t r e q u i r e m e n t s for a d m i s s i o n to g r a d u a t e s c h o o l s o r seminaries be reviewed a n d t h e course of study a t Augsburg planned accordingly. A faculty adviser is available in e a c h field t o assist s t u d e n t s in their planning. S t u d e n t s w h o want t o plan a pre-professional program should contact t h e Associate Academic Dean early in their freshman year t o arrange for help from t h e appropriate faculty a d viser. Pre-Dentistry- These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, 2~ourses;810 111,112; PHY 121,122; CHM 115,116 (or 105,106),351,352; MAT 124; ~ ~ ~ 1 0 5 . Requirements at other universities may vary. Pre-Engineering -This program provides a course of study which enables students to complete introductory core requirements in mathematics, science and the liberal arts necessary for engineering. Some students in the program choose to transfer after two years to an institution granting degrees in engineering, while others elect to participate in a dual-degree program. Augsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri: or Michigan Technological University, Houghton, Michigan. The dual-degree programs afford students the opportunity to combine a strong background in the liberal arts, including an elected major, with the study of engineering. Pre-Law - Students considering a career in law should examine the handbook published by The Association of American Law Schools and consult the Augsburg prelaw adviser, Dr. Myles Stenshoel. Students may wish to take the course POL 170 (Law in the United States) to help determine their interest in law. Pre-Law studentshould major in a discipline of their own choosing, and will satisfy most law-school entrance requirements with a record of solid achievement in the liberal arts. Pre-Medicine - Many medical schools are encouraging a liberal arts education to prepare for study in medicine. At Augsburg, the biology and chemistry departments have majors specially designed for pre-medical students. Both require CAM 115,116 (or 105, 106), MAT 124, 125: and PW 121, 122. The Chemistry major also requires CHM 353,361, one advanced course, seminar, and two or more biology courses. The Biology major also requires 810 111, 112, 491 and one from each of three groups (351,353, 361), 1355,473, 47Y), (440, 471,476), with 353 and 355 especially recnmmenrlccl Tor rnedical school. Designed lo mcet the University TMinnesota (Minneapolis) requirements, both programs also encourage coursr.s in the behavioral sciences and humanities, including psychology and sociology. The University of Minnesota (Minneapolis)requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult with the faculty adviser early in the freshman year. Pre-OccupationalTherapy - Augsburg College has a cooperative arrangement with Washington University in St. Louis, Missouri, to allow students to earn a Bachelor of Arts degree from Augsburg and a Bachelor of Science degree in Occupational Therapy from Washington University. Prerequisite courses for the Occupational Therapy Program include ENG 111,BlO 111,112 and 323 or 353; CHM 105 or 115: PW 103; PSY 105.351.362: SOC 121.336. SOC 362 or MAT 373. Pre-Pharmacy- Augsburg has a program designed to fulfill minimum requirements of the Colleae of Pharmacv at the Universitv of Minnesota: BIO 111.112: CHM 115. 116, 351, 352; ECO 1 2 2 : " 1~11 ~ and ~ a iecond course; MAT 124, 125: PHY 121, 122; electives from humanities, literature and the arts to fulfill the semester hour requ~rements.Requirements at other universities may vary. -~ -~ - - - ~ ~ 0 - - ~ 7 Pre-Seminary - A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111,221; at least two semesters of history (Western Civilization);one or more courses in the history of philosophy; and Greek in the junior and/or senior year. Pre-Veterinary Medicine - To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, 2 courses; MAT 124; public speaking, 1 course: CHM 115, 116 (or 105, 106), 351, 352, 353; 810 111,112; PHY 121, 122; economics, 1course; 2 courses in art, literature, music, humanities, theater, or upper division foreign languages; and anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the distribution requirements. Requirements at other universities may vary. Inter-Institutional Programs Augsburg cooperates with other colleges a n d institutions in t h e Twin Cities a r e a o n several programs. Library and Media Center - Through CLIC, the Twin Cities private colleges library consortium, and MINITEX, the statewide library network, the Augsburg community has access to over 5,000,000volumes, Associated Colleges of the Twin Cities (ACTC) - Full-time students at Augsburg and the St. Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music and some independent studies. See Independent Study for further details. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. The colleges have coordinated calendars. The interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January interim. Higher Education Consortium for Urban Affairs (HECUA) - Augsburg, in cooperation with fifteen other colleges and universities in Minnesota, Wisconsin, Iowa, and South Dakota, develops and offers off-campus study semesters in Scandinavia, South and Central America, San Francisco, and the Twin Cities. All HECUA programs are interdisciplinary and address the critical issues associated with social change and the human community. The consortium also facilitates innovative curricular endeavors, an interchange and sharing among faculty, cooperative research, international and experiential education, and conferences on planning and metro-urban studies. Chemical Dependency Program - A cooperative effort between Augsburg College and Minneapolis Community College in downtown Minneapolis has resulted in the establishment of a four-year program in social work, sociology or psychology with a chemical dependency specialty. The program is designed to train specialists to help professional people in dealing with chemical dependency problems. Courses are taken both on the Augsburg and Metropolitan campuses. Conservation of Human Resources (CHR) - These co-learning classes bring together Augsburg students, prison inmates, mental hospital patients, guards, and students at rehabilitation centers. Classes are held at such places as the Shakopee Institution for Women, Stillwater State Prison, Trevilla of Robbinsdale (a center for the severely physically handicapped), or on the Augsburg campus. The classes offered through several departments give students first-hand views of the prisons, hospitals and rehabilitation centers. The response of students involved in the courses, both from Augsburg and the institutions, has been extremely favorable. Air Force ROTC - Augsburg students may participate in the Air Force ROTC program at The College of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for 2- and 3-year AFROTC scholarships. For more information, contact the Dean of the College. Naval ROTC - Augsburg students may participate in the Naval ROTC program at the University of ~iniesotaunderan ag;eement between Augsburg, the ~ i i v e r s i of t~ Minnesota, and the program. For more information, contact the Dean of the College. Opportunities for Study Abroad Several types of international experience a r e available to Augsburg students. S o m e of t h e m a r e briefly described below. For application procedures a n d further information, s e e t h e Director of International Programs. Since there i s a limit o n t h e number of students who may study a b r o a d e a c h year it i s wise t o apply in t h e fall prior t o t h e year o n e wishes t o participate in a n international program. T h e d e a d l i n e i s March 1of t h e preceding year. Associated Colleges of the Twin Cities Programs - Students may participate in the ACTC program in Germany and Vienna, spending January and February in intensive language study in Germany, and March through May in a regular semester program in Vienna, where a variety of course offerings is available. HECUA (Higher Education Consortium for Urban Affairs) - Augsburg students join students from other colleges and universities in five different full semester programs in Scandinavia, South and Central America, San Francisco and the Twin Cities. All programs are interdisciplinary and emphasize the impact of social change and cross-cultural factors on the human community, HECUA programs emphasize intense language experience, internships, and field trips. Interim - Study abroad during the interim is planned for each year. See listings under the Augsburg Interim Catalog and in the brochure on Interims Abroad issued in spring for the following January. Augsburg is affiliated with the Upper Midwest Association for Intercultural Education (UMAIE). International Business Program - Augsburg College International Business Program offers students the opportunity to spend a year of study in London, Paris (American College), Cairo (American University), or Heidelberg. A major concentration in international business requires Business Administration courses taken at Augsburg and international core courses studied at one or two of the campuses abroad. See Business Administration-InternationalBusiness. Program in Global Community - Augsburg's 3% month li~ing~learning program based in Cuernavaca, Mexico, focuses on the study of issues related to global justice and human liberation in the light of Christian proclamation, Includes intensive Spanish instruction,group trips, home stay with a family, and cultural activities. The cost, including travel, is equivalent to full room, board, and tuition for one term at Augsburg. Application and interview required, enrollment limited. See Center for Global Service and Education. Student Project for Amity Among Nations - Augsburg participates in the SPAN program. This is a joint venture of the University of Minnesota and several colleges in the state. Each year three or four countries are selected, and qualified students are granted partial scholarships to enable them to spend a summer in informal study in one of the countries chosen. Applications to the program are made in the spring of the freshman or sophomore year. The SPAN program consists of three stages: language study and group meetings during the school year before departure, independent study abroad on a topic of one's choice during the following summer, and the writing of a paper upon return. Semester or Year Abroad - Arrangements have been made under which Augsburg students may spend their sophomore or junior year in study at a number of foreign educational institutions. Among them are the University of Oslo, Norway: Schiller College in London and Heidelberg: the University of York, England: the University of Dundee, Scotland: the University of Seville, Spain: and the Institute for American Universities in Avignon, France. Summer School -There is a wide variety of possibilities for those who wish to spend a summer studying abroad. Recently Augsburg students have spent summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those interested in further information should contact the Director of International Programs. Honors Program The Honors Program a t Augsburg provides opportunities for qualified students to pursue a n enriched and distinctive course of study. The major components of the Program include a limited sequence of honors during the freshman and sophomore year, special extra-curricular seminars, a program of cultural events each semester, and a senior capstone interim. The Program challenges our finest students to distinguish themselves. Students are ordinarily recruited a s freshmen, but may enter later by petition. Please send inquiries to Dr. Diane Pike, Director of Honors. Cooperative Education, Internships and the Liberal Arts Through Cooperative Education and Academic Internships, Augsburg College students integrate their liberal arts education with the world of work. Each placement is closely related to a student's major or career interest. An underlying assumption is that a liberal arts education is a n effective form of career preparation. Augsburg's Cooperative Education and Academic Internship Programs link employers and faculty in a way that enriches and expands a student's educational experience. This on-the-job experience a d d s breadth and depth t o the liberal arts curriculum and helps students make more informed career decisions. Augsburg's liberal arts education is enhanced by the college's metropolitan location and the broad range of opportunities in the Twin Cities. Co-op Ed and Internships expand these mutually beneficial relationships and the resulting partnerships among employers, educators and students. Augsburg has been a leading proponent and provider of experiential education for many years. Both Co-op Education and lnternships are voluntary and available throughout the cuniculum. Each academic department determines the extent of its involvement in either program and the amount of credit it will allow. The Associate Academic Dean coordinates the Internship Program with assistance from Career Services. Co-op Education and lnternships are separate and distinct from programs which require clinical experience, practicums, residencies and/ or student teaching in order to fulfill the professional training associated with accredited programs. However, many students participate in Co-op Education and lnternships prior to and following these required assignments. Upper division internships are numbered 399 and lower division internships are numbered 199. Registration for internships consists of the followingsteps. A learning agreement (forms are available from the Associate Academic Dean's oflice) must be negotiated with the faculty member responsible for grading the experience. The grading system, activities, and appropriate level must be agreed upon. The completed learning agreement is returned to the Associate Dean's oftlce. An internship card (with the description/location) signed by the faculty member and Associate Dean must be turned in to the Registrar's Office at registration time. Students are not encouraged to registerladd until an actual experience has been arranged, but they must make arrangements by the end of the registration period. For extension of study beyond one term, see the section of the catalog under grading. A maximum of four courses of internship may count toward the 35 courses required for the degree. Independent/Directed Study Many departments offer opportunities for conscientious students who demonstrate sufficient background and preparation in a given field to cany out upper division level work on an independent basis. Courses are numbered 499. (Some departments have been given faculty approval to offer '12 course credit under 498. The Speech, Communication and Theatre Arts department uses 495 for independent study in Communication.) Many departments also offer an opportunity for directed study on a lower division level. These courses are numbered 299. Arrangements between students and instructors should be made in advance of the period of initial registration. The grading system and appropriate level must be agreed upon, lndependent and directed study course numbers are used only for study different in content from courses already listed in this catalog. An agreed title must be reported on the appropriate form to the Registrar's OWce at registration time. The faculty member giving the grade must sign the form. Students are not encouraged to registerladd until an actual study has been arranged, but they must make arrangements by the end of the registration period. For extension of study beyond one term, see the section of the catalog under grading. A maximum of two courses in lndependent Study and/or Directed Study may count toward the 35 courses required for the degree. Students may cross-register for independent studies at another ACTC school only when the major field in which the independent study is proposed is not available on their home campus, and will be charged by the host campus for any special costs attached. Requests for exception to this policy should be made directly to their own academic dean. Augsburg Weekend College Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second major, or pursue a personal interest or skill. Weekend College classes meet on alternate weekends and there are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. While Augsburg Weekend College program involves the same courses a s the day school program, the curriculum is limited to selected liberal arts courses and the following majors: Business Administration (specializations in accounting, finance, management, management information systems, and marketing), Communication (concentrations in human relations, public relations/advertising, and supervisory management), Nursing, and Social Work. Continuing Education Program Augsburg College offers a number of courses, both credit and noncredit, through its Continuing Education Program. Classes are generally in the evening. Since continuing education courses are offered on a semester-hour basis, the courses vary in length from four weeks to fourteen weeks. Students wishing to know more about Augsburg's continuing education offerings should call or write the Office of the Associate Dean. Center for Global Service & Education The Center for Global Service and Education was founded at Augsburg in 1982with a commitment to education which both expands our world view and deepens our understanding of issues related to global peace and justice. Students can participate in a number of forums, seminars and conferences that focus on global issues. In addition, a spring semester program in Mexico, The Program in Global Community, and occasional interims allow more in depth exposure to these topics. Academic Policies and Procedures Registration A student must be registered for a course to receive credit for it. Students normally register for four courses a semester and one course in the interim. Students registered for three or more courses in a semester are classified as full-time students. To register for more than 4.5 courses, students must contact the Registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to two weeks after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees also are charged for cancelling or adding courses or changing grading option after the first five days of a semester. A joint class schedule is published each Spring by the Associated Col- leges of the Twin Cities, listing courses and their location at the five colleges for the following semesters. Separate catalogs of courses are published by the Interim Office, Summer School Office, and Weekend College Ofice for those sessions at Augsburg, listing registration times and procedures. Specific information on registration and help with registration on another campus are available from these offices: - Office of the Registrar Science 114, for Fall and Spring terms Interim Office - Memorial 230,for Interim Summer School Office - Memorial 230,for Summer School Weekend College Office - Memorial 329,for Fall, Winter and Spring trimesters of Weekend College. Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. All currently enrolled students may pre-register during the fall for the spring and during the spring for the fall. All students must confirm their registration at the beginning of each semester and complete financial arrangements. Withdrawal from College Students are urged not to abandon courses for which they are registered, since this results in a failing grade on the official record. Cancellation of courses or withdrawal from College must be done in the Registrar's Office. Withdrawal from college cannot occur during final examination week unless a petition is approved by the Student Standing Committee. Withdrawal from college and resulting adjustments in accounts are effective a s of the date the completed Withdrawal from College form is returned to the Registrar's Office. Leave of Absence Students may request a Leave of Absence for academic or personal reasons. A request form must be picked up from the Ofice of the Dean of the College. It must be signed by the Dean of Students, or authorized representative, and by the Dean of the College, or authorized representative. The completed form must be tumed in to the Registrar's Office. A Leave ofAbsence may be granted for one term or one academic year. If an extension of a Leave ofAbsence is needed, it should be requested in the same manner a s the original Leave of Absence, and the completed form must be tumed in to the Registrar's Office before the expiration of the previous Leave of Absence, or readmission will be required. Students on leave are responsible for keeping the Registrar's Office informed of their mailing address. All deadlines for financial aid and housing must be observed by returning students. A Leave of Absence does not defer repayment of loans or extend incomplete deadlines. Graduation Requirements The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic advisers, department chairpersons, the Academic Dean and the Registrar are available for counsel and assistance in program planning. Former Augsburg students, readmitted to complete a degree, have a choice between using the catalog in effect when they first enrolled, or using the catalog in effect at the point of readmission. Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office. All degree and course requirements must be completed and verified in the Registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). See the separate section on Graduation with Distinction to learn about requirements for these honors. 1. Completion of 35 courses. At least 11courses must be upper division, numbered in the 300s and 400s. Not more than 13 may be in one department, except in certain approved majors - 1 7 (MusicEducation) or 20 (Music Performance) for the Bachelor of Music degree, and 1 8 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing)degree. The course total must include three Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less interim course than the number of years at Augsburg. No more than these maximums may be applied toward the 35 total courses required: 4 Conservation of Human Resources (CHR) courses; 2 courses by independent/ directed study: 4 courses of internship: and 8 courses with a grade of Pass (P). Non-traditional grading (P)also has these limits: 2 in the major except Elementary Education and Nursing: 1in the minor if approved by the department chairperson. Students who enter an academic program with a baccalaureate or higher degree should contact the Registrar's Office about specific requirements for a second baccalaureate degree or for the equivalent of a major. 2. Completion of a mqjor. Requirements for each major are listed under the departmental headings. A minor or double-major is not required, but is encouraged. 3. Grade Point average 2.0 for most mqjors. A grade point average of 2.0 is required over all courses taken and over all courses which apply toward the major. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details. - 4. Residence The last year of full-time study or equivalent (minimum of 7 courses for part-time students) must be at Augsburg. Contact the Registrar if an official interpretation is needed. 5. Distribution requirements (See below) Distribution Requirements Writing - A course in writing (English 111)or certification of demonstrated proficiency by the Department of English. Exemption tests are given during the summer and fall orientation periods. Liberal Arts An approved course from each of these seven areas: Mathematics-Physics Chemistry-Biology English-Speech, Communication & Theatre Arts (devoted to the study of literature) Psychology-Sociology Economics-Political Science History-Philosophy Art-Music . A list of approved courses is available from advisers and the Registrar's Office. Foreign Languages - Two courses (111and 112) of one foreign language at Augsburg. Students who test above the 111level of a foreign language will take one additional course at placement level in that language or two courses (111and 112) of another foreign language. International students should consult with the Registrar. Religion - Three approved courses in religion, of which not more than one may be an interim course. For transfer students, the number required is one for each year of study or equivalent at Augsburg. Urban Concerns, or Women's Studies, or Minority Studies One course. Courses approved to meet this requirement are published each term. Information is available at the Registrar's Office. Lifetime Sports - Two different lifetime sports or demonstrated proficiency in two different lifetime sports. English as a Second Language (ESL)Program Students who declare a language other than English to be their primary language, or are citizens of another country, must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, Developmental Writing, or Effective Writing will be determined by their scores on the Michigan test (8090 range for exemption) and by a writing sample. Near the end of each term of English a s a Second Language an objective test will be administered to all students in the class. The score on this test and the grade eamed in the class will determine whether additional ESL course work is required. Usually a score of 80 to 90 and a grade of 3.5 or 4.0 will fulfill the student's ESL requirement. If students do not meet the ESL requirement, they will remain in ENG 2171218 until they meet the criteria stated above. Academic credit will normally be granted for no more than two courses. Students who fulfill the ESL requirement, by testing out or by completing the course, will be exempted from the foreign language requirement for graduation. Evaluation and Grading Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports, and other types of evaluation also are used. Most courses are offered with grading options - traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Students are cautioned to use the PIN grade option with care since some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C". Transfer students are cautioned that P-graded courses do not count in the requirement that 1 4 traditionally graded courses be eamed at Augsburg in order to be considered for graduation with distinction. See PIN limitations under Graduation Requirements. Certain courses are offered on one grading system only. Sociology 383 and several interim courses are graded only on the PIN grading system. Some education courses are graded only on the PIN system or only on the traditional system. English 111is graded P or N, or 2.0-4.01 N. Some other courses are graded only P, 1.0, N. Chemistry Seminar and Lifetime Sports are graded PlO.0. In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the PIN grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. Explanation of Grades Number grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 2.6 2.0 1.5 1.0 0.5 0.0 Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. A grade of P represents work at or above the 2.0 level; N represents work at the 1.5or below level. An incomplete grade may be given only in the case of extreme emergency. To receive it, a student must file a petition with the Committee on Student Standing stating the reasons for the request, the plan and date for removing it, and comments from the instructor. If permission is granted, the incomplete must be removed during the following semester, or it becomes the grade submitted by the teacher along with the incomplete. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade ofX is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. The Registrar's Office will automatically continue the registration in response to an X grade. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year).An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. Withdrawal from college, or dropping these continued courses will terminate their registration. Under this circumstance, a re-registration as 1 X by the student would be necessary if done during registration periods within one year of initial registration; if done after one year, a new registration would be necessary. A course in which a grade of 0,0.5,1.0,1.5, N, I, or X has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken and grades earned each term remain on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W when it is dropped after the deadline for dropping classes without a notation on the record. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V).Full-time students may audit a course without charge. The charge for part-time students is listed under College Costs. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance and any other requirement. If expectations have been met, the course will be listed on the transcript a s having been audited. If expectations have not been met, the course will be listed with a grade of W (Withdrawn). Grade Point Average The grade point average (QPA)is based on final grades For all work at Augsburg. It does not include credit and grade points for work tmnsferred from other colleges. Courses taken on the P/M grading optlon are recorded, but not computed in the GPA. Classification Students are classified in August and at the end of the fall and interim terms. Sophomores - 7 courses completed with at least 14 grade points. Juniors - 1 6 courses completed with at least 32 grade points. Seniors - 25 courses completed with at least 50 grade points. Advanced Placement Advanced placement in courses beyond the beginning level is granted to students with scores 0f3,4, and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. Assessment of Previous Learning (APL Program) Augsburg College recognizes that learnlng car1 and does tatre place in many 1lfe sltuations. Some of lhls learning may b e appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provldes a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: 1)it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: The College tm-4 Examination Program (CLEP) is a serks or slaridardized tests which have been developed hy The College Board arrd are offered lo students for a small Tee at reglorial testing t.enters. (The reglonal testlng center for this area Is the Unliiererslty or Minnesota,) Students who score at or above the 65th percentile on a subject examination may receive academic credlt Tor that suh,ject at Augshutg Col3ege. AddlUonal Information ahout CLEF L e t s Is available from lhe Orflc~of the Registrar. Departmental Comprehensive Exams are available for students to use in obtaining credit for previous learning if the following conditions are met: A. There is a departmental instrument available for subject area in question. B. There is a faculty member designated by the department to administer the exam. C. The Student Standing Committee approves the student's request to take the exam. Credit for departmental exams is available on a passjno credit basis only, and there is a charge per exam. The Credit Assessment Program (CAP)is a credit assessment alternative in which a faculty committee completes a credit evaluation of a learning portfolio submitted by the student. The faculty committee is composed of the Registrar and two faculty members from fields of study directly related to the student's previous learning. Informational meetings and consultation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP Committee. In completing the evaluation of a student's previous learning, the CAP Committee applies the following criteria: A. There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed and/or systematic study of content material found within liberal arts coursework. B. The learning has been objectively verified by individuals in addition to the presenting student. C. The learning lends itself to both qualitative and quantitative measurement. D. The learning relates well to the student's educational goals. E. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. There is an application deposit (applicable to transcript charge) to initiate the credit assessment process, and a charge for each semester credit applied to the student's transcript. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of courses applied to graduation. These credits will be recorded with the course number of CAP 2xx. Application of this credit toward distribution requirements and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student, Maximum Credit Accepted for Previous Learning - While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg places a maximum of nine courses (one-fourthof a baccalaureate degree) on transcript credil that is obtained through previous experiential learning, In camplling the nlne courses or credit for prevlous experiential leaming, the student may use any combination of the three assessment processes available in the APL program: CLEF exams, departmental exams, and credit granted through CAP Committee assessment. Probation and Dismissal Students will be placed on scholastic probation at the end of the term if their achievement is unsatisfactory. Students who have been on probation two or more consecutive semesters are subject to dismissal at the end of the term. Dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Students who have a poor academic record may be strongly advised to withdraw before the end of the term. Those on probation for two terms who withdraw from the College voluntarily must have special permission to reenroll. Students having taken 3 or more Augsburg courses will be placed on probation under these conditions: Freshman - below 1.6 cumulative GPA or 2 zero grades, having taken fewer than 7 courses. Sophomore - below 1.7cumulative GPA or 3 zero courses, having taken 7 but fewer than 16 courses. Junior - below 1.9cumulative GPA having taken 16 but fewer than 25 courses. Senior - below 2.0 cumulative GPA having taken 25 or more courses. They will be removed from probation when the cumulative GPA reaches the minimum levels above. Students placed on probation a s freshmen for earning 2 zero grades will be removed from probation if their classification changes to sophomore, they have not earned additional zero grades, and their cumulative GPA reaches 1.7.Students placed on probation a s sophomores for earning 3 zero grades will be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. Dean's List The Dean's List is compiled after each semester, listing students whose grade point average for a semester is 3.5or better, based on a minimum of three full courses, or equivalent, graded on the traditional grading system, with no incompletes in courses offered for credit. Each student on the Dean's List receives a certificate and, if permission is given, an announcement is sent to the hometown newspaper. Graduation with Distinction Graduation with distinction is determined as follows: Summa cum laude 3.8to 4.0cumulative GPA Magna cum laude 3.6up to but not including 3.8cumulative GPA Cum laude 3.3up to but not including 3.6cumulative GPA To qualify for graduation with distinction, transfer students must have completed two years (14traditionally graded courses) of work at Augsburg. Veterans of Military Setaiice Augsburg is approved by t h e State Approving Agency for Veterans Training. Veterans should consul1 with the Office of the Registrar about cornpl@Lionor Lhe enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will be referred to the State Approving Agency after any period of two consecutive terms in which they did not earn at least three courses per term, the minimum for classification a s full-timestudents. It is the responsibility of each veteran to report any change in registration and/or academic load to the Ofice of the Registrar, a s it is for all students. If less than full-time, veterans will be referred to the State Approving Agency after any period of two consecutive terms if they did not earn the equivalent of what they had been certified for. A non-punitive grade which brings a veteran's academic load for the term below three courses will be reported to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. and IFYogams Course Descriptions Maior & Minor Requirements A s a liberal arts institution, Augsburg College operates with a belief that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses which make it more accessible to students. These courses can be arranged in various ways to construct mqjors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter covered in individual courses to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, and requirements for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the college's program. A listing of requirements for individual mqjors follows the narrative. Courses and terms listed are subject to change. In general, classes are offered Fall and/or Spring terms, unless another frequency is specified. The Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Descriptions and schedules for courses offered in January Interim, Summer School and Augsburg Weekend College are published in separate catalogs. Credits A full course is offered for one credit. A few fractional courses, for one-half or one-quarter credit, are offered in the Division of Professional Studies. A full course has the approximate value of 4 semester credits or 6 quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods a week, in addition to laboratories. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified a s upper division. In general, courses in the 100s are primarily for freshmen, 200s sophomores, 300s juniors, and 400s seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval of ,a professor teaching the course and of the academic adviser. Art Department (ART) Art is important as a field of study for our modern age. Our survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines.Art as a human activity does involve manual skill, although to become broadly significant it should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberal arts college, such as Augsburg College, is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Hundreds of specific careers exist in the general area of art. Augsburg graduates have established careers in such fields as teaching in public schools and colleges, anthropology, pottery making, antique restoration and sales, film and video work, portrait painting, and gallery and museum work. The future holds a great deal of promise for artists who can combine skills with a breadth of understanding. Art Faculty: Philip Thompson (Chairperson), Kristin Anderson, Lynn Bollman, Robert Friederichsen, Norman Holen, Dorothy Williamson. Studio Art Major: 9-13 studio courses with foundations 102,107, 225; 3 art history courses including 240. One course must be in 2dimensional art (118,223,360)and one in 3-dimensional art (150, 221,250). Majors are required to begin their programs with the Foundations, although advanced placement is possible with portfolio on approval by the Art faculty. Teaching Licensure Mqjor: 7 studio disciplines among Foundations 102,107,225; Studio 118,132,150,221,223 and 250 plus a second course in two areas; 240 and two other art history courses. Consult with Department of Education for requirements in education for teacher licensure. Art History Major: 8 art history courses including 240 and 388; 2 studio courses including one from 102,107 or 225 and 118 or 221. Honors Majors: GPA of 3.5 in the major and 3.0 overall, general growth and development and/or special projects such a s senior exhibition and research. Application should be made to the department chairperson before the last term of the senior year. Studio Art Minor: 4 studio courses including 107; 240. Art History Minor: 5 art history courses including 240. Certificate in Art: 8 art courses, including one in art history. Up to four courses may be taken in one studio area or in art history. Foundations in Studio Art Courses 102 EnvironmentalAesthetics Fine arts in the urban and warld setting, Concern far t h e visual content of experience in the environment leading toward appreciaLion and criticism. lndivirlrlal and group projects explnring design prohlcrns In rcpresenta(Ion, symbalism and ahstlaction. 107 Drawing Drawing in pencil, charcoal, ink, and pastels. Subjects include still-life, figures, building interiors and exteriors, and experimental work. 225 Visual Communications I The theory and practice of visual perception and communication using elements such a s color, line, shape, texture, and pictorial images. Studio Art Courses 100,300 Special Topics Occasional courses dealing with subjects not usually offered by the department. 118 Painting I Introduction to painting media and technique in acrylic and oil. 132 Photography The camera used a s a tool for visual creativity and expression with attention to black and white photographic process. Need access to 35 mm. camera. (Spring) 150 Jewelry An introduction to the casting ofjewelry in pewter and silver. 199 Internship Lower division internship. 2 2 1 Sculpture I An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster, stone, and plexiglass. You learn to model, carve, cast, weld and assemble the respective media. 223 Print Making I Principles and methods of print making in a variety of media including etching, silk-screen and woodcut. 247 Life Drawing See Interim Catalog 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. 299 Directed Study lndependent study for lower division credit. 330 Visual Communications I1 A study of visual communications in magazines, television, film, advertising symbols, and other mass media. Practice in areas of photography, typography, and illustration. (Prereq.::!25) 351 Ceramics 11 Advanced work in ceramics with an emphasis on throwing or handbuilding and a continuation of glazing. (Prereq.:250) 355 Painting 11 Advanced study of painting. (Prereq.:118) 360 Watercolor Painting Design concepts using descriptive and experimental techniques in transparent watercolor. (Altemate years) 368 Print Making 11 Advanced work with color and composition in various media, including silk-screen, etching, and woodcut, including Japanese woodcut technique. (Prereq.:223) 399 Internship Consult chairperson o r internship director to determine project. 478 Sculpture 11 Advanced work in sculpture. Choice of media: clay, welded steel and bronze, plaster, stone, and plexiglass. (Prereq.:221) 499 lndependent Study Advanced study in area of the student's choice, intended for senior art majors. Art History Courses 240 Art History Survey A survey of art from prehistoric to modern times, Includes reading, research, viewing of slides, visits to museums. Note: The following courses are offered intermittently, usually one or two sections a year. 352 Women's Art History A study of the place of women in the history of the visual arts - a s artists, a s subjects, and a s patrons. 382 ScandinavianArts Survey of the visual arts in Scandinavia from pre-history to modem times. 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the 4th Century A.D. (Spring 1987) 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Fall 1986) 388 19th and 20th Century Art European painting, sculpture, and architecture from Neoclassicism through the present. (Alternate years, 1987-88) 389 American Art A study of early colonial art through contemporary American art, with specific e m ~ h a s i on s 19th and 20th century art and its relationship to European a r i a s well a s indigenous movements. Biology Department (BIO) Biology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the earth is filled with an enormous variety of living organisms. Since humans are a part ofthe biological world, an understanding of the basic biological processes common to all organisms, as well as those features which are unique to humans, is essential to attain self-understandingand to provide a basis for wise decisions. Another significant insight that has emerged from the study of life is that even the simplest organisms are incredibly complex, and a complete understanding of even one of these has, as of yet, eluded the grasp ofbiologists, This is true even though some organisms have been subjected to years of intensive scrutiny. Biology will thus continue to be a fertile field for research for many years to come. Still, an enormous amount of knowledge regarding living organisms has accumulated over the years. In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular and molecular levels. Biological research has also provided some extremely important benefits to humans. Most advances in medicine, veterinary medicine, agriculture and food science have depended on the findings of basic biological research. Since the biological world reveals such variety, complexity and knowledge, an undergraduate major in biology needs to be broadly based. Since a complete understanding of biological systems depends on applications of the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists. For many, an undergraduate major in biology serves primarily as a basis for further study. In past years Augsburg graduates have gone on to further studies in professional schools such as medicine, veterinary medicine and dentistry. Others have entered graduate programs in the life sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health. Other araduates have embarked directly after graduation on a variety of careers, including high school teaching and laboratory technology. Biology Faculty: Neal Thorpe (Chairperson). Robert S. Herforth, Roberta Lammers, Etwin Mickelberg, Ralph Sulemd. - O p t i o n 1: 7 courses, including 111,112,491 and at least one course from each of three groups: ( I ) 351,353,361,481; (11) 355,473,474; (111) 440,471,476; CAM 115,116 (or 105,106),351, 352; MAT 124,125; PHY 121,122. All of the 7 biology courses must have laboratories except for 367 and 491. Students intending to enter graduate school should ordinarily choose this major. Mqjor - O p t i o n 2: 9 courses, including 111,112,491 and at least one course from each of five groups: (1) 351,353; (11) 355,474; (111) 361,481; (IV) 471,473: (V) 440,476: CHM 115,116 (or 105,106), 351 and 352. Students who plan to teach in secondary schools often select this major. Licensure for teaching in Minnesota also requires three courses in earth and life sciences. Students planning to teach are advised to consult with the Education Department early in their planning. Mqjor P r e - M e d i c a l Biology Major: Option I major. In addition, medical schools usually require CHM 353. H o n o r s Mqjor: GPA of 3.5 in biology and 3.0 overall, active participa- tion in seminar, one course of approved independent study with an oral defense of the research report. Application should be made no later than the first term of the senior year. M i n o r : 5 courses, including 111,112 and three upper division courses; CHM 115,116 (or 105,106). 101 Human Blology llasic t>inloglcalconcepts from an anthropocentric point of view. An attempt ta arlstvcr sucli questions as: What makes man just another member of the hintic Fold? Does man have a niche in the ecosystem? What inIlt~eticcdocs man have on the environment? What influence does the environment, especially the urbali envlronment, have on man? (3hours lecture, 1-112 liours discussion section. A student may not receive credit for both 1 0 1anrl 103. Docs r1oI apply to the major or minor, Spring) 103 Human Anstomv and PhvsloZolrv A professional cchrse In h e slruFture and Function of the human body. Lectl~reand laboratory. (A sttrdenl may not receive credit for both 101and 10.7. lloes not apply lhe maor or minor) to 105 Blology and Soclety iVIiat arc some of the biologically-haseclproblems with which our sorlety inust deal7 R s61rvcyof Lhe cnv!mnmtntal and tiealth impllatlons o f polI~tlion,noii-rericwahlr resource depletion, waste disposal, war. occupatlnnal safety and I~calth.An historical survey of Arneriian agriculture. worlcl rood supply and biologlal dctcrminism. A critlcal cvaItlntlon of tlie or bIoloyical colrcepts. (3 hour ~ectum.Does not apply social applicatio~~ lo the innjoxor minor,) 108 Mlcrablology basic micinbial features are conslderecl as well as applications of mlcr0biology to thc fields of rnedlctnc and sanltatlon. (5hours lecture. J hours laboratory. For sludenl nulsrs. heall11 majors, or consent. of inslructor. Prercq.: CHM 109 and concurrenl rcqlstmtion in CllM 110 or ronsrnlt of instructor. Weekend College. Does not apply to the nrajor or mir~or) 109 Special Topics In Bloloay Ofrered pel Fodicall y lh rough Augsbt~rg'sConservallon or Human Resources (CI IFt) program, Qcnerally conrlucted off campus wtlh rommirnity pcoplc tilting the course tqether with coll~ycstlldcnts 111a co-lcamltlg motiel. Topics will valy depcndlng upon needs and interest. Does not apply to the major or minor. 111.112 oeneral Biology A comprehensive introduction to biological science for biology and other science majors. The course includes an introduction to molecular biology, cellular hioZogy, genetics, developmental biology, evolutionary n~echanisms.analonly, physiology, ecology, and phylogenetic relationsl-ilpsof organisms. Musl he taken in sequcnce except by permission of inst~uctor.(3 Ilollis lecture; 4 I~nurslaboratory. 111, Fall; 112, Spring) 1 9 9 Internship Lower division internship. 203 Principles of Nutrition A study n l the six ctasses oinutrfents and thcir digestion, absorption, transporl. mrtabnlism, iriteractinn, storage. and excretion. A special effort will bc made to dlrercntiate "fact rrom fiction" irr this controversial biological field. (3hours Iccturc. Prereq.: llZ or conscnt of instructor.) 299 Directed Study Independent study for lower division credit. 351 Invertebrate Zoology A sludy of lhe invertebrate groups stressing classification, morphology, txhavior. life history, and evolutionary relationships. (3hours lecture, 4 ho~lrslaboratory. Prereq.: 112. Alternate years, Spring) 353 Compamttw Vertebrate Zoology A comparailve stutly dealing witli Lhe classification, morphology, distrihution, evnlulion, behavior and 1mpulation dynamics of the vertebrates. (3tio~trslecture, 4 liours laboratory, Prercq.: 112. Spring) 355 Genetics The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stressing Drosophila genetics. (3 hours lecture, 4 hours laboratory. Prereq.: 112, Spring) 3 6 1 Plant Biology A su~vcy of l11emajor cllvlsians or the plant hingdom including the study of analomy, physiology, lire histories, taxonomy and ecology. (3 hours lecti11e, 4 Ii011rslaboratory. Prereq.: 112,Altentate years) 367 Biochemistry An introductory consideration of the chemistry of proteins, carbohydrates, lipids and nucleic acids including intermediary mstabolism. (3 hours lecture. Prereq.: 112, CHM 352 or consent of instructor. Fall) 399 Internship Upper division internship. 4140 Plant PhysioIogy A corlsidera tion of the chemical and physical mechanisms involved in photosynthesis, respiration, growth and developmeril, and waterrelatlons in vascitlar and norivascular plants. 'She relationstilps or these processes to plant structures, (3 tiot~rsclass, 4 Iiours laboratory, Prcrcq.: 112. Alternaic ycars, spring) 4 7 1 Cellular Biology A study corrclalinq cell Function with ultrastructure. Laboratory work includes microterh6ique, cytological sludies, cell pt~yslologyand tissue culture. (3 I~ourscrass,4 hours laboratory. Prereq.: 112.367 or consent of instructor. Spring) 4 7 3 Animal Physiology A sti~dyof animal lunction with emphasls on the vertebrates. Merevet posslble, f~lnctinnsare explained on the bask 01 physical and chernlcal principles. (3tiours class, 4 hours laboratoi'y. Prereq.: 112; CHM 106 Or f 16; I'tlY 103 or 122 or consent of lnslructor. Fall) 474 Devetopmental Biology A consirleratlnn of the physiological and morphological changes wl~ich occur during I h e tieveIopment ol arcynisms with emphasis on Ihc vertebrate animals. Experimctital as well as tlcscrlptivcsi~~dles are included In the laborato~ywork. In adclilion to elnlsryonic drrveloptnclll, the topics or are dlsrllsscci. (3 I~oursclass, 4 mallgnoncy, aging, and ~'c~enelallon hot~rslab. I'rercq.: 112. Sprirlgl 476 Microbiology An introduction to the study of microorganisms with emphasis on bacteria and viruses. Microbial taxonomy, morpholocjy, physiology, genetics, and pathogenicity are considered as well as cert,iin methods. (3hours class, 4 hours laboratory. Prereq.: 112. Fall) 481 Ecology A survey of representative biological communities: the study of reciprocal relationships between organisms and their environments. (3hours class. 4 hours lalmratory, some Saturday field trips. Prereq.: 112,361or consent or insLruclor. Alternale years, Fall) 491 Seminar Oral presentations and written papers relating to recent biological literature and research. (For seniors maJoring in biology, Fall) 499 Independent Study Individual laboratory, field, or library research under the direction of an instructor. Intended for biology majors who are juniors or seniors. (Prereq.: 112, and previous arrangement with instructor) Business Administration and Economics Department The Department of Business Administration and Economics is committed to developing both the theoretical and practical tools necessary for entry into and advancement in business and other organizations a s well as preparation for graduate sthdy, To thls end, the department offers specialization in a variety of areas including: Accounting, Applied Economics, Economics. Finance, International Business, Management, Management Information Systems (MIS), Marketing, a s well as a Combined Business and Economics concentration. Each of these areas b dependent upon a strong foundation In the liberal arts with an emphasis on solid communication and analytical skllls. Rec. ognklng the occupational realities of Me business and economic disciplines, the department is equally commitled Lo maintaining an applicatiomoriented balance. This balance is acllleved In part by fostering close ties with the corporate community which in turn provides a wealth of practical expertise, a wide variety of internship opportunities as well as fbture job prospects. Departmental faculty believe they can best serve both the student and the community by contributing to an education which is ethically based, technically competent and socially aware. Business Administration & Economics Faculty: Amin Kader (Chairperson), Roger Allerson, James Billings, Diane Busico, John Cemto, Gerald Glatzmaier, Satya Gupta, Paul Halvorson, Richard Herzog, Jane Kammerman, Roy LaFayette, R. McFall Lamm, Jr., Thomas Morgan, Edward Sabella, Milo Schield, Stanley Solnick. Business Administration Mqjor (BUS): Core courses for the Accounting, Finance, Management and Marketing specializations: BUS 175,221,222,242,252,279,331,391, ECO 112,113, 313,311or 312 or 315. Specialization in Accounting: 12 Core courses, 322,323,324, either 326 or 423 or 425. Specialization in Finance: 12 Core courses, 322,433,438, either 479 or ECO 318 or 415. Specialization in Management: 12 Core courses, 340,440, ECO 318, PSY 373 or SOC 301. Specialization in Marketing: 12 Core courses, 352,450, ECO 415, SPC 353. Specialization in International Business: 175,221,222,242,252,279,331,391,ECO 112,113,313. Also the following emphasis to be taken abroad: Three of: Comparative Business Law European Marketing (or International Marketing) lnternational Business Import/Export Operations Multinational Corporation International Financial Policies One of: lnternational Trade and Finance European Common Market lnternational Economic Policies lnternational Economic Institutions Economics of Developing Countries BUS 399 or 499 is required, a s well a s three semesters of a foreign language (or tested equivalent). Specialization in Management Infomation Systems: 175,221,222,242,252,279,331,310(or CSC 352),375,475,476, 479; ECO 112,113,313,318; MAT 174 and 175 or MAT 124 and CSC 170. Honors Maor: GPA of3.5 in the major and 3.0 overall: a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Business Administration: 6 courses, including 221,242,252,331, ECO 112 and 113. Other configurations may be permitted on consultation with the department. Minor in International Business: 6 courses, including 221,242 or 252, ECO 113,and three lnternational Business courses. Other configurations may be permitted on consultation with the department. Minor in Management Information Systems (MIS): 6 courses, including 221,242 or 252,370,375,475, and ECO 113. 175 is the recommended prerequisite for 370 and 375. Other configurations may be permitted on consultation with the department. C.P.A. Certification: Students who wish to take the Certified Public Accountants (CPA) examinaHon prior to fulflIllng the experience requirement must have c o m ~ l e t e dthe rnaior In BusinessAdministration-Accoun tinq and taken all accounting and b u d t ~ e s law s offered. Students mabring In Business Administration-Accountinu are auallfied under (he nlles of the Minnesota State Board of ~ c c o & t a n c ito slt For the examination during their last semester. Notes: Students who plan to major in the Business Administration department are strong!y encouraged to select a department advisor a s soon as possible, in order to carefully plan their program of study. In addition to the courses listed under the title "Topics in Business Administration" (BUS 295,495),the department has also offered: Research Methods for Economics and Business, Computer Simulation for Business, Income Taxes for Individuals, Computer Applications, Discrete Event Simulation, Entrepreneurship, and Micro Computer Accounting. Business (BUS) 175 Computers for Economics and BusEness A n i~~lroduction tn computerized rlala processing. Learn a higher-level Lcam about computerized spread-sheets (LOTUS) and l a n g ~ ~ a (BASIC). ge data bascs (LIOASE). team about word proccssing arid computerized business graphics. (I'rcreq.: Math I'laccment Group I1 or hlgh school algebra) 199 Internship Lower division internship. 221 Principles of Accounting I Introduction to business activities, basic concepts and Fundamentals of accounting, the accounting cycle and preparation of financial statements. 222 IPrlndples of Aceonntlng II A conlEnuation of 221. IntroducMon to business activlttes, accounting for corpoiations. Baslc concepts afld fundamentals of matiagerial accounting, planning and cnntrolllng plucesses, decision-nrahing and behavioral coilsidcralions. (Prcreq.: I-IUS 221) 242 Principles OF Management Develol~rnenlof the tl~eoryo i management, organization, staffing, planning, arid control. The nature olaulhority. accountability and responsibility, analysls of the role nl tlle professional manager. 252 Prlnclptes of Marketing Frinclples of l~aslcpollcy and strategy Issues In marketing. Legal, ethical, competitive, behavioral, economic, and technological factors a s they afFeet prt~duct.promotion. marketing channel and prictng decisioi~s. 279 Quantttative Methods for Economics and Business An l~ltrorlirctionto quantltatlve reasoning,descriptive ineasures, probability, sarnpll?rp,distributions. i~rfrrcnce,and estimatlnti with emphasis on tlielr usc in appticd proble~msin business and economics. (Prereq.: Math placerrterit groirp Ill nt a grade of at least 2.0 in MAT 104) 295 Taplcs I.ectures. discusstnns, meeting wlth members of the staff or visiting faculty regarding rcsearch methodology and readings in the areas of business adrninistratlon. (Pl'ercq.: Conseril of instructor) 299 Directed Study Independent study for lower division credit. 322 Accorrntfng Theory and Practice I A n analysis of accountlng theory pertaining to financial statements, income concepts. currcnt and non-current assets. (Prereq.: BUS 221, ECO 113, Fall) d c c o ~ ~ n t i nheory gf and Practice 11 A co~iti~~ualion or322. An analysis of accounting theory pertaining to liabllilles, stocltholrlcrs' equities and other accounting issues. Additional einpt~nsiso n incon~cdetermination considering price level changes. (Prereq.: BUS 322. Spring) managerla1Cost Accol~nting Accounting tools for planning and control of economic activities. Planning, budget in^, standard cost systems, as well as other quantitative and bel~avioraltopits. (I'rcrcq.: BUS 222,242,252,279, or consent of instructor) Tax Accounting The more common and important provisions of federal income taxes for individuals and various forms of business enterprises. (Prereq.: BUS 221, 331, ECO 112,113, or consent of instructor) Financial Management Theory ~Facquisillon,allocation, and management of funds within the firm. Sourccsand uses or long and short term funds, cost of capital, capital I>udgeting, Icve~age,dividencl policy, and related topics. (Prereq.: BUS 222, L C 0 113) Human Resource Management Personnel function in business, acquisition and utilization of human resources; desirable workin relationships: effective integration of the worker with the goals of the%rmand society. (Prereq.: BUS 242) Marketing Research and Analysis Research process as an aid to decision making in marketing management; research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.: BUS 252,279, ECO 113, or consent of instructor) International Business Intsoductlon to the problems and posdbllltles of doing business in an inlernatlanal conlext. Ajlpreciation of the prospective required Tor success. iirl plarining and rnanagemcnt or any cntcrpl-ise operating abroad is emphasired by rorcsccing both (he opportut~iLfcsand the dificullles Inherme In inlcrnatlonal business. (Prereq.: two business and economics courses or consent 01 inst~uctor) Advanced Computing for Budnees md EEodamiw Crrrrent topics involving programmable spreadsheets (LOTUS), programmablc data bas- (D-l3ASI:I. graphics, infomialion retrieval uslng teIecomrnunicatlons. and olher (lackaqes (stallsticalanalysis. project management, expert systems, etc.). Solbe common prnllfems In economics, finance and marketing. (Prereq.: One computer course such as BUS 175 or CSC 145,170 or 174. Recommended BUS 279.) Infwmatlon Systems In the Owanlzatlan Use of systems approach in analytlng the use of Information Systems in the olganizalioo, AnaIyze busincss needs and Information requirements, idc~~lliy relevant solutions atid communicate recomn~etidations.Emphasis on management consulting sE.IIts including wrillcn and verbal communications. (Prereq.: Two computer courses such a s BUS 175 and 370) 391 Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. 399 Inlernshtp Program A sludent may receive course credlts through an Enternship program whlcl~is applicable to graduation, bul not to the major.This program will P Lllc opportu~~lty to spend one rull term worltlng with atforti L ~ siudenl snine orgatrlzation. In addition, t h e sludent will write a repart on hislher activities. (Prereq.: consent of instructor) 423 Auditing Internal and external auditing procedures. Emphasis on internal checks and controls for accounting systems. (Prereq.: BUS 323, Fall) 425 Advanced Accountina Accounting for buslness combinations, governmental accounting, partnership accounting and fund accounting. (Prereq.: BUS 323. Spring) 433 Piaanclal f heory?Policy and Practice A system'sapproacli lo financial slructure and policy. Emphasis on deci- 438 450 475 476 479 sion making. presentation through literature, readings, lectures, and case nlalcrlal. (Prereq.: BUS 337 1 Investment Theory Appraisal or Llic risk return retatlonships of various types of securities Iwm llir viewpoinl o/bolh individual and instilr~tionalinvertor. Extensive coverage of capital mar'kets arid portfolio management. (Prereq.: all core cottrses or cunsen t or instriiclor) Marketing Management lnlegralion of rnarketil~gwith ather business f~mctions;marketing managemcqt and decision inalting, planning marltettngprograms, channels of di*tribulion, pricing. prorluc.l selling promotion policies. (Prereq.: BUS 352) Information Systems Analysts and Design AnaIyze inlormation rcq~~irements and design systems speciflcatlons. Utilize relational data base sofeware to aulcklv imtllement severa! system desians. Utilize ~ r o l e c manaacment' t sortware Lo manaac the i i f c cvcle pi&casinc~udin~'hacumentjiior~ and impternentatinn. (Frereq.:at1 ~dwer Ievet core murscs. B U S 375, Rcco~~irnended: BUS 370 01. C S C 35'2) lnformatlon Systems Projects Using sltllls developed in BUS 375 and 475, complete an information analysis ntid sysicms design for several business situations. Utilize both case sludies and actual buslnrsses. IPrereq.: BUS 375, 475. Recommended: BUS 479) Intermediate QnanHtatlve Methods for Economics and Business Utilizing cornpurcl pacl\ages rclcvanL lo slatistical analysis. Frogramming 1001s include soreadsliecls, Minilab, SI'SS and olher statistical packaqes. Areas or luteresl include slatisticaT descripllons, analysis of v d a n c e and slatlsllcal InCerenre plus linear models, queing models and Monte Carlo sln~i~talions. Prereq.: BUS 175. 279. Math placement group IV or a grade of at Icas12.0 in MAT 114,121, or 122. liecornmended: BUS3701 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) 499 Independent Study 'rhc stildcnt may calm independent study credits through individually supcrviscd prqjects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: consent of instructor) E c o n o m i c s (ECO): Mqjor in Economics: 8 Economics courses (112,113,312,313,414, and three other upper division); BUS 221,222,279, and MAT 114. The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. In addition, courses in the use of computers are also strongly recommended. Mqjor in Applied Economics: 8 Economics courses (112,113,215,312,313, and three other upper division); BUS 175,221,222,279,479, MAT 1 2 1and PHI 130. Combined major in Economics-BusinessAdministration: 6 Economics courses (112,113,312,313, and two other upper division); 8 Business Administration courses (221,222,242,252, 279,331, and two other upper division). Honors Mqjor: GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics: 112,113,312,313, and one additional upper division course. Other configurations may be permitted on consultation with the department. Notes: Students who plan to major in t h e department are strongly encouraged to select a department advisor a s soon a s possible in order to carefully plan their program of study. In addition to the courses listed below, these topics have been offered under ECO 295,495 Topics: Consumer Economics, History of Economic Thought, Research Methods for Economics and Business, Advanced Economic Theory, and Decision-Making with Finite Markov Chains. ECO 110,112, and 113will satisfy general education requirements. ECO 110 will satisfy the urban concerns requirement. 110 Economics of Urban Issues Sturly of econoinic itnplications of many problems faclng a metro-urban envi~onmenl.Somc nf l l ~ loptcs e to be rliscussecl arc: Population "Crisis", Crl111e Preveniion. Ecology atid Incornr I~istrlbullon;Dislrlhutlng rrce Drcarl: Mass Transit Systc~~ls, elc. ~~rnclanic~rtal rnicroecfino~nictools Introduced to Carllltatc discussion of ttie a hove mentioned topics. (This is a basic roursc desiglied fnr Itlost: sl~ldtlntswho tlo not plan tr) malor In Econnmlcs or Rusines4 Admlnistratlori. I1 docs no1 apply tclward an Lcotioi~ilr.major or ti~inor.Slrrttcnls wtin plan lo malor in Rusiness Aclminislralion alirlJor Ccoi~ornicsshollld enrnll in KC0 1I'L and t I3 which also are open to non-majors.) 112 Principles of Macroeconomics An lnttnduclion 10 macroecono!nirs; national Income analysis, monetary and fiscal pnlicy, intcrnalional trade, economic growth. Application or elementaiy economic Llicory la current economic prnblems. May be taken i~~depcndentlyallIJor 110.112and 113 may he taken In clttierorder,or may bc laltcri In the same lern, Tor the sluder~tto progress rapidly to the olhcr coutses. 113 Principles of Microeconomics An Inlroclucllon lo mlcroeconotnics, the theory of the household, firm, marlret strucltlres and Income rllstributlon, Application of elementary ecorion~ir.lhenqe to marltct policy. May Ile taken independently of 112 or 110. 1 12 at~cl113 may he lalren In either order, or may be taken in the same tcrni fortiic s t ~ ~ d eto n tprogress more rapidly to other courses. 175 Computers for Economics and Business (See under Business). 199 Internship Lower division internship. 215 Elements of Mathematical Economics Economic concepts explained using mathematics a s a tool. Examples from finance, management, and marketing are also examined. (Prereq.: ECO 113) 279 Quantitative Methods for Economics and Business (See under Business). 295 Topics Lechrres. discussions, meeting witfi members of the staff or visiting faculty regarding restrarch methodology and current national and international ecanornics problems and politics. (Prereq.: consent of instructor) 299 Directed Study Independent study for lower division credit. 311 Public Finance Analysis of the principles of taxation and public expenditures; the impact of fiscal policy on economic activity: debt policy and its economic implications. (Prereq.: ECO 112,113. Fall) 312 Intermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle. (Prereq.: ECO 112, Fall) 313 Intermediate microeconomics Theory orresourccaIlocal~on,analysis of consumer behavior, firm and industry; lhe pricing of lacto1s of production and income distribution: introdiiction lo welCarc ecol~ornics.(Prereq.: ECO 113) 315 Monev and Banklna ~ u n c l f o nor l ~tllc ~ ~l<onetary and banking systems, particularly commerclal I>arilcs,the I'cdernl Reserve System and its role in relation to aggregate ccono~iilcacttvily. Etnpt~asisplaced on monetary theory and policy. (Prereq.: ECO 112,113) 318 Management Science l'rovirles a sounrl conceptual understanding of the modern techniques OF management scic~lrel o prepare sl~idcnts LC) malte better I3uslness and economic declsiorrs. I'tt~phasisIs on applications, wl~fcharc Lalte~?from the arcas nf transportation, markellng. [>oriColioselection. envlronmcntal prw teclion, thr slinrlest ror~Le,invcrlto~ymodels. InCormatioti sysiems, ctc. (Prereq.: ECO 313. Spring) 360 International Trade and Pinance A study ol the unclerlylna roi'ccs afrectlng the economic relations among of the basts tor international trade: balance of paynatirlris, De~elopln~IIt rnetils: exchangc ratc systems and comniercial policy. (Prereq.: ECO 112, 1W or cclnsenl of Ensin!clorl 399 linternsltipProwam A studenl may rcrclve course credits through an Internship program wllEcli is applirallle to gradualion, h u t not to the major. This program will alforrl the sluclcnt the opporh~nICylo spend one frill tcrm worlcinq with so~~~rr organization. In atlditlori, Llle sludent W111 wrile a report on tiis/l1er activities. (Prcrcq.: consent ol Instructorl 413 Labor lkonamlcs Analysis or labor marltels; labor as a factor ofproduction; determination of wage cotIe.ctivc bargaining: labor legislation and effects upon society. (l'rcreq.: GCO 515 or cnnsent of instructor. On demand) 414 Wclfarc Economics Basic concepts and propositions: Pareto optimality, economic efficiency of alternative rnarlret strrlctures; social welfare functions; normative concepts of econornic theory. (Prereq.: ECO 313 or consent of instructor) 415 Managerial Economics I~ilrgratrsecononiic theory and corrcspondlr~gpractlces In business. Amo11.qthe topics considered are theories and practlces in forecasting, esllmniion 01 dcrnand and cosl lunctions, pricc and non-price competition, protl~lctlonar~dcost co~isideratIons,and an analysis of economic proh!ems or xcleval~cetcl rnarlagelnenl. (Prercq.:BUS 279.CCO 3 13. Spring) 416 Mathematical Fmnonlics Matlieinalical ecanomlrs wlth emphasis on the application of mathematical tools Lo Lhc areas oCinicro and macro economic theory. (Prereq.: ECO 512,31.3 and a l leasl PlAT U2 or equlvalclit or consent of instructor. On demand) 479 Intermediate Quantitative Methods for Economics and Business (See under Business). 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and intemational economic problems and policies. (Prereq.: consent of instructor) 499 Independent Study 'the student tnay earn independent study credits through individually supfwiserl projects designed to afford him/her the opportunity to analyze some lop6 or isstrc in depth. (Prereq.: consent of instructor) Chemistry Chemistry is the science of the changes in matter, examining those changes and worhlng toward an understanding ofthenz. Correlating the results of physics and opening the vistas or molecular biology, chemistry has been described as the central science, since matter includes the entire physical world such as the things we use, the food we eat and even ourselves. Chemists as scientists must he well versed tn the scfence of chemistry, knowledgeable in Tact and theory for solving sclentffic problems, capable of providing a pzrblic understanding of their work including potential problems as well as hrnefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts core of religion, humanities, the arts and the social sciences are imperative if a chemist is to be truly human and therefore truly scientific. The Department is on the List of Approved Schools of the American Chemical Society, and offers a chemistry major which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists. 1. To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to complete successfully with their peers of similar ability in graduate school or research positions. 2. To provide programs of study for professional goals in addition to the traditional positions as chemists. 3. To provide an atmosphere of learning so that students will want to remain lifelong learners thereby remaining competent in their field however that may change alter graduation, and be able to move into new areas as opportunities arise. 4. To encourage students to take a broad view of their education and to seriously study areas outside of the sciences: and 5. To presentthe excitement:of chemtstry to non-science majors as an exampie of the methodolagy of the natural scienca in examining the world around us, The presenbtion of major concepts underlying the changes in matter. the apporttlntty to examine change in the pl~ysicat world, and the reflection of the implications ofsclence In our society will enhance the ability of non-sciencepersons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty: Earl R. Alton (Chairperson),Arlin Gyberg, John R. Holum, Sandra Olmsted Graduation Mqjor in Chemistry: 115,116, (or 105,106) 351,352, 353,361,363 and one additional course from 364 and 365,464,481, 483, or Biochemistry. Participation in seminar; PHY 121, 122; MAT 124,125. Since upper division courses have mathematics and physics prerequisites, students should plan to take MAT 124, 125 in the freshman year and PHY 121,122 in the sophomore year. American Chemical Society Approved Maor: 12 courses including 115,116 (or 105,106) and all chemistry courses above 350 (except 399,497, 499), Chernlstry Seminar participation; MAT 224: PHY 121,122 (which should be taken during Ihe sophomore year). Reading ability in Cierman equivalent to one semester and conlput~rprofi- ciency are also required. - Teachlng Mqjwr: Physleal Science Emphasis Chemistry Major: Recotnmendation for licensure in Physical Science requires general chemistry (115, 116 or 105,106);3 courses in earth and life sciences: CHM 351,352,353,361,363,364,482,491 (B10 367 may be substituted for 364); PHY 245. Students are advised to consult with the Education department early in their planning. Pre-Medical Chemistry Msy'or: The same as the graduation major. In addition, medical schools expect at least two courses (and usually more) in biology. Students should consult members of the Chemistry department for assistance in planning a course program early in their college career. Honors Mqjor: Full ACS major; average of 3.5 in chemistry, mathe- matics, and physics, 3.0 over-all; one summer or course of approved research; participation in seminar. Minor: 5 courses which must include 115,116 (or 105,106),353 and two other chemistry courses from 351,352,361 or BIO 367. Note: Credit will not be granted for both 105 and 115, or for both 106 and 116. Most courses in this department have prerequisites, courses that must be completed before enrolling in the given course. A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a two-term course in registering for the second term. Placement in 105 or 115 is determined by the score on the Mathematics Placement Examination. High school chemistry is a prerequisite for 115. 105,106 Principles of Chemistry Somewhat less rigorous than 115, 116: designed especially for students who will not major in chemistry, although students may go from 1 0 6 to 351, 353. Concepts and laws underlying chemistry illustrated by a variety of examples including organic and environmental systems. (3one-hour lectures, 3 hours of laboratory. Prereq.: math placement. 105, Fall; 106, Spring) 109,110General, Organic and Blolaglcal Chemism Dcsigtied lor studcnts who nccd a survey of the fundamental principles nl genc~al,o r ~ a n tand t hfological cl-iclnistry Tor careers in allied h~a1ll-iareas slrcli as nursing (Incl~rdingR~~gsbi~rg's Upper Division I'roqranl), irlhalad tlon Lherapy, histotecl~riology.physical education, and others. Open also to studcnts In the humanities and qoctal: Scier~ces.F l r 4 Ierm, general cllctnistry principles and an introciuctIon 10 organic chemistry. Second term, o~gaiiicand biolorlictll cIrclnist~ywi(h s p e ~ i aapplications l Lo )iltman y. pllyslolnglcai cl~cmislry.(3ane-hour Iccturcs, 2 hauls of l a h o ~ a t o ~This course docs not apply lowarcl the major or minor in clretnlslly. Credit cannot I>e earned 101 110th I09 anrl 105 ar I 15,tior can credit be earned tor both 110 and 351. Prereq.: High school chemistry within the last 3 years. Weekend College) 115.I16 General Chemlaby An Inlenslve celirse ror pre-mdlral students and b t u r e chemists. Firstsernester lriclucles cttcrnical eqtlations and calc~~lations, enernctics, and bonding Uicory wlth examplcs from Inorganic chcinistry. Thc second e m phasi7cs equllibrii~rnand soliltion cheinistry Including ltinelics atirl clectmrhemist~y,(3 one-hour Tectures, 3 hours 01 laboratory. Prereq.: lllgqh school cheniistry, t n a t l ~placemenl. 115, Fall: 136. Spririg) 199 lnternshlp Lower division internship. 299 Directed Study Independent study for lower division credit. 351.362 Organic Chemlstry Importar11classes of organic compounds wItI? special emphasls on mechanisms alld ~nulli-stepsynthesis. Descriptive material Is correlaterl by means of modem tticorIrs olcliemlcal bonds, encrgy relaUons. and reac. many applicalloris ofot'ganiccllf~i~islrl/ Lo I~iologlcal.entinrl ~necl~anlsm; vironmenlal and ilidl~striillfielcls. (3 one-hour Zccturcs, L fnur-hour laboratory. Prereq.: 106 or 116: 351, Fall: 352, Spring) 353 Quantitative Analytlcal Chemistry Covers tlravlmclrir anrt volumelric. anatysls and solutlnn equlllbrlurn in Lo electrochemical and spectraptiotomerlelall and gives an i~>LrnducLiot~ tric lech~ilq~les nT atialysis. Thf laboratory IHVCII\IESq~lantjlaliveanalysis o i a varicly oCsamplfs, ant! includcs trace analysis. ( 3 hours of tcctrrre. l four-lloilr laboratory. I'rc~fq.:106 or 1 16. Rall) 361.3641 Pbystcal Chemistry The basic t\icoreLical concepts of chemistry: therrnodynamlcs, klnctlcs, quantl~lntheory. atrd statcs oimatlcr are studicd In thc first scmester. Applications orthcse conc:epls to arcas of rno~cct~larstructr~i e, equilibria and electrnchemistry In thc s c ~ o r l dscrneslcr. (3 one-hour tectutes. Yrereq.: JOG or 116: PHY 121. 122; MAT 124, 125.361, Fall: 364, Spring) 363,365 Physical Chemlstry taboratory (112 COllrSE each) Ptryslcal Chemislry Laboratory introduces students to tect~niquesofdata collerlfon and cxperiniental i~pplicationorconcepts prcscnlcci In Physical Chcmlstry lect~lrc.365 is Lo be talten the firs1 lialCol the spring senicstcr and invnlves expcrinlents relater1 to 361. 565 14 In bc lalrcn l l i P second half ollhe scmesler by a11 peisans fa hl!igJ64, exccpt Ll~al special sti~ctdi ts may ask deparlnlent tor exelnpllon. 399 Internship Opportunity for off-campus experiences as a chemist. Cooperative Education is also an option for majors. 464 Advanced Organic Chemistry Organized around the prohlctns or identlfylng organic cornpotrnds It1 the laboratory. I.ecture lopic!! Include struclui'e-specLra correlatioris for tR, UV, MMR, and Inass spectroscopy: tlse al t h e lltcrature [ir~cludlngB c i l ~ stein): atirl Curther stilrly oCorganic rcactinns. Ir~lrarcd,nuclear n~agnetit: resonance, anrl ~ ~ l t r a v i o lspectra el rai~tlnelyuscd. (3 hotm: oF lecture, G hours ollaboratoly. Prereq.: 352,353,361 or consent of insin~ctor:some reading k~~owlerlgc of G e n ~ ~ ar'all) n, 4BX Advanced Analytical Chemistry Ernpl?aslsupon advanced equitfhrium theory and prlnclples ofatomic and fi~olectrIar speclroscopy as applled to analytical mclhods as well as cliro~ n togra1,hIc a and eleclroanalytical techniqt~csot analysis. (3 hours lecture, 1 (our and one-half-haul laboratory. I'iercq.: J53.361, or consent rrl i r ~ s t ~ ~ l c tSprlng) or. 482 Advanced Inomanlc Chemistry Correlation of inorganic reaclio~isusing the electrastatlc, valence bond, and molecular orhital models. Coordination chemistry Is discussed In Lcrms of Ilgarrd field tfieoy, The laboratory involves prcpa~ationsor tnorganic coinpm~ndsusing a variety of techniques, (3 one-hour lectures, 1 thrce-hour laboratory. I'rcreq.: 3.52.36J , or consent of i n s t ~ ~ ~ c Fall) tor. 403 QuanCumChernistsy I'reser)ls qtlailtilm llleory In terms of Schrodinger's wave equatIon and uses the equalinn Lo solvc Ehe prnblems 0T R e harmonic osciIIalor and (tic hydrogen alom. Approximate snlutlons are lntrod~icedand used l o develop inolecirTar orldtal l l ~ c o r ylor molec~~les. Inclurles comznutators. and group Lheory. (3one-how leclrlrcs. elcctron spin, angular 1iiornc111~1rn P~rrcq.:36 1ar cansenl or instructor. Sl~ring) 491 Chemistry Seminar 'This seminar, which has no course credil, is a weelcly meetlng of chemistry majors i~nrlerthe direction of thc Augsbusg Chemistry Society. Juniors and scniors are expected to participale. wltli seniors pmscnting papers. Outside visitors are occaslonalIy Invited to participate. 497 lntroductton to ChemIstsy Research Chemistry majors planning research careers need research experience before gr adualian. Srhch ~ x p e r l e n c emay b e obtained by wurlting on a sum~nerrcsearrh rolect In Ihe clepartmenl (no( col~nleclas a COLII se) or by research parlEipalion dtirlrlg Lhe acade~alcyear (which may be counted as a co~irse).Cooperative Edi~cationis a possibility, (Junior standing). 499 Independent Study Chemistry majors who are interested in non-laboratory research such as theoretical or historical chemistry may pursue their interest via independent study. (Junior Standing) East and Southeast Asian Studies Khin Khin Jensen (Director) This program offers hvo options: 1. Mqjor or minor in East Asian Studies through Augsburg and the other Associated Colleges of the Twin Cities (ACTC).This is an in- ter-college, interdepartmental program which provides a foundation for careers in international business, government, teaching, global ministries, work with social and recreational agencies, or graduate study. Two years of Japanese are taught on one ofthe five ACTC campuses, or Augsburg students may take Chinese courses at Hamline University. There also is a contractual arrangement with the University of Minnesota East Asian Studies Department for Chinese and Japanese language courses. Opportunities for language study abroad are available in Japan, China, Taiwan, Korea, Hongkong and Singapore. Summer institutes are available in the People's Republic of China and in the U.S. See the director for information and procedure to register for any of these courses or travel. Non-majors in the program are eligible to take the Chinese or Japanese language courses, which may be taken for distribution requirement. Mqjor in East Asian Studies - 10 courses, including 4 courses (2 years) of basic college Chinese or Japanese, or equivalent competencies; 2 courses in History; 2 courses in cultural specialization or comparative studies: and 2 courses from a list of approved electives. Major courses must have the written approval of the Director of the program. Minor in East Asian Studies - 5 courses, including 2 courses (1 year) of basic college Chinese or Japanese or equivalent competencies: 1course in history of East Asia; and 2 upper division courses in cultural specialization from a list of approved electives. Minor courses must have the written approval of the Director of the program. 2. Minor in East and Southeast Asian Area Studies is an area concentration at Augsburg College that does not include a language component. It is designed to be useful for a variety of careers when combined with other majors. Minor in East and Southeast Asian Studies - 5 courses, 2 from HIS 322,323,324: one from PHI 355, REL 356, SOC 336: one from HIS 474, POL 351,363,382; and one from HIS 226,399,495,499. HIS 104 is strongly recommended. Note: Interim courses related to the East and Southeast Asian Studies program may be substituted when appropriate, with the consent of the Director. 226 Asian and Asian-AmericanWomen in Public Life in the 20th Century (See under Department of History) 299 Directed Study (See Director of program) 322 Modem Southeast Asia (See under Department of History) 323 Modem China (See under Department of History) 324 Modem Japan (See under Department of History) 351 Communist Political Systems (See under Department of Political Science, Comparative Politics and Analysis) 363 Communist Foreign Policies (See under Department of Political Science, International Politics) 382 Marxist Visions: Past. Present, and Future (See under Department of Political Science, Political Theory and Analysis) 399 Internships (See Director of program for guidelines to apply for an internship) 474 The World and The West (See under Department of History) 495 Seminar (See Director of program) 499 Independent Study (See Director of program for guidelines) Economics (ECO) See Business Administration and Economics ', 1 1, Department f:" . . Students interested in attaining teacher licensure or developing a background in education a s a base for advanced study in other careers will find opportunities in the Department of Education. Professional mucation combines the study of theory with practice, and field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in the Twin Cities. The career that first comes to mind for graduates of teacher education programs is classroom teaching. Augsburg graduates are found in many classrooms within the Twin Cities area. In addition, they provide educational services in classrooms across the nation and in some foreign countries. The teacher education program coupled with the liberal arts program serves a s a solid base for graduate education. Some teaching fields require graduate work beyond the initial license in either elementary or secondary education. Not all graduates choose to teach in school settings. Teacher education graduates are also found in business, working in managerial, sales, production, and service areas. To qualify for state teaching license after July 1,1987applicants are required to have had the course "Reading in the Content Areas" or the equivalent. To qualify after April 1,1988for licensure, people are required to have passed basic competency tests (prescribed by the Minnesota Board of Teaching) in reading, writing skills and mathematics a s well as a prescribed competency test in the specific area of licensure. Education Faculty: Trudi Osnes (Chairperson), Sheldon Fardig, Marie McNeff, Lauretta Pelton, Mark Schelske Elementary Education (EDE) Marie McNeff (Coordinator) Kindergarten-ElementaryMajor and Licensure Requirements: 255, 341, 351, 352, 381, 382, 383, 384, 386, 481, 482, 483: HPE 114, 115; SWK 260; a college level mathematics course: academic minor (major recommended):GPA of 2.0 overall and 2.5 in major and academic minor and grades of P in student teaching courses required for licensure: fulfill requirements of Minnesota Board of Teaching 5 MCAR 3.041 in Human Relations. The professional semester, forjuniors, includes 341,352, 381,382,384, 386, 387. (341,381, 382, 383, 384,386, 387 are 112 courses) 199 Internship Lower division internship. 255 Ofienfatfon to Education In an Urban Setting Investigation or various aspects of the teaching profession and opportunity COT in-school worls. Opcn to all students. Membership in one of the p r ~ r c s s l ~ lleach ~ a l er organizations is required. (Prereq.: sophomore standing or above) 282 Introduction to Special Education (See Special Education) 295.495 Topics in Mucation Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Lower division independent study. 341 Media Technology (112 course) Psycllological arlcl philosophical dimensions of communication through tlre use or lnstmctlnnal technology. Selection, preparation, production, and evali~allonof cfkcclive audio-visual materials for teachinglleamingsitualions. (5pri1ig) 351 Techniques of Teaching Reading The study and utilization of a variety of techniques and resources in the reading and the diagnosis and correction of reading difficulties. (Fall) 352 Creating Learnlng Environmenw Kindergarten-Elementary The study of stralegies and nlcthods of teaching and learning in the contexts of ed~lcational,psychological and sociological thcotlrs. Membership In one of the professional tcactter organizations Is reqirlred. (Prereq,: 255 or E D S 265 or consent of i ~ ~ s l r ~ l cSp~ing) to~. 381 Kindergarten-ElementaryCurriculum:Art, Music (112 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Spring) 382 Kindergarten-ElementaryCurriculum: Mathematics (112 course) Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Spring) 383 Kindergarten-Elementary Curriculum: Physical Education, Health (112 course) Examination and preparation of materials and resources for physical education and health at the kindergal ten and elementary levels. Laboratory experiences. (f'rercq.: 255 or CDS265. Fall) 384 Kindergarten-ElementaryCurriculum: Social Studies, Science (112 course) Examination and preparation of materials and resources for social studies and science at the kindergarten and elementary levels. Laboratory experiences. (Prereq.:255 or EDS 265, concurrent registration in 352. Spring) 386 Kindergarten-Elementary Curriculum: Children's Literature, (112 course) Examination and preparation or materials and resources ror Children's Literature at the kindergarten and elementa q' levels. I,ahol.atary expertences. (Prereq.:255 or EDS 265, concuncnl reglslralion in 352.Spring) 387 Kindergarten-ElementaryCurriculum: Language Arts (112 course) Examination and preparation of materials and resources for Language Arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Spring) 399 Internship The student may select from a variety of situations for professional work experience. A learning contract must be developed and must have education faculty approval. 478 School and Society (See Secondary Education) 481,482,483,484 Student Teaching K-6 Observing and facilitating learning at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Membership in one of the professional teacher organizations is required. (Prereq.: Admission to student teaching and program approval) 491 Practlcum and Seminar in Special Education (See Special Education) 498 Independent Study (112 course) Study of specific areas in education a s determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). 499 Independent Study Opportunity for advanced and specialized research projects not otherwise provided for in the departmental curriculum. A projected program must be outlined and approved by the kindergarten-elementary education faculty. Secondary Education (EDS) Trudi Osnes (Coordinator) It is the responsibility of each student to meet all specific requirements of the Education Department. Secondary Education students are advised to consult with Education faculty regarding state requirements for teacher licensure, in addition to conferring with the student's major field adviser. Licensure Requirements of the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department licensure program: Baccalaureate degree; academic major in an approved teaching area; 265, 354, 388, 478, methods course(s)in major area, 481, 482 (and 483 for Art, Music, and Physical Education teaching majors); HPE 114, 115; PSY 105; GPA of 2.0 overall, 2.0 in education courses, 2.5 in academic major and P in student teaching. Application for and acceptance into the Augsburg licensure program required. Art, Music and Physical Education Licensure: A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elementary school level. A person with a major in one of these special areas will take three courses in student teaching and do some student teaching at both the secondary and elementary levels. In addition to 354, the art major will register for 361,362; the Physical Education major for 365; and the music major for 355. Art and Physical Education teacher education programs lead to licensure for grades K12. Music teacher education programs lead to licensure in the following areas: 1Band (K-12) and classroom music (5-12);2-Orchestra (K-12)and classroom music (5-12);3-Vocal and classroom music (K-9);or 4-Vocal and classroom music (5-12). Foreign Language Licensure: For foreign language teachers (French, German, Spanish), achievement of at least "good" in the listening, speaking, and reading parts of the Modern Language Association proficiency tests is required. The candidate will take the MLA tests before undertaking student teaching. Results will be recorded in the candidate's permanent file in the Department of Education. The Professional Tern School and Society and Student Teaching are taken jointly in one full-time term in professional education. Attendance at special afternoon or evening seminars is also required. A student who elects to take just two courses in student teaching may take one course in independent study at this time. All students are expected to be involved full-time in the activities of the professional term. 199 Internship Lower division internship. 265 Orientation to Education in an Urban Setting Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. Membership in one of the profese sional teacher organizations is required. (Prereq.: ~ o p h o m o r standing) 282 Introduction to Special Education (See Special Education) 295,495 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Independent study for lower division credit. 341 Media Technology (112 course) (See Kindergarten-Elementary Education) 351 Techniques of Teaching Reading (See Kindergarten-Elementary Education) 354 Creating Learning Environments: Secondary The mastery of theories and their application for teaching in learning settings. Laboratory experiences. Membership in o n e of t h e professional teacher organizations is required. (Prereq.: 265, PSY 105) 355 Music Methods (K-12) Trends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshops and laboratory experience. (Spring) 356. 357. 358 Music Methods: Brass and Percussion, Woodwinds, Strings (112 course each) Study and application of instructional methods, materials, and techniques. 361 Art Methods (Elementaryand Junior High School) Procedures, materials and issues relating to the teaching of art in the elementary, middle, and Junior high schoois. For art teactiing majors only. (Fall) 362 Art Methods (Senior High School) (112 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (Fall) 364 English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Spring) 365 Physical Education Methods (K-12) (See Physical Education Department) 366 Foreign Language Methods (112 course) Language learning theory. The theory and practice of language teaching. (Consult with the Foreign Language Department.) 374 Natural Science Methods (K-12)(112 course) Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. (Fall) 375 Social Studies Methods (112 course) Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategies and curriculum development. (Spring) 376 Speech and Theatre Arts Methods (112 course) The teaching of basic speech, interpretative reading, discussion, and theatre and the directing of co-curricular speech and theatre activities. (Spring) 377 Mathematics Methods (112 course) Study of t h e basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. (Spring) 388 Human Relations (112course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. 399 Internship The student may select from a variety of situations for professional work experience. A learning contract must be developed and must have education faculty approval. 410 Health Methods (See HPE 410 Administration and Supervision of the School Health Program) 478 School and Society The emphasis in this course is on the school in relation to society with particular attention to urban education. Introduced by a study of educational philosophy and the development ofAmerican education, current major iss u e s in education will be studied. Membership in one of the professional teacher organizations is required. (Prereq.: senior standing) 481,482,483,484 StudentTeaching Observing and dlrettinq leal r~lngat the secondary level under supervision of college and secondary school personnel. (A minimum of two courses, except three courses required of Art, Music, Physical Education majors. Prereq.: Admission to student teaching and program approval) 498 Independent Study (112 course) Study of specific areas in education a s determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). 499 Independent Study Opportunity for advanced and specialized research projects not otherwise ecl must provided for in the departmental curriculum. A ~ ~ r o ~ e c tprogram b e outlined which meets the approval of education i a c i ~ l t ~ . Special Education (EDE, EDS) Mark Schelske (Coordinator) Minor: Minimum of 6 courses (282,491: PSY 351,357; one course chosen ftom HPE 354, MUS 110 (Interim) or 395, PSY 362, EDS 385 (Interim), or SWK 304 (CHR); and one course chosen from LIN 289, PSY 352 or 359, or EDS 388. BIO 103 is recommended a s an additional course. 282 lntroductionto Special Education Introduction to the field of special education. An examination of the nature, causes, and educational interventions for such exceptionalities a s mental retardation, physical disability, hearing and vision impairment, learning disabilities, behavior disorders and giftedness. (Spring) 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Prereq.: Completion of courses for special education minor o r consent of instructor. Students planning t o take this course should consult with the special education coordinator about a placement prior to registering for the course. (Pall) Engineering Ken Erickson (Adviser) Augsburg College has cooperative arrangements with three universities to allow the-student to earn a- achel lor of A& degree from Augsburg College and an engineering degree from either the University of Minnesota Insti- tute of Technology, Minneapolis: Washington University School of Engineering and Applied Science, St. Louis, Missouri: or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg Engineering Adviser is necessary. Applications for these programs require the recommendation of the Augsburg Engineering Adviser. University of Minnesota The lnstitute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: - 1. Bachelor o f Arts/Bachelor o f Engineering (B.A./B.E.)enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the lnstitute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessaly for final acceptance into the program. Formal application to the lnstitute of Technology may be completed during the second semester of the junior year at Augsburg. 2. Bachelor o f ArtsIMaster o f Engineering (B.A./M.E.)enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the lnstitute of Technology. The curriculum is the same as the B.A,/B.E, curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the University before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E, program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the lnstitute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E, program are not guaranteed admission to the Institute of Technology. Washington University - Three-Two Plan Dual Degree Plan Michigan Technological University - These programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program are guaranteed admission to the engineering school, provided they have met course requirements, have a B average, and are recommended by the Engineering Adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg Engineering Adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. M i n i m u m Course Requirements f o r Admission t o the Dual Degree o r ThreeTwo Programs: CHM 115,116; CSC 170; ENG 111; MAT 124,125,224, 226; PHY 121, 122; additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124,125 and PHY 121,122 are taken in the freshman year. Students interested in Chemical Engineering also should take CHM 351, 352. English Those who study English believe that an intense concern for words, ideas, and iknages helps us understand who we are and who we can become. Writing helps us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through English study we see life's complexity, experience life as some others do, and understand better the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communications, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. The Augsburg English department integrates its program with the cultural opportunities ofthis vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. Students with an Augsburg English mqjor pursue careers in elementary, secondary and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English majors may start on a slightly lower rung of the career ladder than those with more specialized training, but will move to higher rungs more quickly because of their broad background, their skill in analysis, and their superior communication skills. Skills in reading perceptively and writing effectively enhance any career and make life more enjoyable and understandable. English Faculty: Barbara Andersen (Chairperson), Joan Griffin, John Mitchell, Catherine Nicholl, Ronald Palosaari, Kathryn Swanson. Mqjor: 9 courses above 111,including 225; one course in American literature; one course in Western literary tradition (271 or 272); and three courses in British literature, one on literature before 1660 (for example, 331 or 438) and one that surveys a number of writers (336, 337,423). Majors are encouraged to take ENG 245 early in their college work and to consult their departmental adviser regularly. A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. Mqjor for Secondary Teaching Licensure in English-Language Arts: 1 0 courses, including those listed for the major and a course in the English language; 2 Speech courses, one from 111,351,352, 354 or 355 and either 360 or 366. Courses in early American literature, Shakespeare and film are recommended. In addition to field experience and student teaching required by the Department of Education, majors will be required to gain practical experience in teaching writing, to be arranged through the department chairperson. Students are encouraged to take courses toward their major during the freshman and sophomore years, enroll in Orientation to Education in the fall term of the sophomore year and apply for teacher education not later than the fall of their junior year. In addition'to planning their courses with the English department chairperson, students should consult an adviser in the Department of Education. Honors Major: GPA of 3.5 in the major and 3.0 overall, submit program to department chairperson early in senior year, defend honors thesis before faculty committee in senior year, Honors thesis may be an independent study program. Minor: 5 courses above 111,including at least 2 literature courses, one of which must be in British literature, and one advanced writing course. Note on Concentration: In addition to meeting requirements for the major, English majors may, if they wish, develop an area of emphasis, such a s British concentration, American concentration, world literature concentration, or writing concentration. A student arranges a concentration by careful selection of electives in the major, by the design of an independent study course that applies to the concentration, and by the selection of some related courses outside the department. English majors should work closely with their advisers in developing a concentration. Interim courses, special courses, and courses at other ACTC schools will often fit well into a concentration. Note on Prerequisites: 111is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division course is successful completion of a lower division literature course or consent of the instructor. 101 Developmental Wrltlng A preparatory course for Ewective Writing for students identified by an ex- amination a s needing nddltlonal preparation, Instruction and practice in e Sturle~rtswill write short papers based on basic wrlting skills wllt t ~ given. tlicir own observation, experience, a r ~ r ll~ought. t P/N grading only. 111 Effcctlwe Writing 'I'he study ol' cornposltion with emphasis on expository writing. Attention Lo correcl tlsagc, logical orgar~lzation,and the research paper. The grading system fn~lhis C O ~ I T S E i~ either P/N or 2.0-4.O/N. In order to hold a pEace in Ihc course the studen( must either attend class the first day or personally notify the instructor that s / h e cannot be present. 199 Internship Lower division internship. 217.218 English a s a Second Language (ESL) Consistent, repeated work on pronunciation, vocabulary and American idioms, grammar and sentence patterns make up a major part of these courses. In-class drills and exercises, assignments, and sessions with ESL tutors are means for students to improve oral skills and to increase their fluency. Understanding spoken ~ m e r i c a nEnglish, speaking, reading colleae-level materials. and writina are the skills emohasized in these two c&urses. Testing will determinetlacement in these courses, and testing, a s well a s other course work, will determine whether the ESL requirement is met. 218 is graded either P/N or 2.0-4.O/N. Students will continue in 218 if an N grade is given. By successfully completing the courses, students will b e exempted from the foreign language requirement. 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals will b e emphasized. Students will be encouraged to use material from their own areas of specialization. (Prereq.: 111or equivalent) 225 Advanced Expository Writing The development of essays in a variety of rhetorical modes, which may include identification, definition, classification, illustration, comparison and contrast, and analysis. Particular attention will be given to stylistic and organizational matters through the course's workshop format, in which student's papers are read and discussed. (Prereq.: 111) 226 Creative Writing The purpose of the course is to encourage and guide, by means of appropriate models, theories, and criticism, writing in narrative and poetic modes of expression. Short stories, personal narratives, and poems may be selected by students for experimentation and development, according to the student's preference. 227 Journalism An introduction to newswriting, with secondary emphasis on the feature and the news feature. The student is first introduced to the principles of writing the news story, what constitutes news, copy preparation, and editing practices, then goes on to write real and imagined obituaries, press releases, speech stories, and community news stories. A unit on the feature and the news feature concludes the course. Throughout the semester, attention is paid to ethics, comparisons and contrasts with the electronic media, and stylistic trends inside and outside the journalism establishment. 2 4 1 Introduction to Cinema Art An investigation of the artistic qualities and the historical development of the film medium. The course includes the viewing and discussing of both feature length and short films. (Spring) 245 Introduction to Literature An introduction to the study of fiction, drama, and poetry. Particular attention will be devoted to developing critical and analytical skills in reading and writing about literature. Strongly recommended for English majors and minors. 250 American Literature to 1920 Reading and analysis of some significant works of selected American writers from colonial times to the emergence of literary naturalism. Attention is also given to the writer's contribution to the historical development of American literature. 2 6 1 Modem Fiction Significant works of selected prose writers, chiefly European, of the twentieth century. 2 7 1 European Literature: Homer to Dante A study of major works of Greek and Roman literature, for example the epics of Homer and Virgil, the tragedies of Aeschylus, Sophocles, and Euripides, the comedies ofAristophanes and Ovid's Metamorphoses. Dante's Inferno will b e studied a s a work in which the Christian and the classical traditions a r e combined. These works will be studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) 272 European Literature: From the Renaissance to the Modem Period Study of masterpieces of literature, chiefly European, from the medieval to the modern period, including such authors a s Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky. (Spring) 282 Topics In Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected For study in any year will be listed in the class schedule for that year. Recent offerings have included Scandinavian literature, Twentieth Century Poetry, and Comedy. 299 Directed Study lndependent study for lower division credit. 331 British Literature, Chaucer to the Elizabethans Chaucer and the medieval Milieu will be studied a s well a s the development of English poetry and drama in the English Renaissance. 332 Milton and His Age A study of Milton's major poems and selected prose. In addition the Renaissance literary tradition out of which Milton created his works will b e eFamined. (Alternate years) 336 Bnitish Literature, Seventeenth and Eighteenth Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets up to Blake, with attention to the historical, intellectual, and social influences and the major literary movements. (Fall) 337 British Literature, the Romantics and the Victorians A study of major writers of the nineteenth century, emphasizing Romantic poetry, Victorian poetry, Victorian prose and two or three novels of the period. Relationships among these writers and their influence on one another will be emphasized a s well a s their relationship to their own age and their lasting contribution to the forms of poetry and prose. (Spring) 351 American Literature Since 1920 A study of some recent and contemporary writers and literary movements. Attention is given to the dynamics of American society and its intricate relationship to the literature. Special emphasis is given to the city a s setting and symbol in modern American literature. 399 Internship The department offers on-campus internships in teaching writing and various off-campus internships, Interested students should consult the department chairperson. 423 Studies in the British Novel A survey of the development of the novel in England from its eighteenth century beginnings up to the twentieth century. Novels studied will be selected from the works of such authors a s Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Thackeray, Eliot, Hardy, and Butler. Attention will be given to the conditions contributing to the rise of the novel and its emergence by the twentieth century a s the dominant literary form. (Alternate years, 1986-87) 438 Shakespeare Study of ten o r twelve major plays - comedies, histories, tragedies with attention to the development of Shakespeare's dramatic and poetic art. Additional plays assigned for reading analysis. 498 lndependent Study Metropolitan Resources Open to junior or senior English majors with a grade of 3.0 or consent of department chairperson. Provides directed independent study which makes use of the resources of Augsburg's urban location, such a s theaters, poetry readings, and writers' groups. 499 lndependent Study Open to junior or senior English majors with a grade of 3.0 or consent of department chairperson. Provides directed independent study in the area of the student's choice. - Foreign Language Department The Foreign Language Department at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The department is committed to the view that education should go beyond career preparation. So viewed, foreign language study goes beyond the development of new communications skills to foster an abiding awareness that the splendid diversity of human languages, literatures, and cultures represents a nch historic legacy developed in different ways by many nations to be shared by all in common. The departmental faculty believe that familiarity with the language and culture of another people is an essential step in the development of global perspective and hence is indispensable in the education of Augsburg students. The Foreign Language Department offers language, literature, and culture courses in French, German, Norwegian, Russian, and Spanish. Courses in Chinese, Japanese, Latin, and Greek are available to Augsburg Students through the college's affiliation with ACTC, a consortium of Twin Cities colleges. A special perspective on language is also available to Augsburg students in the linguistics courses offered by the Foreign Language Department. Linguistics goes beyond the study of individual languages to investigate the general principles which operate in and shape all languages and in this way the study of linguistics affords the student a unique view of one of the most intriguing and central facets of the human mind. Foreign language skills, perhaps combined with the study of linguistics, are essential in preparing for a number of careers and represent a valuable special qualification in many others. Anticipated careers in a number of fields such a s foreign language - teaching, translation, the diplomatic corps, or international business may require a-foreign language mGor, perhaps combined with a maior in some other field. In addition. students ~ u r s u i n a careers in many other fields such as health care, socialwork, the kinistrfy psychology, or philosophy, ro name just a few, often find that a foreign language minor and/or the study of linguistics qualifies them for special assignments in their chosen field. Foreign Languages Faculty: Mary Kingsley (Chairperson), Ruth Aaskov, James Brown, Leif Hansen, Mary Johnson, Gunta Rozentals, Donald Steinmetz. Students with previous foreign language study must register in courses suited to their level of preparation. Placement is according to the number of high school semesters one has studied that language: 0-2 = 111;3-4 = 112; 5-6 = 211; 7-8 = 212; 9 or more = 311. Students in doubt about their placement level should consult the chairperson. Students should arrange to take the Language Placement Test if they wish to take a course above the level determined by previous studies in that language. Students who elect to take a course below the one in which they are placed by the department may do so, but grading must be PIN only. The language requirement will be satisfied only by completion of the course in which the student was originally placed. Credit and grading for that course may be traditional. Basic Requirements: Majors must take four of the upper division courses at Augsburg College and four abroad. Minors must take two of the upper division courses at Augsburg College. 311is prerequisite to all upper division courses. Transfer students intending to major or minor must take a minimum of one upper division course per year at Augsburg. See department faculty for limits on non-Augsburg courses and career information. Teaching Licensure: Teacher candidates in French, G e m a n and Spanish must consult with the Department of Education for specific information and enrollment in the program. Methods courses by language are joint ACTC offerings and should be taken in the fall of the senior year. A 3.0 average in Advanced Conversation and Composition is a departmental requirement for teaching majors. Licensure requires successful completion of the Modern Language Association Competency Exam. See Requirements for State of Minnesota Licensure for Teaching in Secondary Schools, under Department of Education. Honors Major: Majors seeking departmental honors must apply in thejunior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall, and honors thesis demonstrating ability in independent study for one course credit. Consult department chairperson for details. Placement Levels: Chinese (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language department. See East and Southeast Asian Studies Director. French (FRE) 8 courses above 212, including 311,312 or 411,331 or 332, 350 or 355,351or 353,450 or equivalents. Study abroad required. Minor: 4 courses above 212, including one in conversation-composition, one in civilization, and one in literature. Interim, summer, or semester in France strongly recommended. Teaching Licensure Minor: 5 upper division courses beyond 212, including one in conversation-composition, one literature, one in civilization. Study in France strongly recommended. Major: E u r o p e a n History, a seco n d language, philosophy, linguistics, English literature. Also see Interim catalog. 011 Directed Study Conversational French, readings. Once weekly. No credit. (Spring, On Demand) 111,112 Beginning French Aim to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall/Spring) 199 Internship Lower division internship. 211,212 Intermediate French Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall/Spring) 243 French Literature in Translation Major representative works of French literature are read in English translation. Through individualized background reading and class discussion, students become acauainted with artistic aualities and cultural-historical significance of thesenworks. Sophomore standing. Fulfills only literature distribution requirement. Does not count toward a French major o r minor. (On demand) 299 Directed Study Independent study for lower division credit. 311 Conversation-Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. Post-intemlediate level. A prerequisite to other upper division courses. (Fall) 312 French Expression A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use. French phonology and speech group practice, study of written models. (Prereq.: 311 or consent of instructor. Spring, On demand) 3 3 1 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: 311 or consent of instructor. Alternate years) 332 French Civilization Today Topics in twentieth-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contribution to the contemporary scene. Readings, reports, extensive use of audio-visual materials and periodicals. In French. (Prereq.: 311 or consent of instructor. Alternate years) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, a n d discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) 351,353 Survey of French Literature The study of major French authors and literary movements in France, through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: 311 or consent of instructor. Alternate years) Recommended Supporting Courses: 355 Twentieth Century Literature A survey of the major French literary movements since World War I, including the novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports, and laboratory texts in French. (Prereq.: 311 or consent of instructor. Alternate years) 399 Internship Upper division internship. 411 Avanced Conversation-Composition By means of reading, speaking and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization a s individual needs indicate. Provides for self-improvement and self-evaluation. Laboratory assignments. (Prereq.: 311 or consent of instructor. On demand) 450 French Seminar: Novel, Drama, Poetry, Short Story Study in depth of a topic or genre in French literature. Student presentations in French. For advanced students. ( S e e a l s o Interim offerings. Prereq.: 311 or consent of instructor. On demand) 499 Independent Study Individual pursuit of a topic, movement, or genre at an advanced level. Designed to complete a balanced program, enhance research, or meet individual interests. In literature a major paper and its defense are included. (Consultations with French teachers required. Junior standing. Fall, Interim, Spring. Subject and plan to be clarified early with study adviser.) German (GER) 8 upper division courses, including 311, 411, one in civilization, and one literature. Semester in Germany required. Minor: 4 upper division courses, including 311 and 411. Interim, summer or semester in Germany strongly recommended. Teaching Licensure Minor: Five courses beyond 212, including one in conversation-composition, one literature, one in civilization, and two electives. All courses must be upper division courses. Study in Germany strongly recommended. Recommended Supporting Courses: Linguistics, European History, another language, English literature. Major: 111,112 Beginning German Course 111is for students with no previous background; 1 1 2 is for students who have had 111o r equivalent or less than two years of high school German. Aims a t developing basic skills. Classroom practice in speaking, understanding and reading basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. 199 Internship Lower division internship. 211,212 Intermediate German For students with two terms (or two years high school) of previous German. Aims a t developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (211, Fall; 212, Spring) 244 German Literature in Translation Principal works of German literature representing various periods and movements are read and discussed in English. The readings are considered not only in the particular context of German cultural history, but also discussed in terms of their relevance to perennial human problems. Credit for this course does not apply to a German major or minor. (Sophomore standing. On demand) 299 Independent Study Independent study for lower division credit. 311 German Conversation and Composition Aims a t developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial Qerman. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) 331 German Civilization and Culture I The Early Background. Follows the cultural and social development of the Germanspeaking peoples from the prehistoric Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643),with emphasis on the impact of Roman civilization, the re-emergence of German cultural self-awareness during the Middle Ages, and the intellectual and religious upheavals ofthe Reformation. In Qerman. (Prereq.: 311 or consent of instructor. Alternate years) 332 Qerman Civilization and Culture 11 Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic and scientific history of the German-speaking peoples. In Qerman. (Prereq.: 311 or consent of instructor. Alternate years) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 o r consent of instructor. On demand) 351 German Literature through the 18th Century Br~efsurvey of heroic, courtly, Reformation, Baroque, Aufklhrung and Sturm und Drang literature. Extensive readings and discussions in Classic and Romantic periods. Readings in German, supplemented by lectures on the history of Qerman literature in its cultural and geopolitical context. Class discussions help to improve students' ability to express ideas in German. (Prereq.: 311 or consent of instructor. On demand) 352 German Literature: The 19th Century Includes later Romanticism, Jung-Deutschland, poetic realism, Maturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of the individual and the rise of materialism, technology and mass man. Readings in German. Class discussions help to improve students' ability to deal with concepts and express themselves in German. (Prereq.: 311 o r consent of instructor. On demand) 353 German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions are designed to aid students' self-expression in Qerman. (Prereq.: 311 or consent of instructor. On demand) 399 lndependent Study lndependent study for upper division credit. 4 1 1 Advanced Qerman Composition and Conversation Aims a t developing and refining the student's use of German a s a vehicle for expressing his o r her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German a s classroom language. (Prereq.: 311or consent of instructor. Fall) 4 5 1 German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre a s a mirror of cultural and geopolitical history. (Prereq.: 311 or consent of instructor. On demand) 452 German Drama Representative dramatic works from late 18th century to the present are discussed and read a s symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: 311 or consent of instructor. On demand) 499 lndependent Study lndependent study for upper division credit. Japanese (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language department. See East and Southeast Asian Studies Director for more information. Linguistics (LIN) 199 Internship Internship for lower division credit. 289 Introduction to Linguistics An lnlroductlan to linguistic analysls and general Ilngulstlc prlndples,wlth Focus on linguistic universals (organizational principles and features common lo all languages) and psychulinguistics IinquIiy In to the tnechanics of language learning and llic struclurc of the mind as revEaIed in language),l'l~eoxelicalc~uestionswill be approached b y stud Ing samples 01 various I B I I ~ L I ~ ~ P S . MO piercquisite. Rccoinrnendcd for a i lanquaqe majors and minors. (On demand. ACTC) 299 Directed Study lndependent study for lower division credit. 311 Theories of Grammar Comparative analysis of various views of language represented in current linguistic researct, wlth the aim of ltluminatlng underlying phllosophleal assilmptions. i~~vcstigational criteria, and explanatory goals which distinguish tlletn. The theo~ieswill be contrasted with thosc ot adjaccnt discipIincs such as antllropology, psyctiology, logic, and communication l l ~ c ory to explore ways in which each theory seeks to overcome the inadequacies of traditional grammar. (On demand) 399 Internship Internship for upper division credit. 499 Independent Study lndependent study for upper division credit. Norwegian (NOR) Major: 8 courses above 211, including 311,312 or 331,353,411. Study in Norway required. Minor: 4 courses above 211, including one in conversation-composition, one in civilization, and one in literature. Study in Norway encouraged. Recommended Supporting Preparation: A second foreign language, linguistics, European history. 111,112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress on spoken rather than literary Norwegian. Laboratory work expected. (111, Fall; 112, Spring) 199 Internship Internship for lower division credit. 211 Intermediate Norwegian Cal~tlnucdconversation and composition to improve comprehension and facCIlty of expression. Selected readings in Norwegian used a s basis for class dlscussio~iand exercises. Laboratory work and some field experience expected. (Prereq.: 112 or equivalent.) 299 Directed Study lndependent study for lower division credit. 311 Norwegian Conversation and Composltlon Inte~isivcpractice In spolsen Horwegia~iwith emphasis on pronunciation and oriqinal cnmposltio~r.Some atlciitlot~givcn to reglonal variations in spolteti Marweqian ancl lo dikrences bytween the two olTiclal languages of Mnrway. some lalmratory work and Clflcl experience required. (Prereq.: 211 or equivalent.) 312 -- Old - - - .Norse .- - - - 331 350 353 399 411 499 An introduction to the structure of Old West Norse through the study ofselections from Old Norse literature. Some attention given to Old East Norse and aspects ofthe history of four modem Nordic laiguages. Knowledge of one of the latter is desired but not required. Norweg~anlanguage majors/ minors will have special assignments. (On demand) Norwegian Civilization and Culture This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwcglan as far a s possible), the domestic and forelgn Influences at work in the comparatively homogeneous population or Monvay will be cxaniined. Wrltten ancl oral reports in the Norwegian language rvlll Ile required along wlth some Herd work. (Prereq.: 311 or consent ofir~structor.011dernand) Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311or consent of instructor. On demand) Survey of Norwegian Literature Selected readinas in contem~orarvNorweaian literature ~ r o v i d ea base for the study of ;riginal works from earlier ceriods extending back to Old Norse literature. All genres are examlned, and conslderable attention is given to writings in the Nynorsk lalig~laqe,pnrtlckrlaily poetry. Lectures, readings, oral and written reports are in florwcgian. (Pterrq.: 311o r equivalent. Alternate years) Internship Internship for upper division credit. Advanced Norwegian Conversation and Composition Further intensive practice in spoken and written Norwegian. Attention given to the other Scandinavian languages end lo the hislorical development of the Norwegian language. Laljoralnry worlc and field experience required. (Prereq.: 311 or consent of iirslructor, On demnr~cf) lndependent Study lndependent study for upper division credit. Russian (RUS) One year of elementary Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian Area Studies Program, which requires two years of language for the mqjor. See Russian Area Studies Campus Coordinator. 111.112 Elementary Russian Aimed to develop reading, writing, understanding, and conversational skills through oral classroom practice, developing ease in reading, short compositions, and acquaintance with Russian culture. Extensive use of the language lab. 211.212 Intermediate Russian Continues developing the skills of writing, understanding and speaking with a n added emphasis on reading, Introduction of advanced grammar topics, idioms and the study of word building in Russian. (ACTC) Spanish (SPA) M a o r : 8 courses above 212, including 311,411,456 or 457, two of 352,353,354,331 or332. Study in Spain or Latin America is required. Minor: 4 courses above 212, including one in conversation-composition, one in civilization, and one in literature. Interim or summer study abroad strongly recommended. Teaching Minor: Five courses beyond 212, including one in conver- sation-composition, one literature, one in civilization, and two electives. All courses must be upper division courses. Study in Spain or Latin America recommended. Recommended Supporting Courses: Linguistics, another lan- guage, Pre-Columbian civilization, Latin-American Area studies. Consult department for other supporting courses in humanities. 111,112 Beginning Spanish Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. 199 Internship Internship for lower division credit. 211,212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts which stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish, and build conversational skills through class discussions. Designed for students with 2-4 years of high school Spanish or its equivalent. (211 Fall, 212 Spring) 216, 316 Intensive Individualized Spanish (See under Program in Global Community) 2 4 9 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature representing various ~ e r i o d sand movements are read in Enalish translation. Throuah background reading and class discussion in English the student is acGuainted with the salient artistic qualities and cultural-historical significance of the readings. Credit in this course does not count toward a major or minor in Spanish. Sophomore standing preferred. (On demand) 2 6 1 Spanish Language (See under Metro-Urban Studies, SAUS and LISLA) 299 Directed Study Independent study for lower division credit. 311 Spanish Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: 212 or equivalent. Fall) 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them, Intensive practice to improve oral and written expression with emphasis on conversational facility, stressing idiomatic usage and the finer points of grammar. Readings to stimulate discussion and broaden cultural background from contemporary literary texts and magazine articles. Conducted in Spanish. (On demand) 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contribution to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: 311 or consent of instructor. Alternate years.) 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the Pre-Columbian civilizations to the present. In Spanish. (Prereq.: 311 or 212, with consent of instructor. Alternate years) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the theory through reading, analyzing, and discussing selected works of literature. Recommended for majors and minors. Open to all qualifed students. (Prereq.: 311or consent of instructor. On demand) 3 5 2 , 3 5 3 Survey of Spanish Literature I, 11 A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language. (Prereq.: 311 o r consent of instructor. On demand) 354 Representative Hispanic American Authors An introduction to S~anish-Americanliterature. Lectures, discussions, written and oral reports in the language. (Prereq.: 311 or consent of instructor. On demand) 399 Internship Internship for upper division credit. 4 1 1 Advanced Conversation and Composition Emphasis on increasing facility and correctness ofwritten and oral expression through conversations, discussions, ~'epo~ts. debales, and written compositions and grammatical exercises. (Prcrecl.: 3 l l or consent of instructor. 4 5 6 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the language. Emphasis on the Golden Age and the Modem Period. (Prereq.: One survey course. Alternate years) 457 Spanish Novel Study of the outstanding novelists of the nineteenth and twentieth century in Spain. Oral and written reports in the language. (Prereq.: One survey course. Alternate years) 4 9 9 lndependent Study lndependent study for upper division credit. General Studies (GST) John A. Hill (Registrar),Joel Mugge, Donald Warren Some courses help to integrate learning around topics in ways which are different from the more traditional disciplines. General Studies include specialized academic enrichment programs, an integrative pro-seminar created by cooperating faculty, and offerings of the Center for Global Service and Education. 005 Freshman or Transfer Seminar An introduction to college academic life required of all new students a t Augsburg. The seminar meets regularly through the first half of the fall term. No course credit. 140,141 Introduction to the Liberal Arts (112 course each) An introduction to the philosophy of the liberal arts curriculum and to the philosophy and student services available a t Augsburg College. The course also focuses on improving those skills s o important to academic success: reading rate and comprehension, note taking and textbook reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning, and making decisions. (140, Fall: 141, Spring) 230 Cultural Issues Seminar (See under Program in Global Community) Health and Physical Education Department (HPE) Virtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional player will find ample opportunity for athletic and developmental activities. The Physical Education Department provides the organizational framework for a wide-range of educational experiences, including several mqjor and minor programs: general education in Physical Education (Lifetime Sports): men's and women's intercollegiate athletic programs; intramural programs for men and women: and athletic facilities for developmental and recreational activities. Department graduates have traditionally found employment in educational settings. Additional career opportunities are possible in YMCA and community services, municipal park and recreation departments, as adult fitness instructors, and in working with people with disabilities. Health and Physical Education Faculty: Richard A. Borstad (Chairperson), David Boots, Marilyn Pearson Florian. Paul Grauer, Alvin Kloppen, Joyce Pfaff, Edwin J. Saugestad Health Education Mqjor: 110,114,115,320,354,410: 810 103,108,111;CHM 105 or 109;PSY 105:SOC 231,336. Teaching Mqjor: Same a s health education major plus 355. Stu- dents wishing to become licensed teachers should consult with the Education Department for requirements. Minor: 110,114,115,320; 810 103;SOC 231. 110 Personal and Community Health Modem concepts and practices of health and healthful living applied to the individual and the community. (Fall) 199 lnternship Internship for lower division credit. 114 Health and Safety Education (112 course) Principles and practices of safety education in school and community life. Includes information about school health programs and prevalent health needs and problems of school age children, and American Red Cross First Aid course. 115 Health and Chemical Dependency Education (112 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health programs and prevalent health needs and problems of school age children. 299 Directed Study lndependent study for lower division credit. 320 School Health Curriculum Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: All courses in the major sequence numbered in the 100 and 200 series and consent of instructor.) 354 Teaching the Exceptional Child (112 course) Education of the exceptional child with special reference to the analysis of functional and organic abnormalities and the role of school health and physical education programs. (Prereq.: 350. Spring) 355 Tests and Measurement (112 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Spring) 399 Internship lnternship for upper division credit. 410 Administration and Supervision of the School Health Program Historical background, legal bases, school health services, and relationships to community health program and resources. Methods and materials in health education with laboratory experience in classroom and community. (Prereq.: 320. Odd number years, Fall, Interim) 499 lndependent Study lndependent study for upper division credit. Physical Education Mqjor: 114,115,354,355; 223,231,232,243,350,351,471,472, 474,475;810 103. Teaching Licensure Mqjor: 114,115,354,355; 223,231,232,243, 350,351,365,471,472,474,475;BIO 103.Students wishing to be- come licensed teachers should consult with the Education Department for requirements. Mqjor with Specialization in Adapted Physical Education: Consult department chairperson for individual program planning. Minor: 114,115;223,231,232or 472,243. Coaching Endorsement: 243,351, 475, one of 476-483 (except 481), and practicum in coaching (499 is an optional method for meet- ing the practicum requirement). Notes: Physical education major plus coaching practicum meets the coaching requirement. Coaches entering their first headcoaching assignment in Minnesota high schools are required to have at least a coaching endorsement in the field of physical education and athletics. 002,003 Lifetime Sports Three hours per week. Two lifetime sports meet the general education requirement. (Part-time students should consult with department chairperson) No course credit. 199 Internship lnterrnship for lower division credit. 223 Team Sports Theory and practice i n skills, teaching, and officiating team sports. (Spring) 231 Individual and Dual Sports Theory and practice in skills, teaching, and officiating individual and dual sports. (Fall) 232 Recreational Activities and Rhythms (112 course) Theory and practice in performing American heritage and international folk dances. Exposure to New Games concepts and activities. Practice i n teaching and performing selected social dances. (Interim) 234 Outdoor Education (112 course) 'Thls course wlll loalc at a wide variety of outdoor activities that can be Laught in a school setting. The following activities will be emphasized: Canodng. back-pacl$ing,cycling, outdoor cooking catnplng and watcr safely. Studcnts must Ire prepared to spend somr: wcel~cndsparticiprtling in these activities. (Even number years, Spring) 243 History and Principles of Physical Education History, principles, and philosophy of physical education. (Spring) 299 Directed Study Independent study for lower division credit. 350 Kinesiology Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: 810 103; Fall) 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: 810 103. Spring) 354 Teaching the Exceptional Child (See Health Education) 355 Tests and Measurement (See Health Education) 365 Physical Education Methods (K-12) Procedures, materials, and issues for teaching physical education at the elementary and secondary levels. (Fall) 399 Internship Consult department chairperson. 455 Sailing in the Virgin Islands Designed for the beginning and intermediate sailor interested in learning thc art and practlce of sailboat cruising. The course will focus on taking the participant to a compctent level of sailboat handling (anchoring, mooring, Irclming and crewing). (Interim) 471 Physical Education Programming Procedures and techniques of management, leadership and decision making for physical education and interscholastic athletic programs. Curriculum analysis and preparation. (Prereq.: 243. Fall) 472 Gymnastics (112 course) Theory and techniques of teaching gymnastics. Opportunity to teach and perform in all apparatus events and tumbling. Experience in spotting and skill analysis. (Fall) 474 Swimming and Aquatics (112 course) Theory and practice in teaching swimming, lifesaving, and water safety. Open only to junior and senior Physical Education majors and minors. (Prereq.: Swimming competence a s determined by pre-test. Fall) 475 Preventlon and Care of Athletic Injuries (1/2course) Emphasis placed on preventing injut ips. 'Trcatrnmt of common athletic injuries. Practical expericntc in taping and training-room procedures. (Prereq.: 350. Fall, 1 s t half of term, and even numbered years, Interim) 476 Coaching of Football (112 course) Theory, technique and administrative aspects of coaching football. (Odd number years, Fall, 1 s t half of term.) 477 Coaching of Basketball (112 course) Theory, technique and administrative aspects of coaching basketball. (Odd number years, Interim) 478 Coaching of Hockey (112 course) Theory, technique and administrative aspects of coaching hockey. (Odd number years, Interim) 479 Coachina of Track and Field 1112 course) Theory, t&hnique and adminishitive aspect's of coaching track and field. (Odd number years, Spring, second half of term) 480 Coaching of Baseball/SoRball(1/2 course) Theory, technique and administrative aspects of coaching- baseball and softbail. (Odd number years, Spring, 2nd half of term) 481 Ofilciating of Basketball (112 course) Mechanics, techniques and practical experience of officiating basketball. Prepares student for certification by the Minnesota Stae High School Association. (Interim) 483 Coaching of Volleyball (112 course) Theory, technique and administrative aspects of coaching volleyball. (Odd number years, Fall, 1st half of term) 499 Independent Study Directed intensive study in an area of physical education. Open only to junior or senior majors. History Department (HIS) History is to society what memory is to an individual: it brings to a civilization an understanding of its identity. The distinguished MedievalistJ.R. Strayer expresses it this way: "No community can survive and no institution can function without constant reference to past experience. We are mled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences which makes scattered individuals into a community." A society's history is also a storehouse of human experiences that enables us to deal more knowledgeably with the continuities and changes in current issues. Established disciplines, as history long has been, train the mind by developing concepts and skills that enables one to deal with masses of information. Many have found that history is an entree into the richer eqjoyrnent of travel, cultural events, and the broad reading eqjoyed by the educated person. Accordingly, history has long held a maljor role in the liberal arts. This is true at Augsburg. The department has strength in and requires of its majors work in four main areas: ancient and medieval, modem Europe, United States, and the non-western world. The department's graduates are well represented among professional historians: at present, six are in graduate schools preparing for such careers. More have distinguished themselves as social studies teachers in elementary and secondary schools and current projections indicate that there will be growing opportunity in that field for history maljors. For most of our students, however, the study of history provides one of the better undergraduate liberal arts experiences, valuable both for personal enrichment and a wide variety of career choices. History Faculty Richard Nelson (Chairperson),Orloue Gisselquist, Donald Gustafson, Khin Khin Jensen M a o r : 8 courses plus 1seminar. At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas. Ancient and Medieval: Modem Europe; U.S.; and non-Western. M q j o r f o r T e a c h i n g L i c e n s u r e : Students interested in secondary education may take a history major in combination with specified social science courses and the required educational courses, in compliance with the state requirements. For more information, see the department chairperson or the Social Studies Coordinator. M i n o r : 5 courses, a t least three of which must be upper division. H o n o r s Mqjor: GPA of 3.6 in the major and 3.0 overall; except in spe- cial instances, application before the end of the first term of thejunior year; two years of a foreign language a t the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. N o t e s : Freshmen should enroll in one o r more of the 101-104 courses. 221-222 are normally reserved for sophomore or upper division students. Lower division students are asked to take at least one lower division course before registering for an upper level course. There are 13 upper division courses (numbered 300 and up) in this department. Several are offered each term. Offerings depend upon faculty schedules and student registration. 101 The Beginnings of the Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the middle ages of Europe into the 13th century. 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the middle ages through the remodeling of Europe by Napoleon. 103 The Modem World A study of the main currents in western civilization from the time of Napoleon to the present. 104 The Modem Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. 199 Internship Lower division internship. 221 U.S. History to 1877 A survey of Americans from Jamestown through the efforts to reconstruct a nation torn apart by The Civil War. (Fall) 222 U.S. History Since 1877 An assessment of the century which precedes our time with an effort to consider the various social, economic, intellectual and political forces and events that have created the modern United States. 226 Asian and ~sian-~merican'wornen in Public Life in the 20th Century An exploration of the experiences and contributions of selected women in China, Japan, India, Korea, Philippines, and the state of Hawaii, Includes cross-cultural perspective, responses to impact of modernization and Western education. 299 Directed Study An opportunity for a student to d o readings or study on topics not covered in the scheduled courses. The proposed study must b e approved by the directing faculty member and the chairman of the department before registration. A maximum of one course in directed study may be applied to the major. 322 Modem Southeast Asia A study of the major historical events, personalities and political developments in this area. A comparative analysis of the nationalist movements and the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam. 323 Modem China A selective treatment of Chinese history since the Opium War of 1839. The erosion of China's isolationism and collapse of the imperial system. The Nationalist and Communist revolutions of the 20th century. 324 Modem Japan An examination of the emergence of Japan a s a major world power in the 20th century. Components of the course will include a study of the distinctive features of the Pre-Meiji era, modernization factors since 1868, interaction and encounter with China, urban development, ecological problems, role ofwomen and Japan's trade in Asia and Africa. 331 Topics in U.S. History Exploration in depth of selected topics in U.S.history (excluding foreign policy: s e e History 332). The specific topics to b e offered will b e announced prior to registration. 332 History of American Foreign Policy The relationship of foreign policy to general American development is stressed. 347 Mexico: a Historical Perspective (See under Program in Global Community) 360 The Ancient Near East and Greece to 338 B.C. The development of civilization in the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on the development of writing, achievement in the arts and sciences and political institutions. 361 Hellenistic Greece and Rome to 330 A.D. A study of the development ul Alcxa~idcr'sLmpirc, the Hellenistic kingdoms and the rise of Rome as lhc wnl-Id's qrcatest power. Emphasis is placed on personalities, the 31'1s iliicl S C ~ C I ~ C Carid S Rome's contributions in law and the political process. 370 The Late Middle Ages to 1560 A study of the scholastic tradition and the role of the Church and state through the changes forced on these institutions during the Italian Renaissance and the early years of the Reformation. 399 Internship in History A limited number of internships may be available for qualified upper division students majoring in history. In this connection, students are encouraged to consider the opportunities available through the Cooperative Education program. 412 England in the Tudor and Stuart Periods A study of English history from a 15th century background through 1714. The emergence of modern constitutionalism is the major theme of the is also placed on 16th and 17th century aspects of EngC ~ L I I -Emphasis SC. la~tcl'ssubsctl~lent1,olein Ihe world economy and on the English literary ~ r r ~ a i s s a ~ofi cEIlzaI~ettrari c and early Stuart periods. 416 Europe in the Seventeenth Century The study of this centurv a s the most critical ~ e r i o din the rise of the mode l . ~statc: ~ L ~ n l ~ h a sisl salso placed on the el;1ergence of modern science aud I l s efiecl o n lritetlectual history. The chronological boundaries may be I listed as 1560-1714. - 431 European Urban History A history of the dynamics of urban growth, the distinctive institutions, and the c u l t u l ~of cltics ill L I I I ( ~ I Cfrom the Late Medieval to the 20th century, with for.1~.or1 spcrifir. tiistorir. cities a s examples. The course is designed for histnly students, iiil~nnstudy majors, and those who desire a backgrounrl Lo cnrich I ~ ~ l u11r avcl. c 440 Twentieth Century Topics in World History This course emphasizes such topics a s Hitler's fascism, the collapse of colonial empires and the rise of the third world. The emphasis will be on Western Asia, Europe, and Africa in the last fifty years. 474 The World and The West This course begins with Europe's discovery of the rest of the world, considers cultural interaction and conflict, and the building of European empires in Asia and t h e Americas, and concludes with the breakdown of these imperial systems a t the end of the 18th Century. 495 Seminar Selected topics. Admission by permission of the instructor. 499 lndependent Study Majors with an average of 3.5 o r above in history courses are encouraged to apply for directed lndependent study. A maximum of one course in independent study may be applied toward the major. Humanities (HUM) Bruce Reichenbach (Chairperson),John Benson The Humanities mqjor provides the opportunity to reflect across departmental lines, t o experience the ways in which different academic disclplines approach similar questionsand issues, and to participate in interdisciplinary learning experiences. You can, in effect, create your own mqjor by choosing a theme or topic you wish to study, and then by taking courses in various departments relating to that theme. The mqjor was created especially to encourage students not mqjoring in the humanities but in such areas as science, business, or social science to broaden their insights and perspectives by taking a broadly-based second m qjor. Maor: 9 courses, including 275. Six of the courses must be upper division. Courses must be selected from at least four of these seven departments - Art, English, Foreign Languages, History, Philosophy, Religion, and Speech, Communication and Theater Arts. No more than three courses from any one department can be used to satisfy the requirement. Each student taking a humanities major will focus on some particular theme or perspective which will constitute the core of the major program. Six of the nine courses must be taken in this core. The core adopted and the courses chosen to meet the requirement will be worked out with the student's adviser in the humanities, and must be approved by the Humanities Major Committee. The theme or perspective of the core can be chosen from those listed in the Humanities Handbook or can be created by the student in consultation with an adviser in the humanities. Further information concerning the core can be found in the Humanities Handbook. A student may not list a double major in humanities and in one of the component disciplines unless the distribution of courses selected in the humanities major is significantly different from the other major. 275 Perspectives on the Humanities An introduction to the humanities which focuses on different themes, dependin upon the instructor. The course correlates ideas, principles and values $om the perspectives of several of the humanities disciplines. ' Interdisciplinary Studies (INS) (See under Metro-Urban Studies, Program in Global Community, and Women's and Minority Studies) International Relations Norma C. Noonan (Director) International Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and seven electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for Interim or a semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, the USSR, the Far East, Southeast Asia. and others. Recent students have had double mqjors in History, Political Science, or a foreign language. Numerous combinations of majors and minors are possible with the International Relations major. Major: 13courses. (1) 6 required courses: ECO 122 or 123: HIS 103 or 104; POL 158 or 160; 2 of the following: HIS 332, POL 363, 461; the fourth term of college work in a modem foreign language. (2) 7 of the following electives (not more than 4 from any one discipline may be counted toward the major): HIS 322, 323, 324, 440, 474; POL 350, 351,381,382; SOC 336; PHI 355; REL 356; Comparative Economic Systems (ACTC course); an Economics (Topics) course on International Trade; seminar, independent study, or interim course on a relevant topic offered in the discipline of economics, history and/or political science; the fourth term of college work in a second modern language. Minor: Required ECO 122 or 123, HIS 103 or 104, and POL 158or 160. One course of HIS 332, POL 363 or 461. One year of foreign language. Any three courses from the list of approved electives for the major. Not more than 2 courses from any department could count toward the minor. N o t e : Only the fourth or higher term of languages counts toward the major; prerequisite courses or competencies cannot be credited toward the 14 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major, for example, a concentration on a geographic area or in one of the major disciplines in the program. Mathematics and Computer Science Department At least since Socrates, scholars have appreciated the value ofmathematics in developing the skills of critical thinking, understanding abstract concepts, and analyzing and solving problems. Coupled with the more modem needs of quantitative thinking, these skills are still essential for any liberally-educatedperson. Mathematics and computer science courses at Augsburg are intended to help develop these skills. Mathematical ideas in and of themselves have had a formative impact on the development of civilization, and the development of computers has begun to influence modem society. To the extent that a liberal education must include a variety of perspectives on our culture and heritage, a study of these influences is important. An increasing number of academic disciplines require a working knowledge of the tools of mathematics and computer science. To this end, the department of Mathematics and Computer Science serves students majoring in a wide variety of fields. Majors within this department are prepared for work in industry, service professions, or graduate study, with opportunities to focus on either the theoretical or the applied areas of their vocations. The department aims to provide its own majors with skills necessary to serve the larger community through a variety of careers. Mathematics/Computer Science Faculty: Lawrence Copes (Chairperson), Lany Crockett, Beverly Durkee, Henry Follingstad, Noel Petit, Larry Ragland Mathematics Mqjor: 9 courses including 124,125,215,224,314, 324.Also required: CSC 170 or 270.The following courses d o not count toward this major: 104,114,121,122,131,174,175. For teaching licensure, courses 351,373,441 must be included. Stu- dents wishing to become licensed teachers are advised to consult with the Education Department for requirements. Computer Science Mqjor: 9 courses including 240,345,350,445, 450;270 or BUS 175: 3 electives from 340,352,395,495,497,MAT 355,PHY 261,and BUS 479 or SOC 363.Also required: MAT 174,175 (or MAT 124,125,224and CSC 170);MAT 215;BUS 279 or MAT 373 or SOC 362. Honors Major: GPA of 3.5in mathematics and computer science, 3.1 overall. Independent study at an advanced level with participation in a department seminar. Mathematics Minor: 5 courses, including 124,125, (or 174,175) 224.The following courses do not count towards the minor: 104,114, For a teaching minor, the two additional courses must 121,122,131. be selected from 215,314,351,373,441. Computer Science Minor: 5 courses, including 170 (or MAT 175), 240,345,350,and one course from BUS 279,any CSC course over 260,MAT 355,PRY 261,or SOC 363. Prerequisites/Placement Test - Before enrolling in any course in this department the student must have satisfied certain course and/ or placement test prerequisites. A course must be completed with a grade of 2.0or higher to count a s a prerequisite. The Placement Test is given during college orientation sessions and at other announced times during the year. Score requirements on the test for entry to courses are: I1 for course 104;111 for courses 114,121, 122,131;IV for courses 124,174.Students whose score is V, or who have taken the College Board Advanced Placement Exam, should consult with the department about appropriate courses. Any exceptions to course or placement test score prerequisites must be approved by the instructor. Mathematics (MAT) 104 Intermediate Algebra A revicw of basic ari tlimetic concepts and a study of algebraic expressions including cxponc~ils,radlcals, and rational expressions: algebraic processes lncludinn factoring: solving equalions and inequalltles in one variabIe, inclurlirig litiear and quadratic; anti graphs of linear and quadralic equations and Ilnear Ineq~iall(lcsin Lwo varlabtes. Does not satrsiy Lhe getieral etl~tcahinllrcquireincr~lin mathen~atics.Adnllssion only via Augsl~urgMall~emalicsPlacetnenl Exam. (I'rerecl.: Placement Oroup II, P/fl gradingonty, Fall) 114 Elementary Functions A study of functions: algebraic, exponential, logarithmic, and trigonometric. For sludents planning to take 124 or 174. Students who have completed 124 or 174 may register for credit only with consent of instructor. (Prereq.: 104 or Placemenl Group I l l ) 121 Finite Mathematics Topics of linearity and probability with applications to the social and behavioral sciences. (Prereq.: 104 or Placement Group I l l ) 122 Calculus for the Social and Behavioral Sciences Differential and integral calculus of a slngle varlable wlth applications to the social and behavioral sciences. Sttade!its wlto have compleled 124 may not register for credit. (Prereq.: liI4 or Placcmcnt firotlp I l l ) 124,125,224 Calculus I, 11,111 Differential and inlcgtal calarlus, including calculus of several variables and series, with applications primarily Crom the physical sciences, Inlegrated with Lopics from plane anrl solid analylic geomelly. Prilllarily for students in thc natiiral sciences. (Prcrcq,: I 1 4 or Placemerit Group IV for 124: 1 2 4 for 125; 1 2 5 for 224.124, Fall; 125, Spring; 224, Fall) 1 3 1 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. (Prereq.: 104 or Placement Group Ill. Spring) 174,175 Mathematics for Computing 1. I1 A studv of discrete and continuous mathematics with a ~ ~ l i c a t i o to n scom. puter science, integrated with learning a higher level'programming language. Primarily for students planning to major in computer science. (Prereq.: 114 or Placement Group IV for 174: 174 for 175. 174, Fall; 175, Spring) 2 1 1 Number Theory A transitional course from computational to abstract mathematics. A study of the integers and their properties. (Prereq.: consent of the instructor) 215 Elementany Linear Algebra A study of linear equations, determinants, vector spaces, linear transformations, and matrices. (Prereq.: 1 7 5 or 224. Spring) 226 Differential Equations Solutions of ordinary differential equations with applications: solutions by special integral transforms: systems of differential equations with matrix algebra techniques; series solutions. (Prereq.: 224. Spring) 299 Directed Study Independent study for lower division credit. (Prereq.: consent of instructor) 314 Abstract Algebra A rigorous investigation of the basic structures of algebra, such a s groups, rings, integral domains, and fields. (Prereq.: 215. Fall) 324 Analysis An introduction to the study of mathematical analysis, Includes a rigorous study of major concepts used in the calculus and their application to more abstract situations. (Prereq.: 224. Spring) 351 Modem Geometry A study of Euclidean and non-Euclidean geometries by synthetic, coordinate, and transformation methods. (Prereq.: 122 or 125. Alternate years, Spring 1988) 355 Numerical Analysis A study of methods used to solve problems on computers. Analysis of computational problems and development of algorithms for their solutions, applications of a procedure-oriented programming language in numerical analysis. Topics include the general concept of iterative formulae, solution of equations, Newton's mettiod, linear systems, interpolation, numerical differentiation and intearation. (Prerea.: 175; or 224, CSC 170. Fall) - 373 Probability and Statistics An analytic study of probability and statistics, including probability distributions and densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 1 7 5 or 224. Fall) 399 Internship Consult Internship Director or Chairperson to determine project. 4 4 1 Foundations of Mathematics Set theory, logic, axiomatic method, and development of number systems. (Prereq.: 314, 324, completion or concurrent registration; or consent of instructor. Alternate years, Spring 1987) 4 8 1 Topics in Mathematics Study of advanced topics selected from real or complex analysis, abstract algebra, topology, probability, statistics, or computer science. (Prereq.: 314,324; or consent of instructor. Spring) 499 Independent Study Topics defined through consultation between student and department. Computer Science (csc) 145 Computing for the Liberal Arts An introduction to computers, programming, and computer applications, a s well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not count towards either a computer science major or minor. 170 Structured Programming and Discrete Mathematles An ItiLroclucllon to cornl>ule~' languages and algorithms. and dlscrcte inatllemalics topics ir~~ltictir~g loglc, scls, functions, relations, statistlcs. niatriccs, combinatorics, graphs and trres. Applicatinns from matticmatics, business. and natural scicticcs. I'rognmlniny in a higher lcvel tanguage such as rascal. [Prercq.: MAT 3 24. Spring) 174.175 Mathematics for Computing I, 11 (See MAT 174, MAT 175) 240 Survey of Computer Science AII Introdiicllon Lo conipil ter organizatiori and structure. assembly and n~acfilnclanguages, co~nplllerlogic design, number and character represeritallons, arid f~~nctions ofcoinpoi~entsorcm-rtplltcrsystems. Continued u t p~cq~clrntni~~t roncel~ts.( Prereq.: MAT 175, or clevclnprnenl o f slr ~ ~ c led AT 12 I, MAT 124, and Vascal bolh 170 and MA'I' 124: or eqvivulcril programming course. Fall) 2 6 1 Electronics (See under Department of Physics) 270 FORTRAIY Study ofthe FORTRAN programming language. (Prereq.: 170, or MAT 175. Interim) 340 Digital Communications and Computer Networks Princi~lesand methods of data communications. distributed ~rocessina systems, network protocols and security, and general compukr interfa; ing. (Prereq.240. Fall) 345 Comp~rterSystems and Assembly Language Sill vey nrr:omputess. latigltages, systems, and epplications. Development or competence in asscrnhly language programming. Elements of compr~te?' operalion. including input-rlutput, interrupts, and an introduction to npcrating Tystems. (I'rcrcq,: 240.F.1111 350 Data Strt~cturesand File Processing Concepts and algorilllms used it1 LIle S O ! U ~ ~ornon-numerical D~ problems. Applicalions to cla ta manngetncnl syslelns, file organlzalion, inrormallon rclricval, list processing, pxogramrninq languages, and storage devices. (rrereq.:240. Spring) 352 Database Management and Design Slnic1ul.e afdatahase managelnel!l systems,query facilities, file organi~~Y. the develepmenl of an elementary database ration and S E C ~ ~ TInrli~ding system. (240 is recotnme~~dcd helore 552 is ialrcn. Spring) 395 Topics Study of intermediate topics, from such areas a s computer graphics, artificial intelligence, computability, and automata. (Prereq.: consent of instructor) 399 Internship Consult Internship Director or Chairperson to determine project. 445 Operating Systems and Computer Architecture Elements or operating systems, melnoiy aticl process management, interactions nnrong ti~a[orcornpnnelils of conipr~tersystems. and a detailed sli~rlyof tlte eflecls oir:ompuler arc!iilectlirf rl11 operating systems. Prereq.: 345, MAT 2 IS. Spring) ~ - - - 4 5 0 Theory of Programming Languages and Compilers Structure of computer programming languages, including data types and control structures, implementation considerations for programming languages, lexical analysis and parsing, and interpretive languages. (Prereq.: 350, MAT 215. Fall) 4 9 5 Topics Study of advanced topics, often more extensive pursuit of a n area from o n e of the other courses. (Prereq.: consent of instructor) 497 Research Project An extensive group o r individual project selected in consultation with a faculty member in the areas of software-hardware interfacing. Ifdirectly supervised by a faculty member the course may b e taken for credit. (Prereq.: 345,350. Spring) 4 9 9 Independent Study Topics defined through consultation between student and department. MetromUrban Studies (INS) Metro-Urban Studies is a transdisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology and other related disciplines. The Metro-Urban Studies program seeks to blend classroom and field experience, theory and internships which focus the content of liberal learning on the metropolitan community and the process of urbanization. The Metro-Urban Studies major and minor are designed to provide undergraduate preparation for postgraduate studies in Planning, Architecture, Law, Public Administration, Environmental Studies, Social Welfare, Government, Community Organization, and Theology. The program and college-wide urban concerns requirement introduce students to the wide variety of developing careers related to urban and metropolitan affairs, equipping students with the analytical and theoretical tools required to understand the metropolitan community. Cooperative Education and Internships are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the college's location. Metro Urban Studies Faculty: Gany W. Hesser (Director), Robert Clyde, Norman Ferguson, Orloue Gisselquist, Satya Gupta, Myles Stenshoel Major: 15 courses, including 1 0 core requirements: ECO 123, 279 or SOC 362; HIS 431: POL 122,384 or SOC 363: SOC 111,381: a minimum of one course of internship or independent study: two non-socia1 science courses with an urban emphasis, a t least one of which must be in the humanities (current options include ART 102, BIO 105, ENG 351, INS 233,260, PHI 362, PHY 111, SPC 342). PSY 356 is highly recommended. To complete the major, the student has a choice among three emphases or tracks: General/Liberal Arts, Planning or Public Administration. These five elective courses must include a minimum ofthree disciplines. Options include a wide variety of courses, interims, internships, independent studies, and urban courses at other ACTC colleges, a s well a s those offered through the Higher Education Consortium for Urban Affairs (HECUA). Minor: To b e linked with appropriate majors (such a s business administration, history, political science, psychology, religion, sociology, speech). Core courses are required for the concentration: ECO 120 or 123; POL 122; SOC 111,381;an approved Social Science Research course; an approved internship and/or independent study. Other combinations are possible and may be approved by the director. 199 Internship Lower Division internship. Consult Program Director to determine project. (Pall, Interim, Spring and Summer) 299 Directed Study Independent study for lower division students (Prereq.: consent of instructor and SOC 111or 121. Fall, Spring, Summer) 399 Internship Consult the Program Director for details. (Prereq.: consent of instructor, Fall, Interim, Spring) - 498 Independent Study Metropolitan Resources An independcnLIy dcsignrd cou~.scra sluclerit (or group ofstudents) develops, ~nalrinqextetisivc, systen~aticancl irrtegraled i~tllizallonof resources available ir! the metrclpolitarl comin~rnlly.e.y. leclures. symposia, perrorlliab~ces,hearings. 1-hesc resatlrces I)ecolne t h e core of Lhe course, supplcmcntetl Ily trarlltlonal college resources. The course is designed in co!iqultallon with anrl evalualed I>y a department faculty member. .(IJrercti.:SQC 1 I t or 121 and consent or Instructor. Fall, Spring, Summer) 499 Independent Study Student must prescllt written proposal containing rationale, objectives and methodoloqy oC Lhe proposed stildy according to department guidelines. (Prereq.: SOC. I l l or 1 2 1 and consent of instructor. Fall, Interim, Spring) Urban Studies Options Through HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs (HECUA),a consortium of 16 college and universities. Augsburg's Metro-Urban director is serving a fourth term a s HECUA president. Through HECUA, Augsburg students have access to five interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America, San Francisco and the Twin Cities. I. Metro-Urban Studies Term (MUST) This program focuses upon the Twin Cities metropolitan area. 358 Readings Seminar: Urban Issues Reading materials are assigned to complement morning field seminar topics, Included are government and institution publications, joumal articles and books. 359 FleId SemlnanTwln CRlea Metropolitan Area Using llw c~?mrnunTty as a classroom, slitdents visit agencies, talk with specialists In varlot~snclds, and investigate current Issues in Lhe Twin Cities area. Topics include: gcograptry. government, econo~mics,historic ethnic comrnunilies, Lransportallon, planning prescrvation. pop~~ralions, and soclal senriccs. 399 Internship Students are placed in a varlepy of public and private agencies for work experience. A lcarnlng contracl is developect with MUST faculty approval. Students may choose an intcmshlp of one or two courses. 11. Scandinavian Urban Studies Term (SUST) This interdisciplinary field learning program is at the University of Oslo and examines cities and urban life in Scandinavia. 372 Nonvegian Language Intensive language i~islmctlonat beginning or intermediate levels, with emphasis on co~~versalional listening and speaking skills. Students with aclvanccd Norwegian Ianguagc proficiency have the option of studying Norwegian literature. Note: For Language Credit the student should consult with the Chairperson of the Foreign Language Department. 377 Scandinavia in the World Global perspectives of Scandinavian societies. Exploration of Scandinavian viewpoints a s small power nations in a world of super powers and their role in issues of peace, confllcl resolutinn ancl amls control, EastWest relations, European security, Irade. and the 'l'hird World. Emphasis on Norway with field travel to Scandinavian capitals and to Leningrad for discussions with advocates of competing perspectives. 393 Norwegian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway a s reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theater, museums, galleries) and discussions with artists active in a vanety of media. 394 Urbanizatioq and Development in Scandinavia Examination of urban economic, social and cultural policies and practices a s a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to Scandinavian capitals for a comparative perspective. 499 Independent Study Students with advanced Norwegian language proficiency have the option of conducting independent study research, using Norwegian language skills, on a topic approved by the GUST Program Director and the appropriate home college faculty adviser. 111. South American Urban Semester (SAUS) This "semester in the c i t y program is located in Bogota, Columbia. It focuses upon urbanization and development in the Third World. 2 6 1 Spanish Language Spanish instruction at intermediate or advanced levels. 361 Introduction to Columbia Overview of Columbia and economic development. 362 Proseminar: Urbanization in Latin America Readings, discussions, and lectures in both English and Spanish, with aid of SAUS staff and visiting Columbian urbanists. 363 Field Seminar: Wealth, Poverty, and Community Development in the Lalin American City Structirrcrl licld cnirrsc lncusing on plight and prospects of the urban poor in Rogc>ta, witti ficld trips to other Colombian and foreign cities for comparisoti. Visits to varior~stypes of barrios and to public and private agencies dealing with urban problems. 499 Independent Study In consultation with SAUS faculty, student elects a specific topic for library and/or field research related to subjects of seminar and/or major academic interests. IV. W o m e n and Work in A m e r i c a n Society (WWAS) Women and Work in American Society is an interdisciplinary spring semester program in San Francisco. The program focuses on the challenges that face women today and examines the impact of women in the workplace and on American society as a whole. (See also Women's and Minority Studies) 384 Women and Work Seminar focusing upon the various roles of women from diverse cultures, social classes, and historic periods through readings, guest lecturers, and site visits in the Bay Area. 385 Research Seminar A research seminar in field study through individual and group research i n the community on work and social change. 399 Internship (See MUST 399) V. Literature, I d e o l o g y and Society in Latin A m e r i c a (LISLA) This Spring semester program is an interdisciplinary field study that provides extensive study-travel in Colombia, Nicaragua, Puerto Rico and Grenada, Immersion in Spanish language and Columbian culture are stressed. 261 Spanish Language Spanish instruction at intermediate or advanced levels. 360 Latin Amerlcan Literature! Ferspecttves on Social Change Sclcctcd works nT literature and Uiealer illat express wrllers' and artists' perspeclivcs an Lalin American society anrl social changc. Ernptiasis on contemporary prriotl wllh cnnsirleral>le flcld stutly. lucl~tdltigInlervicws w l l l ~corn~nunilysits and "sl reet ll~ealevgroups, wrl tcrs, l i t r ~ a i ycritlcs, ccrmposcxs, pe~fonnersand film-nialccrs; s~nall-$grouplicld dssignments on currcnt arts activities: sile vislts lo museLlm and gaite~yext~lllits,inovies, plays, coriccrls arid a v a r I ~ t yafcor~~niutriiy arts evetits. 364 Lattn American A r t s and Society Introdclces lheoretical Iramcworlrs for examining Ll?erelationships among arts. idcology and socicly. rrovidcs historical background tl~rough survey of Latin Atncsican tho~1g11C In nra jor arlisllc periods: CoIonlal, Rcpi~bllcan, Ron~anlic,I'nsilivisl, Mr~dernlst,"lndlget~lsrno," Ileclllst and C(lntcmpnr a y . Readings ancl seniiriar 3ectui-tl-dlscussion~. 367 IdeoIogles of Sorlal Change In h t l n Amerlca Introductinn to lhe study (11 ideology and lllslorical overview of Latin Arncrirall ideologies, especially In relation to issues of developmenl and soclal change. Cemparativc slirdy of current ideologiral dcbatcs and their Impacl. with special atlcntion to diff~~sio~lism. "dcpendencia. ' Marxism anrl liheralion theology. Field study crnpllasites local resources, incl uding intcrvicw-discussior~swith proponents of compcling icIcnlogies; interviews witti ynvrrnmcrik, huslncss. churcl~and community people: site vlsits Lo psojccts rclierting itIeolagy+ln-pr;lcLlce. 499 Independent Study By special permission from LlSLA faculty, students with advanced Spanish proficiency can be exempted from Spanish and conduct independent study research instead. Music Department (nus) Throughout the ages, music has been seen as an aesthetic expression of the deepest and highest human emotions and thoughts. Thus music has long been seen as an integral part of a liberal arts education, offering an important component of personal, social, and intellectual development. The Music Department at Augsburg College offers courses in music and music performance to give students access to this essential aspect of human historv and culture. In addition. all students of the colleae community have the opportunity of in choral and instruhental ensembles which perform locally, nationally, and internationally. Augsburg College is an institutional member of the National Association of Schools of Music. The Music Department serves the general education needs of students and offers professional training in music. The music major combines a broad education in the liberal arts with a preparation for a wide range of graduate and professional opportunities. Student majors may choose from among four majors in three degree programs: Bachelor of Arts - Music Major: Bachelor of Music - Performance Major: Bachelor of Music - Music Education Major: and Bachelor of Science - Music Therapy Major. In addition to opportunities as professional musicians, teachers of music, and music therapists, graduates have access to a wide variety of careers. Leaders in the professions and business regard a liberal arts major as an excellent preparation for satisfying and effective service in many occupational areas. Music Faculty: Rokrt Karlkn (Chairperson), Robert Adney, Michael Brand, Laint: Bryce, Wayne Dalton, Stephen Gabrielsen. Thomas Gilkey, Medlce Rlemp, Angela Kretsrhmar, Nichotas Lenz, Cynthia Lohman, Paul Liohman, Steven Luud, Roberta Metzler, Kathryn PHckelson, Elizabeth Proctor Murphy, Celeste O'Brien, Marlene Pauley, Pauline Sateren, Dana Skoglund, Emma Small, Daniel Sturm, David Tubergen, Mary Wilson Entrance Procedures: Freshmen will enroll in the regular Bachelor of Arts program. Those wishing to become Bachelor of Music candidates must perform (Level 11 repertoire) in their major performance medium for a faculty panel. They must then apply, by petition, to the department before the end of their second semester of study. Candidate approval is necessary to register for B.M. level performance studies. Transfer students may enter the B.M. program on probation, subject to departmental approval of performance hearing and petition during their first semester in residence. Music Education majors must apply, by petition, to the department during the sixth term of study. Department approval and a cumulative QPA of 2.5 in all music courses is necessary for the education licensure program. All transfer students must take the theory placement examination at the first class meeting of 1 0 1 or 102. Freshmen who wish to be considered for a Freshman Performance Scholarship must perform in their major performance medium for a faculty panel. Auditions are scheduled, following application, during the senior year of high school, summer orientation sessions or at another time preceding initial registration. Honors Major: Candidates for the honors program are nominated each spring from among those juniors who have attained a GPA of at least 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense: an additional senior recital of graduate quality; composition of a work for vocal and/or instrumental ensemble of 15 minutes duration; conducting an ensemble concert: or combinations of the above. Degree and Major Requirements Core Curriculum (Required of all Majors): 101, 102, 111,112, 201, 211,231,232,311,312,341,342 or 344; 8 quarter courses in a major ensemble; Performance studies and recital requirements a s given under each specific degree and major. (See Applied Music section) French or German study a s stated in general education requirements. Bachelor of Arts Music Major offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business and professional opportunities. Students who intend to pursue non-performance graduate study, or desire to enter one of the many music-related business fields of employment, most often choose this course of study. Music Major: 13course credits: Core curriculum plus 1course credit of music elective; Performance studies - 6 quarter courses and 2 half courses in the major instrument or voice, 2 quarter courses in the minor instrument or voice and a half senior recital 458. Music Minor: 6 course credits: 101,102,111,112: 231 or 232; 341; 342 or 344; 4 consecutive quarter courses in a major ensemble con- current with 4 quarter courses in performance studies. Bachelor o f Music M u s i c Education M a j o r offers students the preparation necessary to become teachers of music in the public schools. This preparation includes coursework which allows the student to become certified to teach at the elementary through the secondary levels. M u s i c E d u c a t i o n M a j o r : 1 7 course credits: Core curriculum plus 202,212; Performance studies - 4 half courses, 2 full courses, and 2 quarter courses in the major instrument or voice; 2 quarter courses in the minor instrument or voice; a halfjunior recital 358 and a full senior recital 459: Keyboard proficiency and a cumulative GPA of 2.5 in all music courses and in the major performance medium; Vocal emphasis - 251,252,253,254,435 Instrumental emphasis - 151,155and 1course credit of music elective Other requirements: 1 0 112 course credits: PSY 105, HPE 114,115, EDS 265,354,355,356,357 or358,388,478,481,482,483.Consult the Education Department, Music Department Guides and program adviser. Performance M a j o r is designed for students who display advanced competence and achievement in music performance. This degree program is chosen by students who wish to become professional performers, private instructors, or who intend to pursue a graduate degree in music performance. M u s i c Performance Major: 20 course credits: Core cumculum plus 202,212; Performance studies - 6 full courses and 2 quarter courses in the major instrument or voice; 2 quarter courses in the minor instrument or voice: full junior and senior recitals 358, 459: Keyboard proficiency and a cumulative GPA of 2.5 in the major performance medium: Voice - 251, 252, 253, 254,435, one course of music elective, 2 courses of French or German above the B.A. requirements Piano or Organ - 301,302,436, 456, one half course credit of music elective Instrument - 301,302, one and one-half course credits of music electives Bachelor of Science M u s i c T h e r a p y M q j o r fulfills all academic and clinical requirements for registration with the National Association for Music Therapy, and prepares students for the professional certification examination developed by the certification Board for Music Therapists. This course of study is chosen by students who wish to become registered music therapists. M u s i c T h e r a p y Mqjor: 18 course credits: Core curriculum plus one course credit of music elective; two of 151, 155, 156: 271, 274, 275, 372,373,374,375,472,473,474,475,479; Performance studies 6 quarter courses in the major instrument or voice, 2 quarter courses in the minor instrument or voice and a half senior recital 458; Keyboard proficiency and a minimum grade of 2.0 in each music therapy course. Other requirements: EDS 282, 356, 357, 358; PSY 105, 362; BIO 103: SOC 362 or PSY 264. Graduates are eligible to take the National Association for Music Therapy certification examination. Applied Music Ensembles: One quarter course credit per semester is granted to members of major ensembles (MUE 111,112,121, 141). Other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or PIN grading, or may choose no credit status with audit (V) designation. A maximum of 2 course credits in ensemble may be counted toward graduation requirements. Performance Studies: All students enrolled in Performance studies for credit are required to satisfy each of the three synergistic elements: lessons, performances, and listening. The general (non-music major or minor) student must take private lessons for no credit (PIN grading only) and is not required to fulfill the additional performance and listening requirements. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit - one half-hourlesson and three hours of practice per week. One quarter c o u r s e credit - one half-hour lesson and 4 hours of practice per week. One half c o u r s e credit - two half-hour lessons and 8 hours of practice per week. One c o u r s e credit (B.M.only) - two half-hour lessons and 12 hours of practice per week. Performances: All students registered in performance studies for credit must perform at the end of each semester for a faculty panel, each year in a general student recital, and a s additionally required by the instructor. Listening: All students registered in performance studies for credit are required to attend 10 designated music events during the aca- demic year. Failure to attend the required number of Faculty Artist Series recitals, major ensemble home concerts, or other designated music events is a factor in determining the final grade received in performance studies. Recitals: A committee composed of the student's teacher and two other music faculty members will determine the final grade for all recitals and will conduct a prerecital hearing for senior B.M. recitals. Concurrent registration in performance studies in the major performance medium is required for recital performance. B.A. a n d B.S. Candidates - one half senior recital 458 at repertoire level Ill. B.M. Music Education M d o r - one halfjunior recital 358 at repertoire level 111 and full senior recital 459 at repertoire level IV. B.M. Performance Major - full junior (level IV) and senior (level V) recitals 358,459. Keyboard Proficiency: B.M. and B.S. candidates must demonstrate elementary keyboard familiarity by attaining a minimum grade of 2.5 in 155 or in each of two semesters of piano or organ performance studies. Music Courses (MUS) Theory 101 Materials of Music 1 (112 course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. (Fall) 102 Materials of Music 11 (112 course) Diatonic harmony, secondary dominants a n d simple modulations. (Spring) 111 Aural Skills 1 (112 co~rrsel Rhythmic and mclarlic diclation, interval and triad recognition, sight singing and Iia~?-nonicdictation to parallel progress in 101. (Prereq.: Concurrent registmiinn in or ro~nplelionof 101. Fall) 112 Aural Skills 11 (112 course) Development of listening and reading skills to parallel progress in 102. (Prereq.: 111and concurrent registration in or completion of 102. Spring) 201 Materials of Music I11 (112 course) Continuation of 102 with chromatic harmony and modulation. (Prereq.: 102. Fall) 202 Form and Analysis (112 course) Musical structures of common practice period and introduction to 20th Century practice. (Prereq.: 201. Spring) 211 Aural Skills 111 (112 course) Melodic, harmonic dictation and sight singing to parallel progress in 201. (Prereq.: 1 1 2 and concurrent registration in or completion of 201. Fall) 212 Aural Skills N (112 course) Further development of listening skills to parallel pro ress in 202. (Prereq.: 211 and concurrent registration in or completion 09202. Spring) 301 Coonterpolnt X (112 course) lFlh thxnt~gll18th Century contrapuntal techniques including double countcrpoinl, passacaglia, fugue and canon. (Prereq.: 201,211. Alternate years. Pall 1986) 302 Counterpoint I l ( l / 2 course) Study of contemporary counterpoint including works of Schoenberg, Bartok,, Hindemith, Stravinsky and Carter. (Prereq.: 301. Alternate years. Spring 1987) 311 Composition 1 (112 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. (Fall) 312 Composition 11 (112 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. (Spring) 341 Basic Conducting (112 course) Study of fundamental conducting patterns and baton technique. Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Fall) 342 Choral Conducting (112 course) Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class a s the choir. (Spring) 344 Instrumental Conductina 11/2 course) Preparation of and conducc& instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Spring) The following courses will not be offered until the specific B.M. major in theory-composition is accredited by the National Association of Schools of Music. 401 Counterpoint Ill (112 course) Advanced contrapuntal writing. (Prereq.: 302. Fall) 402 Counterpoint N (112 course) Continuation of advanced contrapuntal writing. (Prereq.: 401. Spring) 411 Composition 111 (112 course) Individual and class instruction in all styles. (Prereq.: 312. Fall) 412 Composition IV (112 course) Advanced compositional techniques. (Prereq.:411. Spring) History and Literature 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other Rne arts. For non-music majors. 230 Electronics in Music Exploration and creatloll of sounds heard in 20th Century music. The study arid appllcatlori of practical electronic technology used in music will he comhlncd wilfi acsttielic considerations in the creative aspects of the art. Vor non-music majors. 231 Hlstorv and Literature of Music 1 A stud; of the evolution of music from antiquity to 1750. (Prereq.: 102, 112. Fall) 232 History and Literature of Music I1 Continuation of 231 from 1750 to the present. (Prereq.: 102,112. Spring) 330 Ethnic Music Hispanic, Black, Indian, Asian and other ethnic music and its cultural relationship. For the general a s well a s the music student. (Interim) The following four half courses are extensive studies of special eras in the history of music. (Prereq.: 231,232.) 331 Music of the Baroque Era (112 course) (Alternate years, Fall 1987) 332 Music of the Classical Period (112 course) (Alternate years, Spring 1988) 333 Music of the Romantic Period (112 course) (Alternate years, Fall 1988) 334 Music of the 20th Century (112 course) (Alternate years, Spring 1987) 432 Church Mlrslc and Worship I3evelopment and innrncc ol cliurch music a s evidenced in contemporary worship practices. ncsfgnecI lor the general a s well a s the music and theo l o a s t ~ l d c ~(Spring) ~t. 435 Voice Repertoire (112 course) Interpretation, style and programming of the song literature from the 16th Century to the present. (Prereq.: 231,232. Alternate years, Fall 1986) 436 Piano Repedalre (1 /2course) Study of Ihe pia~lolltcrati~refrorn the 17th Century to the present by listening, analy~ingarrd perlorniin<g.(Prereq.: 231, 232. Alternate years, Spring 1987) 498.499 Independent Study (112 course each) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. Technique 151 Voice Class Methods (114 course) Fundamentals of tone production and singing. 155 Plano Crass Methods (1/4course) I3asic Ireyl>oarrl famlliar'ity, sirnptc accompaniment and music reading slillls necessary to ~necispecilic dcgrce requirements. 156 Guitar Class Methods (114 course) Beginning techniques of classic guitar. 251 Englllsh Diction (1/4course) Furirlarnc~italcourse In correct standard English diction for singing. FamiIiarlzalion with tile Ir~ternatianalPhonetic Alphabet. Open to all students regi~tercdfor vocal ln5tructlon. The following three courses are continuations of251 with application for the Italian, German and French languages. 252 Italian Diction (114 course) (Prereq.: 251. Alternate years, Spring 1987) 253 German Diction (114 course) (Prereq.: 251. Alternate years, Spring 1988) 254 French Diction (114 course) (Prereq.: 251. Alternate years, Spring 1987) 358 Junior Recital B.M. candidates only. Half recital at repertoire Level 111 for Music Education Majors or full recital at Level IV for Music Performance majors. No course credit. 456 Piano Pedagogy (1/2course) Principles, melliods, nlatel'iats and techniques for teaching piano. Survey of vtlriotzs petlngngical scl~onls or thought. (Prereq.: Consent of instructor. Afternale years, Spring IDRR) 458 Senior Recital Half recital by B.A. or B.S. candidates at repertoire Level Ill. No course credit. 459 Senior aecltar (112 course credit) B.M. rarirfidalcs only. I<ccitalmust be preceded by a prerecital hearing by facully ro~nnliLlec,lieperloire Levels IV for Music Education majors and V for Mlrslc Yerioi-rnancciria[ors. Therapy 170 M u s k Therapy: A Cltalcal Overvfew A suivey of Ll~cmusic. Lhc~apyprograms In Winnesota, with fleld trips to variotts instllullorls. An Introrluctory course [or the freshmen and sophomores considei'i~i~j music thcrapy as a major to give students a htoad bacRgmtrnd 111Llie ways In wliiili irlt~slcis ii.<ed a s a tlierapy. (Intcriln) 271 Musk Therapy Techniques and Materials (112 course) Study of nnn.s)~mphorticinstrutneuts, OrfF-Schulwerk,applications of recreational nlusic activities ta clinical settings. 274,275 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 372 Psycholaglcal Foundations or Music 1 An ol~jectlveapproach Lo musical slimirli and response, with an emphasis aspecls of music. An understanding on a r c > ~ ~ s tanrl l ( ~ sociopsychological s of Lhe tcscarrh pmccss and dcvelop~nentof an experimental research project. 373 Psvcholoalcal PoundaCEons of Music I1 lriii>tenien~mion of !lrotq>ant1 individual research projects, emphasis on a ti~~rltidisci~~lir~ary apploacl~to music therapy. Theories of learning music, musical talertl, and perlomiance. 374,375 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 472 Influence of Music on Behavior A study of human behavior as it relates to music, with emphasis on psychological, cultural, and biological aspects of musical behavior. Understanding of the theory of music therapy. 473 Rusk Therapy Senior SemOnar <:lass discirssirrns of theories and research a s they apply to therapeutic seltings lticl~~diny discussion ~Tpl'ofessionalethics. A holistic approach to therapy with n ~ u s i c . 474,475 Music Therapy Practicums (114course each) Volunteer work under the supervision of a registered music therapist, two hours per week. (Prereq.: 3 of274,275,374,375) 479 Music Therapy CLinical Znternshlp (1J2 course) PII~I-time placemen1 In all MAN?' intcmship setting for six months. Appli~atIonfor In(crns11lp sites must bc made ninc monihs In advance. Sites in Mln~lcsotaare linlileti. (Prercq.:Co~nplelionof all other graduation requirements) Ensembles (MUE) & Performance Studies (MUP) Ensembles: These musical organizations exist not only for the ben- efit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester. (Special circumstances may permit entering a t other times.) Assignment to an ensemble is then made at the discretion of the appropriate faculty. Membership is for the entire academic year which, on occasion, includes interims. While the department strongly encourages both formal and informal ensemble experience, only membership in Band, Orchestra, Choir or Chorale will satisfy the major, minor or distribution requirements. Instruments are available for rent. 111Augsburg Choir (114 course) 112 chorale (114 course) 114 Festival Choir (0) 1 2 1 Orchestra (1/4course) 122 String Ensemble (0) 131 Woodwind Ensemble (0) 1 4 1 Concert Band (114 course) 142 Brass Ensemble ( 0 ) 143 Jazz Ensemble (0) Performance Studies: Private instruction for credit is graded tradi- tionally. All areas of study are available to the non-music major or minor on a no credit - P/N basis only. (Group lessons, at a reduced fee, a r e available in some areas on the same basis.) All lessons a r e adapted to the individual needs of the student and those bearinn credit are supplementea by accompanying, ensemble participation and other performances. Representative programs of study in private instruction are outlined In Music Department Guides. These repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors - enter I and attain 111; B.M.-Education Major - enter I1 and attain IV; B.M. Performance Major - enter II and attain V. l l x Voice 12x Strings: Violin, Viola, Cello, Bass 13x Woodwinds: Oboe, Bassoon, Clarinet, Saxophone, Flute. Recorder. Horn l 4 x Brass: Trumpet, Trombone, Baritone, Tuba 15x Piano 16x Guitar 17x Percussion 18x Organ Note carefully the following provisions: 1. Instrument rental, practice room reservations and performance study regis- tration occurs the first week of classes in the Music Department office. 2. Senior music majors who have attained a cumulative GPA average 063.0 in their major instrument or voice will be awarded a Senior Performance Scholarship which provides for free lessons in that major medium during the two semesters preceding graduation. Similar scholarships are available to entering freshmen. 3. A semester of study is 14 weeks of lessons. Any lessons during the interim or summer are arranged privately with the teacher. 4. A student who cannot come for a scheduled lesson is required to notify the teacher at least 24 hours in advance: otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. 5. The music faculty reserves the right to limit or even prohibit performance outside the department if it interferes with musical growth for the student. The department recommends, and on occasion assigns, the teacher to the student and permission is required for subsequent change. Credit is granted only for study with faculty members of the Augsburg College Music Department. Natural Science Kenneth N. Erickson (Coordinator) The Natural Science Licensure Program for teachers is designed to provide strong preparation for science teaching and Lo ssffsfy Minnesota licensure requirements. In addition lo the broad basic background in science, the program is designed to allow fur specialization In a mqjor and for study in the liberal arts. Licensurc Program for Teachers: The Minnesota Board oFTeaching has approved the Ilcensure program for scknce teachers and au- thorlzed Augsburg to recommend candidates in Life Science, grades 7-12:Lire Science (minor), grades 7-12: Physical Science, Chemistry rnaJor or Physics major, grades 7-12; Chemistry (minor),grades 7-12: Physics (minor), grades 7-1 2; and Science (Grades 5-91. Students planning to teach Natural Science must complete the Broad Base courses and in addition meet the requirements for a Life Science, Physical Science or Middle School Emphasis. The program of courses Is designed to provide a broad. basic background in science and allow for specialization in an area, The following programs assume that the student will meet the general education requirements or the coltege and, in the physical science, have at least one year of calculus. Consull with the I>epartrnenlof Education for requirements In Eclucatlon. Early consultation with adviser is recommended. Broad Base Courses: 7 courses, 1 in earth science (PHY 101 or 106): 2 in life science (810 111,112):4 in physical science (PHY 121,122 and CHM 115,116or 105,106).To make the program slightly more flexible, it is recommended that students with emphasis in life science have both courses in earth science and substitute PHY 103 for 121,122. Llfe Science Emphasis: Broad Base plus 8 courses, 1 cognate; 7 RIO courses, including 491 and at least one from each of the following gwups: (13 351 or 353;(11) 355 or474; (111) 361 or 481: (IV) 471 or 473; (V) 440 or 476. Physical Science Emphasis Chemistry Maor: Broad Base plus 7 courses and chemistry seminar, CHM 351,352,353,361and 364 (or BIO 367),482,PHY 245. Physical Science Emphasis Physics Major: Broad Base plus 7 courses, PHY 245,351,362,395and three additional to be selected from 261,270,352,363,481,486,488. Note: Candidates may be recommended for licensure in Physical Science upon completion of either Physical Science Emphasis-Chemis- - - - Physics ma-jor. The stutry major or Physical Science Emphasis dent licensed in PRysical Science may teach chemistry and/or physics in grades 7-12. Science (Grades 5-9): Broad Base plus 7 courses, 2 in earth science (PHY 101 or 106,the alternative course not taken in the Broad Base section); 2 in life science (and two biology courses above 112):3 in physical science (CHM 353;PHY 245). Licensure with Minor: For life science, Broad Base plus 7 courses in and 364 or Biology; for chemistry, Broad Base plus 351,352,353,361 482: for physics, Broad Base plus any four courses above 122. Nursing Department (NUR) Augsburg offers an upper division rnqjor in nursing leading to a Bachelor of Science degree, The program is accredited by the MationaI League for Nursing, Graduates of tlie program are eligibte lo apply for Public Health Nurse Certification in Minnesota. Requirementsfor admission to the major are: completion of an assuclate degree or diploma program In nursing with a minimum overall grade point average of 2.5:a current license to practice as an R,N. in the state af Minnesota: and completion of courses in inorganic chemistry, organic or biochemistry, anatomy and physiology, rnicmbiotogy, English composition, Introductory sociology and introductory psychology. Students must take these courses at Augshurg or another accredited college or university prior to admission to the nursing major, The prerequisite courses in soci- ology. psychology, English, chemistry and Zrinlogy listed above may apply toward distribution requirements as well a s toward admission to the major. All prerequisite collrses must have been completed at the 2.0 level. Courses with gracles k t o w 2.0 must be satisfactortly repeated or chab lenged. In addition, each applicant milst successfu!lyvalidate their theoretical knowledge via d t t e n testing prior to acceptance to the major. These tests are given at Aagsburg through the Department of Nursing. Applicants must give evidence of current nursingcllnical practice within t h e past Five years. This may include 1) graduation from a school of nursing, 2) work experlencz, or 3)cornpIetlon of a nursing refresher course or an acceptable equivalent, Nursing Department Faculty: Beverly Nilsson (Chairperson), Marjorie Audette, Helen Woelfel Mqjor: 1 0 courses in nursing including 305,306, 31.0,311,330,350, 403,404, 423, 427: PSY 355 or an approved upper division biology course; and an ethics course, either PHI 380 or REL 483.A mfnimrlm grade of 2.0 in each nursing course and a cumulative GPA of 2.5 at the completion of the courses of study are required. Courses in interpersonal communications are supportive to the major. Courses in the nursing major are designed s o that they may be completed within two academic years. However, more than two years may be required to complete the total course of study, depending on the number of credits transferred from other colleges or universities. Students in nursing may pursue part-time study. Students interested in pursuing day, summer, or weekend part-time study should consult with an adviser from the nursing department for program planning. Honors Major: GPA of at least 3.6 in the major and 3.3 overall: appli- cation to the department chairperson by November 1of the senior year; recommendation by nursing faculty; honors thesis to be defended before a faculty committee by April 15. Candidates register for 499 to complete the thesis. 306 Contemporary Nurslng I: Communlcatlon A l r a n s i l i o ~ ~raol u ~ ~ lhal s c In2roduccs 111c components of the professional ralc and bcgins Lhe p ~ o l c s s i n nsocialiration ~~l process. The c o r n n ~ u ~ ~ i c a tit>llprocess is emphasized as onc mean%by which (he nurse-ctienl rela. tionsflip Is negotlalcd. Ililesarlive attd grnilp communication Lhcories are explnr'ecl Inr tllcir appllrallllity to chailginq laIcs and prolession.il practice. (7'rlI<eli~ I I D I LO o r ~ r ~ i ~ ~ t ? i t wlth e r l lS i y10). 306 Contemporary N~rrslng 11: WradEgms in Nursing At? introduction to Lllearies ar~clcc~rlccpli~al thinlting In Lhe process of professitma1 developmcllt. The i~lnctionof theoty In guidlng nlirsir~g practirr i s emphasized. Sclecled nursing cc~nrcplualrrlotlels are sludiccl and Lhelr applicaticln to praclice is cxiirniricd i ~ s i t the ~ q ntlrsing process fonnal. ( t*~ereq..3051 310 Community Health flursing I The l o c ~ of ~ s[Iris course is on com~nunityhealth delivery syslems and the ~racticeni uuhlic hcal(l1ni~rsina.Svslerns t l i e n ~ v. chanae and cnnccois c ~ f i~cal th are kxalnintd as they apply 10 ctlrrenL co;nmurii~ health prod~cms atid Iss~res.Cllnical application or course conlenl involves inalting a heallli assessmetit anti prcpat ing a pilhllc health uurslrig case sludy. Cthical Issues relalcd to r:o~tirnu~~ity heal111 dcdsion-making wllll rlgg~egalc graups are explored. (I'rereq.: 505 or concilnen t enrollmen( l 311 Commirnfty Health lYurslng1r: Practtcam* This course provirlcs a basis for untle~sia~ldirig community charactcrlstics ancl c r ~ l l i r ~ rrtiverslty rl rulalerl ta t ~ c a l l hcare. The nurse's role as a gcner~t alist and as a mcrnbe~of the health learn is cxplorerl. The S t i l d e ~ will detnonstratc hnowl~dgco l ~ o r n m i r t ~ ihealth ty concepts in provlditig care to o selcctcd cascload of clicnts. (PIe~eq.:305,506 nr concurrent cnrotlment, 310,330) 330 Trends and Issues In Nursing Is designed to Ir~vestl~ate the current responsibilities of the prolessinnal nurse. Contem[)orary economic, social, political, and professional trends and Isstics arc explored in relation to their implications for nursing practice. T h i s course 350 lntrnduct~onto Nursing Research The rcseilrrh process ant1 methods appropriate to nursingare the focus of this course. Issues of etfllts irr tiufiing researcli are exploredmStilrlents crifor its a[lplicability to niirsing practice. (Prereq.: tique n ~ ~ ~ srcscarcZ~ ing 305,310,330) 403 Contemporary Nursing 1111 Families Tlri5 course provides a aIlenrPtiwl basls for fainily nursing care. Content Includes Camlly as a prinrary group and famiIy dy~lamlcsin light of situatiolial clevclopmcnl evcnts. Consirleration is given to the role of the nurse in fanlily health lare. (ScnIo~'staridlt~g.To Ilc tatten prior to or concurrently with 423) 404 Contemporary Flr~rsIng N: Leadership and Management l'his coilrss provlrles a Il~eoretlralbasis lor leadership and managemenl as crnerging prolessional, nurse roles. Concepls nl change, confllel, comr n u ~ i i c ~ i t iand o r ~ s p t c n i dynamlcs arecxplorccl. Ethics, accouritahllity arid advocacy provide Llle basis fm' i'oic dcvelnpmtlrtt arid professir~naIlstn. (Prereq.: 403) 423 Practicum in Nursina I: Nursina of the Familv* A clinical practicum o?fering the &dent an opfortunity to apply content from 403 i n providing complex nursing - care to families in a selected practice setting. (Prereq.;403) 427 Pxacticum In Nursing [I: Leadershipand Management* 'Fitis cli~ilcalpmctlcum t~llllrfsknnwlr:dge and skills from 404. Opportunity is pi ovidcd lo apply Icarlcrslilp and management theory i n a selected aqcncy scttin$\. (I'rercq.: 404) 432 Topic5 In Pturslng course cicsig~ieclto provide In-depth exploration of selected topics in nttrsinq. The s ~ ~ b ] c csti~died ts wlll vary dcpcnding upon the needs and intel'csls ol'the ra~ultyand 3Ltrdents. (Prcrcq.:Senior standing or consent of Il~struf:tor.On de~nand) A 499 Independent Study "Thislearning experience provides the opportunity for the student to study a seleclcd topic or issue in depth. Students consult with faculty and submit wiittcn study proposals, objectives, and methods of evaluation prior to registration. 'If the practicums in nursing are not taken concurrently with their respective theory courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. Occupational Therapy Adaptlng to disabilities and reshaping lives so that they are productive and meaningful are some of the goals of the occupational therapist. Occupational therapy is an applied s c h c e that teaches people skflls to enable them to perholm the tasks of everyday living when a physical or emotional disahflity has arected tllem, The l~ltirnategoal of the occupational tllera. pist is to provide people with the necessary skills to develop a sense of wlloleness and independence. Given the orienbtfon of this applied science to development of the abilities ofthe whole person, it is appropriate that such a career preparation be founded In the liberal a*. Augsburg College has a cooperative 3-2 arranwment with Washington University in St. Louis, Missouri,to allow stu- dents to earn a achel lor of ~ r t degree s from Augsburg College and a Bachelor of Science degree in Occupational Therapy from Washington University. Students spend their first three years at Augsburg College pursuing the academic major of their choice ancl meeting general education requirements in t h e liberal arts. A student may choose any major at Augsburg College while gaining the minimum prerequisite caurses for the OCCupationat Therapy degree. Students are encouraged to consult the program adviser and plan their programs carefully dnce tillfflling necessary requirements in three years may he difficult in certain majors, Majors in Dialogy, Psychology, and Sociology offer the least complicated afternatives. Students accepted into the 3-2 program are guaranteed admission to the Washington University program provided they have met course requirements, have at least a 3.0 average, and are recommended by the Augsburg College adviser. Prerequisite courses for the Washington University Occupational Therapy Program: ENG 111,810 111,112, and 323 or 353; CHM 105 or 115; PRY 103; PSY 105,351,362; SOC 121,241; SOC 362 or MAT 373. Philosophy Department (PHI) The department of Philosophy is devoted to instructing students in the discipline of critical thinking in relation to the traditional areas of philosophy: theory of knowledge, metaphysics, ethics, and logic. By exposing our students to the great thinkers of the past as well as the present, the department of philosophy endeavors to instill a sense of critical analysis and a love of truth. Since the object of the liberal arts cumculum aims at promoting proficiency in those actions most condign to human dignity, the Philosophy department, with its emphasis upon the analytical contemplation of truth, must always play a crucial role in helping students to focus their thinking with respect to what truth there is to be found in the depth of human experience and in the world both here and beyond, that encompasses human destiny. By infusing in students the desire to fulfill the maxim of Delphi, "Know Thyselfl" the study of philosophy furthers in a unique way the quest of liberal arts to express without constraint the fullness of the human potential for perfection. At Augsburg the philosophy mqjor is founded upon the principle that philosophy is best learned at the feet of the masters. Therefore, the core of the mqjor consists of four courses in the history of philosophy leading from the ancient Greeks and Romans, through the Medieval and the Renaissance periods to Modernity. In these courses students are taught how to read, understand, and criticize the great texts of the finest minds in Western civilization. In addition, mqjors are expected to prepare themselves in the discipline of philosophy by taking the various seminars which the department offers as well as exploring the opportunities to study tutorially with the individual members of the Philosophy faculty. This mqjor has been carefully planned so that students can easfly supplement the study of philosophy with other studies. Maom are educated with the demands of further graduate study in mind. However, many philoscphy mqjilors plan to go on to other proksdonal studies such as law or medicine. Many enter thc market place, reeling that the study of philosophy has given thcm the ability to think critically in all areas of human affairs. Philosophy Faculty: Mark Fuehrer (Chairperson), Kenneth Bailey, Bruce Reichenbach Mqjor: 9 courses, including 130, 141, 242, 343, 444, and another course in the 400's (other than 499). Five of the courses must be upper division. Honors MaJor: Admission to the Philosophy Honors program is by recommendalinn of the philosophy faculty. Such recommendations will be made a t Lhc end of Lhejunior year. The program will consist of an honors thesis on an approved topic of the studenl's choice, invofvIng research above t h e course level, and a defense o l this thesis before the faculty of the department. Minor: 5 courses, including two from 141,242,343,and 444. Note: 110, 120, and 130 are recommended for hlfilling the general education requirement. 110 Introdnctlon to Philosophyz Ideas and Method Though carh person has his or her own set of ldcas and beliefs, rarely have they beeti critically analyzed or evalualed tor their cnnsislency, adcquacy or lrulli. Onc rcason Tor this is thal indivldl~alslack thc needed slrills. Another Is that Lhey rnay havc had 1fttIe opportunity to examinccrit. lrally somc of the ideas basic to western c.ulture. T11r llurposes of this course are l o prnvide Lhe studcnl with somc cxpcrience i n cxamininq ideas. slid thereby to sharpen the critical ant1 analylical skills reqr~iredto evaluate and cnnstrucl a system of ideas and hellcls. 120 Ethics This course studies the possible grounds for making moral decisions and moral judgments about personal and social issues resulting from them. I t also investigates the nature of happiness and its relation to the moral life. 130 Logic Suppose someone gives you reasons, and then says you must accept a particular conclusion. Must YOLIPWhen does a conclusion validly follow from premises? t lere wc txalnlne the rules which govern valid arguments and work lo devclop your abiltly to recognize and construct sound arguments. 141 InhoducHon to Phltosophy Readings En Cluss!cal Texts The writings of Plato atrrl Aristotle are I h e foundatlor~s of all pfiilosophlcal t s rcad and anaLheuglrt in westel.tl civilizalion. In this course s t ~ ~ d c nwill lyze some of Liie ltey worlrs by Plato and Aristotte, In additiol~.o1I1er phltosophical scl~oolsof thought in the ancient rvrrrIrl will bc sturlletl: Stolcisrr~,Epicureanism and Ncoplatonism in order to brnillarize the slttclent with the other elements that cnrlslitutc classical philnsnphy, hit aclvar~ced Irllroductery course in Y hiloso~rliy(or honor sllldcnts. Ihose contt~nplaling a philosophy niqlor 01'rnlrior and those slucienls wishing a more indepth approach to phllosnpl~yat Ilic tntrodt~cto!ylevel. Excludes sttidents cnrollecl Tor 110. (Pall) 199 Internship Internship for lower division credit. 242 Hlstory or Phllbsoptryt Meditwal and Renaissance Philosophy The Middte Ages war; n p e ~ i o dor great assimilatio~~ and synlhcsis O! e i e nienls of Christian revelation, classical pl~ilosopliy and Islarriic~ulLure.In this course sludcnts wi31 rcad wr-ilings by SL. An.jelm, 5I. Rn~iavetiture,Occam, Si. Tliort~asnquinas a ~ r t[Yictrols l of L u w In order to unrlerstand the pi ocess 01p l i l l o s o p l i i r ~assimlfat l lor] Involverl In conslnlcting a Cl~risllan pl~ilosophy.Since ttic Renaissance was a period of ititensifirat!on of the mcdieval synu~eslssluclcnls will bc exposer1 I n Hie ll,nuglit of Pico, Pfcino and Oninn. (Spring) - 299 Directed Study lndependent study for lower division credit. 343 History of Philosophy: Enlightenment and 19th Century Philosophy Where does knowtedge begin? In Innate Ideas or with cxperlence? What ran we really Isnaw al)oul tlie world? WIml impact did RornantIclsm have on phifosophy? This coilrsc studles the inaJor empiricists of the 18th cenhkry (Lache. Berkeley, 3tunie). Kanl's synthesis or pllilvsnphy, 19Lh century idealism, and the reaction to Iclealisr?~by meti such as Marx, ICieritegJ5i-d arid flictzschc. (Fall. Suggested prior course, I4 1 nr 242.1 350 Philosophy of Religion What is the relation between faith and reason? Does God exist, and what car1 be said a bout him if he does? Can we reconcile the goodness of God with hutnan anrl animal suffet'in~?Is man realIy immorlal? Arc miracles pnssitllc? W e will conduct a sysletnatic Inquiry into Lhese queslions which fotin the basts of religious beliefs. (S~rggcstecf: one prior course In philosophy.) 355 Oriental Philosophy A study of the basic concepts and philosophies which underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy.) 362 %IItical Philosophy By rludying the ivritin~soipolitical philnsaphers Cram antiquity up to the moriern periorl studenls wlll be asked Lo cxanilne crucial uestions con01 I~urnanS~rieky.The relallon the nature of cei.niriq Lhc ~r'gal~kaiion the slijte lo religiort, the home arid lhe clty wilt b t Inohed at through the eyes of Plato, I\ristoLle, Clcero, Dantv and Maclilaveli. 365 Phllosophy of Science The scienlist's hnnwleclye of the world is purported to be profoundly different ant1 beller tha~iIirat of the non-scientist. Is this true? What constitutes scientific knowledge? Are there certain real questions which science cannot answer? How certain are the methods used by the scientist to recover knowledge? In addition to dealing with these questions, students will work in researching and developing philosophical problems in the special sciences. (Suggested prior course, 130 or one course in natural science.) 370 Existentialism Studles in the writings - both philosophical and literary - of prominent Existcnliallsl aulhors. We ucrEIl exatnine what it means to be a being-in-theworld, arid cxplorc such thcmcs as absutdity, freedom, guilt, despair and pamclox. (Sugqestecl:One prior coursc En philosophy) 380 Ethics of Medicine and Health Care Application nl ethical prlnclples lo problems which arise in the areas of health care and ~Ielive~y, human experimentation, human engineering. l abortion, care lor (lie [lying a t ~ reulhariasia. 399 Internship Internship for upper division credit. 410 Topics In Phllosophy Ad~~anced s t r ~ d icovering ~s a speclflc area of phllosopl~y,such a s studies in the lliouglil or individual philosophers, philosophical movements, the history o i a t ~idea 01. spcclfic probletn, or interdisciplinaryproblems. SCmInar Format. Mny be 1ahe11morc t h a n once for crcdit, (Suggested prior courscs, any from 141, 242, 343,44/1 or conscrll of instruclot'.) 4 3 0 Studies in Individual Philosophers Advanced studlcs iri the pliirosophy of particular philosophers, e.g.,Plato, 51. Xl~omas,Marx, fiegel, I<icrkcgaard or Wittgenstein. Seminar format. {Suggested prlor courses: 141. 2/r2, 543,or consent of Instructor.) 444 Contemporary Philosopliy What ltrs behind 20th century philosophy's love affair with language? Is Cn~Llrtlrat which worlts? Carl we remake philosophy as a rigorous scicncc? 'Tllcse ant! other Issires are dealt with in a study of the major representatives of linguistic analysis, pragmatism, existentialism, and phenomenology. Seminar format. (Alternate years. Suggested prior course, 141, 242,or 343.) 499 Independent Study Individual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty adviser. 4 Physics Department (pm) Physicists are not only curious about the world, but ambitious as well. Their aim is to understand the fundamental principles which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis, Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies, and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinating and expanding area of study and as a basic science, physics plays an important role in many of the Liberal Arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science and space exploration. Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing challenge, the department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met, and stimulate sound thinking, perceptive judgment, and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also served as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmental science, engineering and medical and health related fields for many physics graduates. In addition, the physics program at Augsburg functions in a supportive role for students majoring in mathematics, chemistry, biology and computer science. The Department also supervises the pre-engineering program with degree programs available at cooperating universities at both the bachelor's and the advanced degree levels. The Department serves the liberal arts tradition by offering courses for the non-sciencestudents that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some degree of comprehension. Physics Faculty: Mark Engebretson (Chairperson), Cynthia Blaha, Kenneth Erickson, JeffreyJohnson Major: 9 courses, including 121, 122, 245, 351, 362 and 395 plus three courses above 122. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 124,125, and PHY 121,122 the freshman year, and MAT 224 and 226 the sophomore year. Teaching Licensure Major: The same a s the major. Students are advised to refer to the Education Department section of the catalog and consult with the Education Department early in their planning. Honors Major: A GPA of 3.6 in physics and 3.0 overall. An indepen- dent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the first term of the senior year. Minor: 5 courses, including 121,122, and three courses above 122. Society of Physics Students: The Augsburg chapter of Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in SPS is open to all students interested in physics. Sigma Pi Sigma: Membership in the Augsburg chapter of this national physics honor society is open to those students who have com- pleted the equivalent of a minor in physics, have a GPA of3.O in physics and overall, and rank in the upper third of their class. 1 0 1 Astronomy A descriptive course requiring elementa~yalgtbra. Our solar syslem, stars and galaxies. The necessary optical Instrrlnicnts are explalncd and use is made of a 12-inch reflecting telescope, an tight-inch CelesLron, and a 3inch Questar. Occasional night viewing. (3one-hour lectures.) 1 0 3 Physics for t h e Life Sciences An introductory course in which the applications, problems, and experiments are selected not only to illustrate fundamental principles, but also to demonstrate the relevance of physics to the life sciences. The course is dPslgned to serve students in biology, psychology, physical education (therapy progranls), riiedical technology and other health science progranls. Tl~ecuurse is also a very suitable elective or distribution requirement for the liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.: Elementary algebra. Fall) 1 0 6 Introductory Meteombogy A study or the scIetlce and wonders of the atmosphere. The course is designecl to prnvlclc a working kr~owledgror the basic science principles requlred for undcrslantling wealher a ~ i dcllmate. Attention will be given to llir overall weather patterns nC the earth and to ~ I I Etnany varled aspects of weather, some of which include: Clouds and precipitation, thunderstorms, tornadoes and hurricanes, weather monitoring and forecasting, the influence of weather on pollution, fronts and cyclones, and optical phenomena of the sky. The course is designed to be an elective or to satisfy the distribution requirement for the liberal arts student. (3 one-hour lectures. Prereq.: Elementary Algebra. Spring) 111 Phystcs, Computers, ahd Soclety h study of the historical development of selected topics In physical science. Attention wilt be give11Lo the Interaction of physics anrl Its associaled techr~otogywl t17 philosophy, religion. and cullllre. SLudy of mechani c ~electricity, , and dlgilat eleclrorrlcs wlll lead up to discussiori of Ole meaning o l twentieth century ptiysics and of (he rolc af cleclronics and computers in modern society, Mitrocompt~terswill be used extensively in the laboratory. (3 one-hour lectures, 2-hour laboratory. Fall) 121,122 General Physits l,I1 A rigorous study of classical phystcs Including mechanics, wave motion, themotlynamics. electricity, rnagn~lism,and optlcs, Desfgnerl for pllysics majors, pre-etiqineciinq studet~lsand other specifled nla]ors. Musl be takcn In sequence. (3 OIIF.IIOU~ Icctures, 3-klOu1' laborntoly. Prcreq.: MAT 124 or concurrent reglslratlnn. 12 1, Yall: 122 Spring) 199 lnternship lnternship For lower division credit. 245 Modem Physics An Introduclion to modern h p t c s from a hlstorlcal and experimental basis. ReTativity, quantum cfPecti atomic and inolrcular physics, nuclear and solid state physics. This coursc indicates the need for, and develops t h e experirncntal basts ol quanttirn rnectianics. ( 3 one-hour lectures. l'rereq.: 122. Talt) 2 6 1 Electronics A review of AC and DC circuits and study oranaiog etectron!cs comprises the first halfofthe sernestcr,The second hall includesstudv aidialtal eleca h rnicrotronlcs culminaling in analysis and use 01 m4cmproccss~1~s computer systems. (l'rercq.: lO3,Ill or 122; and MAT 122 ar 125) 299 Directed Study Independent study for lower division credit. 351,352 Mechanics I, 11 A careful study of classical mechanics in terms of Newton's laws of motion anrl the Lagrangtan and Hamlllonlan formalisnis. 'roplcs Include conservation prlnciple~,single particlc motion, systems of parlfcles, oscillatory systems, cerilral-f0rr.r motion. dynamics of rigid bodies. gtmvitatlon, kine. nratics of two-parllclc systcrns anrl noninertial refcrci~ccframes. (3 oneh o t ~lectures. r Prcrcq.: 122, MhT 226.351,Fa!!: 352 Spring) 362,363 Electromagnetic Fields I, 11 The classical electromagnetic field theory is developed using the vector calculus throughout. Electrostatics, magnetostatics, solution of Laplace's and Poisson's equations, electric and magnetic properties of materials, and the theory of electromagnetic radiation based on Maxwell's equations. (3 one-hour lectures. Prereq.: MAT 226.362, Fall; 363, Spring) 398.396 Comprehensive Laboratory (Ih course each) A n emphasis on inclcpendenl Iaboratoly invrstigations. including partfclpatian It1 physics seminars. Ex per ln~entsin Lhe 2 1ca of niecllanlcs, ihermodynam~cs,vtlcuuin ptiyslcs, efcctmnics, elcctricity. u~agnctism,optics, and ~nodcrnptiyslcs. ( 2 tliree-hour laboratory and 1srmir~arIrour per wcck. Pi ereq.: Jilninr stailding or consellt o l inslruclor.) 399 Internship lnternship for upper division credit. 4 8 1 Thermal Physics The study ofj~ropertlesof systems and pmcesses forwhlch temperature Is an 3mporlatit variable. The siibjcrct is d~velopedFrom Lwn Independent yet complcrntntary vicwpoii~ts:the expcri~ncnlaI,rnaclnscopic classical therrnoclyr~an~ics arid the tltcorelical, microscopic stdtlstical mcchar~ics.(3 one-lior~rlectures. Prerecl,: 55 1. Spring) 486 Quantum Physics I A development fram ffrst pri~lclples,lnclirdlng de Rroglle's postulates, Lhe Scliroedlnger equalion, operators, wavefunclinris, cxpcctalion values, an. glllar fiiorncntuni, and approxiination mettiods. Specific problems studied int1t1depoteti tlaI wells and potenLial barriers, the harnioriic nscillator, and the hyclrogcn atom. (3 o~ic-hourlectures. Prercq.: 245,551.fall) 488 Quantum Physics I1 The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular ptiyslw, nuclear physics, and particle physics. (3 one-hour lectures. Prercq.: 486. Spring) 499 lndependent Study An npportt~t~lty for str~dentsto expiore systematically a problem in experimenlal nr theoretical pliysIcs, worltecl out in consultation with a faculty adviser. Open taJ~uniorsand senlors with departmental approval. Political Science (POL) Firmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and significance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will he encouraged to relate. Insights from other liberal arts disciplines such as philosoplly, psychology, economics, his. tory, and sociology to the study of politics. Providing work in several sub-ffelds of political science, the mqjor supplies the breadth appropriate for graduate work In the dtsctpline, as well as in public adminstration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area; combined with broad, balanced and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg political science students have the benefit oFan experienced faculty that brinpls a balanced expertise to the course offerings, as well as speciai strengthsin Interpreting politics in the contexts of the mass communications media. communism. and American ~ u b l i claw. The de~artmental faculty is committed to the view that the study of politics, invoiving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of liberal learnings. Political Science Faculty Myles Stenshoel (Chairperson),Joseph Goldman, C. Lea Hall, Milda Hedblom, Mary Ellen Lundsten, Norma Noonan . Mqjor: 9 courses, plus Statistical Analysis (SOC 362).Required: 121 or 122 or 160 or 170;158;384;and at least 5 other upper division courses in 4 out of 5 Political Science Areas. A seminar in one of the five areas may be counted for that area. Honors Mqjor: The Honors Major in Political Science includes the requirements listed above, plus the following: The student's gradepoint average must be 3.5in the major and 3.0overall. The student must take an Honors Independent Study and a seminar, and must submit, not later than March 1of the senior year, an Honors Thesis to be defended before a faculty committee. Students may work with any member of the department on their Honors Thesis. For specific requirements, consult the departmental chairperson. Students should apply for the Honors Major no later than the first term of the junior year. Minor: 5 courses, including: 121 or 122 or 170:158;and a t least 3 upper division courses in 3 out of 5 Political Science Areas. Political Science Areas: (I) American Government and Politics (11) Comparative Politics and Analysis (Ill) International Politics (1V) Public Law (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major in combination with specified social science courses, in compliance with state requirements. For more information, see the department chairperson. See the class schedule for precise listing of terms in which courses are offered. I. American Government and Politics 1 2 1 American Government and Politics The polltfcs of American government including the forms of political ideas; ttie patlenl of partidpation; the dynamics of congressional, presidential ant1 Ili~renucralirpoligmaking; and current issues in American society. 122 Metroporttan Complex Politics in the urban setting, including important issues. arlors, and structurcs influencing public policy in the modcm urban complcx. Discussionlecturc. sl~nulation.and meetings with politlcal cxpcrls and activists. 325 Public Administration 'Slit politics of pul~licitdministratlon and bureaucratic policy-making in [lie Ut~itcdStates: governmental rcgulatlon, promotion and management, emphasizing political and economic intcraction. (Prereq.: 1course in Politkat Strlcncc or consent of instrucloi-) 326 Political Parties and Behavior The politlcal behavior of tlic electorate emphasizing public opinion and political parties Ln the electoral proccss, Tielrl work with political parties and ~ntercstgroups anrl rncdia In presidential elections (optional in nonprcsirfenlial election ycars). (Frcrccl.: 1 course in Political Science or consent of instructor. Pall Lerm of clecllon years) 342 Mass CommunieaUons In Soctety LfFccts nfrtiassct~mniiinlcatlonson indlvidi~albehavior: the uses and control of mass rnedla lor polltir:al ar~tfsocial purpnses Inclurling a study of ccnsorsl~ip,newsmaking. cnlertaitlment and pilllllc affairs programming. ~ otily) ( J ~ ~ n land o r S e ~ l l oslutle~~ts 370 Constitutional Law I (See Section 1V for description. Alternate years) 3 7 1 Constitutional Law I1 (See Section IV for description. Alternate years) 4 2 1 Topics in American Politics Selected themes, including legislative, executive orjudicial process, and policy process in American politics; national, urban or statc focus: topic to be included in subtitle. (Prereq.: One course in Yolitlcal Science or cansent of instructor. On demand) 11. Comparative Politics and Analysis 1 5 8 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. 350 Comparative Democracies The rmergcncc, mnlnletiancc and decline of selected democracies, focusIng 011poiltical behavior. institutions, and processes. (Prereq.:One course In I'olllical Science or colrsenl of instructor) 3 5 1 C o m m ~ ~ n lPolltlcal st Systems A tornparalive analysis or the Soviet Union and other communist states in lcrms of polltlml behavior. itrstitutions, processes and politics. (Prereq.: ORCC ~ L I ~ SinCPolitical Scicncc or consent of instructor) 3 8 1 Democratic Theory and Practice (See Section V for description) 4 5 9 Topics in Comparative Politfcs Sclcctcd tl~eniesinrluding interpretations of polltlcal systems and compal-ticipotion, l comrnunlparisons or political processes such a s p o l i t i ~ ~ caLiotls, polllical developments, poIi tical change. and rcvolulion. Topic to be lr~cluderlill sul>litle. (Prcrerl.:O ~ i ccourse i r i Pnlitical Science or con. sent of instructor. On demand.) 111. International Politics 1 6 0 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. 363 Cammunist Foreign Pollcles Analysls oF I he motivation, Iormulation, and implementation of foreign pollcies of Cornrn~~~ilsl riallons with emphasis upon the Soviet Union and C l ~ l n a (Prereq.: . Otie c.oiwse ill Pnlitical Science or consent of instructor) 4 6 1 Topics ln International Politics Selected tlicmcs including interpretations of international politics, foreign policy dcrislon-malting, simulations of international problems. Topic to be inclurled in sublillc. (Prereq.: One course in Political Science or consent of instructor. Alternate years) IV. Public Law 1 7 0 Law in the United States A survey of American law and legal process. Theories of law; law and s o ciety: roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law: law a s politics: historic and contemporary legal issues. 370 Constitutional Law l The legal-polliical-philosophim1role or the Supreme Court in the American polilIcaI systcrn In signilicanl decisions affecting the allocation of powers 111(Ilf ?iatifl~%al government and it1 Lhe Cederal system. (Prereq.: 170 or consent oi Ilistructox. Al terndte years) 3 7 1 Constitutional Law 11 Constitutional limitations of the Bill of Rights and of the Fourteenth Amenrimcnl as applied by the Supreme Court to the protection of human r l g h b arltl civil lihe~ticsof individuals. (Prereq.: 170 or consent of instructor. Altcniate ypars) V. Political Theory and Analysis 158 Political Patterns and Processes (See Section I1 for description) 380 Western Political Thouaht A study of influential po?tical philosophers, emphasizing the values, goals, and assumptions which continue to inform and to rationalize human governance. (Prereq.: One course in Political Science or consent of instructor.) 381 Clemocratic Theory and Practice A stilcly oC tlemocratic thcory and p~lblicpolicy practice with focus on the emergence of politEral dcn?ocracy, capitalism and the welfare state in comparative pcr,spective. IPrcrcq.:One course in Political Science or consent ol i~~stmctor.) 382 Marxist Visions: Past, Present, and Future Origins and evoli~tionof Marxlst thcory and rnovemerils emphaslzlng Marxism asdevclopcd in Russia and china. Consideration oCLhe polIllcal, social. and ecoliomic dirnet~slonsof the tlieories, wllh somr Coci~soti Lhe preferred futures envisaged in the doctrine. (Prereq.: 158or consent ofinstructor.) 384 Political Analysis An anatysls ol diffrrenl approaches and theorlcs in the study of politics including an cx,~n~inatinn of llle requircmcnts or science as a model for potILlca1 stitdy; malor rcscarch rcq~iirerl.( I'rereq.: Statistical Analysis: 158 ancl two uppcr division courses, nr consenl of instructor.) VI. Seminars, Independent Study and Internships 199 lnternship Lower division internship. Consult lnternship Supervisor in the department to determine project. (P/N grading only unless lnternship Supervisor grants exception. Fall, Interim, Spring) 295 Lower Dlvlsion Seminar Special topics. Consult department chairperson concerning terms and subject matter. (On demand) 299 Directed Study lndependent study for lower division students. (Prereq.: consent of instructor. Fall, Interim, Spring) 399 lnternship Consult Chairperson or lnternship Director to determine project. (Prereq.: consent of instructor. P/N grading only unless lnternship Supervisor grants exception. Fall, Interim, Spring) 495 Seminar Selected topics. Consult department chairperson concerning terms and subject matter. (Prereq.: consent of instructor.) 498 IndependentStudy: Metropolltiin Resources An indcllendently clesl~n?clcorll se a sLutlcri( (or grnitp ~Cstuderits)develops, tnaljing cxtcnsive, systematic and irltc~~mled utllizalion o ~ r e s o i ~ r c e s c.g. la LLI~FS. symp05ld, pel'availfltrlc in the rnctrul>ulltal~romn~i~niiy, for~nr?nces,l~ca~lnqs. 'l'tiese resources 17ecorr~ethe corc of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department. (Prereq.: consent of instructor. Fall, Interim, Spring) 499 lndependent Study Topics defined through consultation between instructor and student. (Prereq.: consent of instructor. Fall, Interim, Spring) Program in Global Community - Joel Mugge (Director) The Center for Global Service and Education offers a s ~ r i n semester n Program, The Program in Global Community, each year inCuemavaca, ico. It is an academic program that has as its primary focus the study of issues related to global-jusiiceand human liberation in light of the Christian proclamation. Students live together as a community, but also with Mexican families in the city, and with villagers in rural Mexico. The semester also includes a trip to Central America. The cost is equivalent to full room, board and tuition at Augsburg. Courses are offered for credit in the disciplines as listed. - - - ~- m ex- SPA 216.316 Intensive Individualized Spanish Intensive, individualized instruction for three hours a day for six weeks of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by program director) mS 311 T h e Development Prcrcess 'This seminar focuses 01)~pecllicglobal and Interpersonal developmental processes. Particular tlicories or developtnenl ancl educational approaches are critically exalrlincd. As an inlegrative seminar, thc course attcnipts to JILIII togetlicr Lhe many aspccts of the overall program, The seminar provldes st~rdenlstlic opportunity lo renecl critically on their own cducaLIona1process as wcll, ( Rcquircd coi~rsc) GST 230 Cultural Issues Seminar This seminar consists oCa series of eight mini-courses offered in a number of relevant Lopic areas r'claled to the theme of the program. Each minicourse consists or 12 hours, At~yfour mini-courses fulfill the requirements of the seminar. (Either this course or HIS 347 required) HIS 347 Mexico: A Historical Perspective Four specific mini-courses together provide a rather comprehensive view of Mexico's historical development from pre-Colurnbian times to the present day. (Either this course or CiST 230 required) INS 299 Directed Study 499 Independent Study Tliis prelcrairly is in a student's majar or mlnar dlsclpl[ne, developed ahead or Ilme E n co~lsuliationwith a departn~entaladviser on the home campus arid the program director. The topic a studenl cl~ooscssl~ouldhe relevat~t110th lo Ihe discipline and the tllcme oiqlollal cnmmnnlty. (Optional fourth course) EEL 366 The Church and Social Change In Latin hmerlca This course focuses at1 the rela tionsliip rlf the churcli Lo poverty, polltical oppression and soclal irijusticc in Latin Anrerica. Cenlml to the course is an cxamivation of the etnerging "Theology of Libcrallon" as arllculated by pronlinenl Latin American theologians as well as I,y peopte directly involvcd tn locaT palishes and devclopmcnt projects in Cucrnavaca. (Prereq,: enc course in religion or tticolngy. Optional fourth courscl Psychology Department (PSY) Psychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studying how people cope with their environment and interact with each other. The department's courses have three basic goals: (1) to introduce the student to the current information and methods in psychology as well as earlier approaches to psychological questions: (2)to develop the ability to analyze, interpret, and evaluate behavioral research, and (3)to provide practice in the application of these principles. The department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Psychologists use a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality and computer applications. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills c h be beneficial in careers in business, education and other social services, the church and government, as well as in careers such as research, law, and medicine. Student interns are placed in the metropolitan area where they can acquire practical, pre-professional experience and develop professional contacts. This program mutually benefits the students and the community. Psychology Faculty: Paul Hirdman (Chairperson),Lyla Anderegg, Grace Dyrud, Norman Ferguson, Duane Johnson, Richard Marken Major: 1 0 courses including 105,264,265,381or 399, and 493. Also PHY 103. A minimum of 5 courses must be from Augsburg. Students are also expected to select one course from the DevelopmentaljPersonality courses and other electives to complete the major. Not more than two courses from among 299,399 and 499 may be counted toward requirements for a major. It is recommended that psychology majors take additional course work from other areas that will complement and strengthen their particular interests in psychology: for example, areas such a s business administration, biology, or communication. Honors Major: GPA of 3.5 in the major and 3.0 overall, and comple- tion of a high quality research project culminating the major program. Application for honors consideration must be made during the junior year. Please consult the department chairperson for more detailed requirements. Minor: 5 c o u r s e s including 105,with a minimum of 2 courses a t Augsburg. Not m o r e t h a n o n e c o u r s e from 2 9 9 , 3 9 9 , a n d 4 9 9 m a y b e counted toward t h e minor. Certificate in Program Evaluation: 5 c o u r s e s including 2 6 4 ( o r SOC 3 6 2 ) , 3 9 9 , CSC 1 4 5 , SOC 3 6 3 , a n d approved elective. T h e s e c o u r s e s a r e designed to provide t h e cognitive background a n d skill development to perform well as a research assistant for agencies o r firms which d o program evaluations o r self-assessment programs. Systematic a n d periodic assessments of programs for social improvem e n t a r e increasingly expected by government a n d funding agencies. For further information contact Norman Ferguson. 1 0 5 General Psychology An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. The structure of the field of psychology, including its major sub-areas, is emphasized. 1 9 9 Internship Internship on lower division level. 2 5 1 Sensing and Perceiving At1 ecologlcaify oriented approach to the study of perceptual systems. Emphasis o n t h e proressitig of environmental information and how this relales to adaptive behavior and s~lbjcctiveexperience. Topics include: adaptation to novel environments, machine intelligence, and anomalous perception such as illusions. (Prereq.: 105, Alternate years) 2 6 4 , 2 6 5 Research Methods: Design, Procedure, and Analysis I. I1 A two-term sequence Il~cl~tdll~g c.upcritnenla(ion in human learning, probIcm solving, social psychology, and sensation-perception, Emphasis will be placecl on holh stalislical dnd expcrirnct~taldesign ~~~rthorlology. Re+ scarcti Mcthods I may bc I;ilieti for credil withouL continuing in Rcscarch Mcthods IT. Majors in psychology must take hot11 terms of the two-term scqucnce: 264 tiiust prrcede 265; 265 should be (altei~In lhc lemi immediately following 264. (Prereq.: 105) 2 9 9 Directed Study Limited registration by special permission. Specific planning for the study must be completed and approved well in advance of the time of registration. 3 5 1 DevelopmentalPsychology: Child Ernpt~asison normal ctilld development and behavior. Consideration of llieorelical systcms used i o ~vlcwing the developmental sequence and process. Inquiry illto practical inipticalions and applications of d a h and theory in respecl to the clcvclopmc~rtof childrcn. (I'rcrecl.; 105) 352 Developmental Psychology: Adolescent and Young Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the adolescent and young adult periods of life. (Prereq.: 105) 353 Developmental Psychology: middle Adult and Older Adult Emphasis on nonnal clevelopme~rLand behavior. Consideration of data and Ihcory related to tlevelnpmcnt cli~rlngL11e middle atlull and olcler adill1 periods ol Ilfe. IncIudcs pcrspeclives or1 death and clying. (Prcrecl,: 105) 355 Brain & Behavior A survey of the functions of the nervous system which are responsible for behavior in ai~lnralsand titlnian beings. MaJor topics Incl~ide:sleep &f wakefulness, mollvalloti d emotion, learning & melnory, and tnenlat disorders. (Prereq.: 105) Additional lab hours required. 356 Environment and Behavior A s t ~ ~ dnCyIhe Influel~cewhich the envlronment, bath natural and manmade, has on behavior. Major topics Include: overcrowding and environmerilal slress. terriloriatity, rlefcnsfble space & crlme, and bullt environments such as rooms, I>uildings8t cllics. (I'rereq.: 105) 357 Learning Leaming concepts. behavior change principles and psychology of instruction. Behavior change and individualized instruction projects. (Prereq.: 105) 359 Mental Testlng Theory, principles and examples of tests of personality and intelligence. (Prereq.: 105) 361 Personality An introduction to the field of personality study with special attention directed toward personality theories and contemporary application of those theories. (Prereq.: 105. Fall) 362 Abnonnaf Psychology An intrnrl~~ctloti to maladaptive human behaviors from the social, organic and ~~sycltological poirlts of view. Visitation to a variety of community service agctlcies will accompany classroom learning. (Prereq.: 105.) 371 Psychology of the Individual: Female and Male A stud Involving knowledqc uC materials bearing on the development of sex tllkreilces and rnlcs, Lhe e m r l or socieiy upon values and goals, differenlial Zcgal status of each scx a t ~ dpsychopliysiological data bearing upon these cllffcrel~ces.(Prerrq.: 105 or consent of instructor) 373 Organlxational Psychology Theorelicrll conceplual~zalionsof organizational behavior. Factors and practices such as management styles, evaluation and maintenance of worlc cCrcctlv~ness,anrl social Influences. An organizational field expericnce. Ifrereq.: 105) 381 Psychology In BfstorEcal PcrspecElve Historical clcvelopment oipsychoIogical viewpoints and theoretical positions. (I'rereq.: two psycholow courscs) 399 Internship Prior to the beginning of the term, interested students should consult with the departmental internship coordinator regarding requirements and permission to register. Grading is on a P/N basis. 450 Program Evaluation The appllcat~ori01 scientlRc research techniqtres and stn tistlcal analysls to prosgrams for social Impmvemenl. Designing infonilatinn systems Cor tl?e allgolng ~nonitorinyof programs. As?esslrig curnmlinlty needs. Assesslng program ~ffeccivenessatirl cfliciericy, l'he political and organlzalional inntexl or prn:grim monitoring and cvallration. The role of cvatuation research for social p o k y and pmgt am iniprovcmcnt. (PIercq.: 264 or SOC 3KZ: SOC 363) 485 Counseling Psychology Prlnciples. tnetliods, and attitudes involved i n the counseling process. Cousitieratiott {[lver?to goals and ethical guidelines for a counseling relatlolnhip. (Prereq,:4 courses) 490 Current Topics In Psychology Study of selected areas and lopics in psychology that are not treated exLcnsiv~lyt l l ~ n u g hcuirenl course offerings. Specific topics will be published prior tn icgislration. (l'rereq.: 105 and consent of instructor. Alternate years) 493 Seminar: Contemporary lssues Disc~rssianof contcrnporary socEetal issues from a psychological viewpoi~lt.Consideratinn or the apploacfres and methods used by psychologists In studyitlg such t.ssues. (Prcr'eq.: 5 courses) 499 Independent Study Limited registntion by special permission for advanced students in psychology. Stirdc~itsmust prcscnl a written plan prior to registration including carehrlly cotisldered rationale and purpose for the proposed study. -,= -4 'I?'. ' .' - II, , - - +'. 9, 41~ I , .<[ . ' l i )A -% -. :.' - 3, ' -.. ---: Religion Department (REL) I 9- I V I - , - Augsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task. The biblical faith and tradition of the Christian church have influenced the western world to a degree much greater than is sometimes recognized. They have affected and continue to influence language, literature, history, values, and political structures. The student encounters this religious tradition in studying these and other areas. The study of religion and theology is intended to make such encounters more meaningful by a better knowledge of Biblical history and that of the Christian church, and by a larger acquaintance with theological thought. While it is true that the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more than is represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from those prominent in the West. The Department of Religion seeks to introduce students to some of these major religious traditions. Courses in religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith and enable them to reflect theologically on their own religious commitment. The College offers both a mqjor and a minor in Religion. Students who wish to work in the church as a parish or youth worker or as a director of Christian Education may find a major in Religion appropriate for that purpose. Religion Faculty: Philip Quanbeck (Chairperson Fall 1986),Eugene Skibbe (Chairperson lnterim and Spring 1987).John Benson, Bradley Holt, Curtis Peter, Stephen Pinsky, James Porter, Paul Sonnack Major: 8 courses, including 111,221,356,481 and 495,the seminar especially for majors, taken in the junior or senior year. Before taking seminar, each major must have written one formal research paper and placed it on file with the department chairperson. Only one interim course may be applied to the major. One upper division New Testament Greek course may be applied to the major. Major in Church Staff Work: 9 courses, including 111,221,356, 358,360or 483,362,399,471or 473,481.These together with specified courses in other departments can lead to Augsburg certification. Program for Christian Day School Teachers: Students pursue one of the regular teacher education programs in the Department of Education to prepare for licensure by the State of Minnesota. In addition to the licensure program, five courses in religion are required: 111,221,362, The Christian Day School (Interim) and The Lutheran Heritage (Interim). Student Teaching experience is required in both a public school setting and in a Christian Day School. This program prepares students who are interested in teaching in Christian Day Schools, particularly those of the American Lutheran Church, although participation is not limited to such schools. Honors Major: GPA of3.3 in the major and 3.0over-all; research project approved by the department and colloquium with the department. Minor: 5 courses. Not more than one interim course may be counted for the minor. Certificate in Church Staff Work: 9 Religion courses (111,221, or 473,481); APE 232;PSY 105, 356,358,360or 483,362,399,471 351,352or 371,485;SOC 111 or PSY 373,SOC 231;SPC 354.This program meets or exceeds the educational requirements of The American Lutheran Church, but certification by the church is a separate function. By adding two or three courses from appropriate departments, the student can develop special emphases in parish education, business management or diaconal work. Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval is necessary before courses taken in other colleges can be accepted for Religion Department and/or general education course credit. All majors are urged to consult with the department chairperson. , 111 Introduction to Theology 199 221 299 350 353 356 An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. Internship Internship on lower division level. Biblical Studies The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emeraence of the church. Directed Study Independent study on lower division level. Philosophy of Religion (See under Department of Philosophy) Denominations and Sects in America A study of the beliefs and worship practices of the major denominations and sects. Some contemporary cultic movements will also be considered. (Spring) History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus some discussion of primary documents from these religious communities. (Fall) - - - - - -- 357 S m e y of Church Blstury A suzvey of Christian history In the early, medieval, Reformadon, and modern periocls. Some attention to primary sources, in addltion to interpretallon$ o i the periods in question, The expatision of the church, its inner life, Ils reIatlon Lo the state, and the development of its dnclrine wlll be major elements of the sludy. 358 Life and Work of the Church Congregational life in its varied character with attention directed to Christian education and curriculum, youth work and parish work. (Alternate years) 360 Rellglion and Society An cxarnlnation of the interaction of religion and society in terms of sociological a nalyslswith particular emphasis on contemporary sociological research on rellqious movements in American society. (Spring) 3 6 1 The Church in the First Four Centuries A study of the early CI~rlstlanChurch In the context of lhe Roman Empire, Including such toplcs a s persecution and martyrdom, tlre development of the creeds, Christtanlty In conflict with Crnosticis~nand mystery religions, InonasLicism anti mysltcism. early crlrlstian worship: also incl~~rlit~g the theology nl several early Christian leaders and a special unit o n the Iife and thaugllt of Rugusline. 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the sixteenth century. Special attention to the writings of Martin Luther and other representative figures. (Fall) 363 Religion in America A study of the development of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. (Fall) 364 Scandinavian Immigrant Church History Topics and themes related to church history and Scandinavian immigration to this country. (Offered a s funding permits) 366 The Church and Social Change in Latin America (See under Program in Global Community) 399 Internship Limited to students who have completed at least four academic courses, have at least first semester Junior standing, and satisfy department guidelines. 432 Church Music and Worship (See under Department of Music) 4 7 1 Jesus and His Interpreters Consideralion of the Mew Testament documents, particularly the Gospels, dealing with their conlexl. literary stntcture and relationships. Attention fo the varlety or interpretations given Lhe person of Jesus, including the "quest For the I-listorlcal Jesus." (Fall) 472 Theology of Paul A study of the Apostle Paul including his historical background, his relationship to the early church, and some of the themes to be found in his writings. 473 The Message of the Old Testament The various types of Old Testament literature. The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. 475 Judaism A survey of the history ofJudaism from the end of the Old Testament period to modem times. with emphasis placed upon the religious development. A special interest In such modem Jewish tfilnkers a s Buber and Heschel. The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism offered in the religion department. (Fall) 4 8 1 Contempormy ~ h e o f o g y An introduction to some representative trends in Christian theological thaught Loday. as seen f ~ o m the systematic perspective, in the light of the continuing theological task or Lhe Christian Church. (Spring) 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. (Fall) 486 PsychologyoCRellgion and TheoIoSy A S ~ L Iof I -currenl I~ psyclrcllogical views nl rellglon in the context of the traclilional Chrlsllari view nChtunan nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. (Alternate years, Spring) 495 Seminar Selected topics. Required of majors in the junior or senior year. Others by permission of instructor. (Fall) 499 Independent Study Limited to students who are religion majors and satisfy departmental guidelines. Russian Area Studies Norma C. Noonan (Campus Coordinator), James Brown Russian Area Studies is an ACTCjoint major which seeks to give the student the broadest possible exposure to Russian and Soviet history, politics, literature, traditions and philosophy. The mqjor is interdisciplinary and offers perspectives on Russia both past and present. A minimum of two years of the Russian language is required. This mqjor is a good foundation for students preparing for careers in government, teaching, international business, or law, especially when combined with a second mqjor in a field such a s business, economics, history. language, political science or theology. It also is a good foundation for graduate study in history, political science, language and literature or international relations. Major: 11courses: 4 courses (2 years) of basic college Russian (or equivalent competencies); 2 courses in Russian history; 1course in Marxist theory; 1course in Russian literature; 1course in Soviet politics; 2 other courses from approved electives. M i n o r : 6 courses: 2 courses (1year) of basic college Russian (or equivalent competencies); 1course in Russian history: 1course in Soviet politics; 1course in Marxist theory; 1other course from the approved list of electives. Each student's major program must be approved by the Coordinator. Scandinavian Area Studies (SCA) . - -- - - - - Foreign Language Department Chairperson Mqjor: 8 upper division courses. Minor: 4 upper division courses. N o t e : Major programs must contain 4 courses listed in the Augsburg Catalog or transferred to Augsburg a s upper division Scandinavian Area Studies courses, i.e., courses taught by a Scandinavian language department or subdepartment regardless of their content, which may be linguistic, literary or cultural. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian courses under Department of Foreign Languages. Recommended Supporting Preparation: Study in Scandinavia, elective courses which may lead toward a second major such a s English, history, urban studies, business administration. 312 OldNorse (See under Department of Foreign Languages - Norwegian) 330 Contemporary Scandinavia A broad survey of Scandinavian culture with special emphasis on conditions and developments in the twentieth century. Knowledge of Scandinavian language desirable but not required. (On Demand) 351 The Modem Scandinavian Novel Lectures provide a survey of the Scandinavian novel. Class discussion based on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlof, Par Lagerkvist, Knut Hamsun, Halldor Laxness and others. Knowledge of a Scandinavian language desirable. Language majors and minors w11 b e required to d o assigned readings and written work in a Scandinavian language. (On Demand) 352 The Modem Scandinavian Drama Readings include dramatic works by Ibsen, Bjornson, Strindberg, Lagerkvist, Munk and other twentieth century dramatists. Lectures provide a survey of Scandlnaviati drama w l l t ~emphasis o n lbsen and Strindberg. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to d o assigned readings and written work in a Scandinavian language. (On Demand) 364 Scandinavian Immigrant Church History (See under Department of Religion) 372 Norwegian Language and Culture (See under Metro-Urban Studies, SUST) 377 Scandinavia in the World (See under Metro-Urban Studies, SUST) 382 Scandinavian Arts (See under Department of Art) 393 Urbanization and Development in Scandinavia (See under Metro-Urban Studies, SUST) 394 Norwegian Art and Literature: Perspectives on Social Change (See under Metro-Urban Studies, SUST) 495 Seminar: Ethnic/lmmigration Experience (Offered periodically under Department of History 495 Seminar) 499 Independent Study In consultation with a faculty member, student selects a specific topic for study. Social Science Khin Khin Jensen (Coordinator) A student may not list a double mqjor in Social Science and in one of the component disciplines unless the distribution selected in the Social Science major is significantly different from the other mqjor. Non-Western Major: 14 courses: HIS 104;1 social science methodology course (ECO 279,PSY 264,SOC 362 or 365):and 12 courses, in at least 4 disciplines, from the following: ECO 122,258;HIS 103,322, PHI 355;RE1 356;SOC 323,324,440,474;POL 351,363,382,461; 336;seminars, independent study or interim courses on relevant topics in History and/or Political Science. The student planning to fulfill this social science major should consult the chairperson of the Department of History in choosing a major adviser. Social Studies .. - - Jerry Gerasimo (Coordinator) Students preparing to teach social studies on the high school level must complete, in addition to the professional requirements to be met within the Department of Education, a competency-based program designed to provide a broad foundation in the social sciences. Social Studies Teaching Licensure: 7 courses (ECO 122 or 123, Geography, HIS 222, POL 158,PSY 105, SOC 121and336) plus a major in one of five fields - Economics, History, Political Science, Psychology or Sociology. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. Social Work Department ( s m ) - - The Social Work mqjor program prepares graduates for entry-levelprofessional practice in the field of human services. The program is accredited by the Council on Social Work Education, and leads to a Bachelor of Sclence degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, and communities. The College's commitment to the liberal arts is highly compatible with education for professional social work practice. The liberal arts, with its emphasis on breadth of understanding, cultural and ethnic diversity, openness to new ideas, analysis and synthesis, is an ideal foundation upon which social work education is based. As Sir Richard Livingston has said, "A technician is a person who knows everythingthere is to know about his/her job, except its ultimate purpose and social consequence." Augsburg social work graduates are professionals, not technicians. Social work mqjors at Augsburg College must be well-grounded in the liberal arts. Effective social workers cannot be technicians. "Education for Service" has long been a motto at Augsburg College and it exemplifies the philosophy of the Social Work Department. Unique leaming opportunities for field work placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services, and a highly-educated populace. Social work opportunities abound. Minnesota is known for the vitality and relevance of its social services. The Twin Cities, as the hub for these services, provides both a plethora of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand. a ~ ~ r e c i a tres~ect. e. and work with people different from themselves and fdbe enrichedby this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. ~ f ~ r o ~ r i a tsocial e l ~ ,work students have been involved in a wide variety of community service efforts including helping to develop a Big BrotherIBig Sister program on campus: mobilizing students to assist a social service agency in their annual Christmas giving program, and tutoring at a local neighborhood center. The Social Work minor and electives in the department allow students to support another mqjor with knowledge about human needs and growth, human services, and the methods of effective citizenship. Students taking these courses have the opportunity to become knowledgeable about pu6 lic issues and d e v e l o ~ and nurture a ~ e r s ~ e c t ithat v e sees the central irnportance of diversity 'to the social fabric df this country. But beyond knowledge, students also are encouraged to use their talents and skills to address the needs of society in the interest of the public good. Social Work Faculty: Mary Lou Williams (Chairperson), Maria Brown, Francine Chakolis, Rosalie Clark, Edwina Hertzberg, Douglas Peny, Charles Williams Major: 9 Core Program courses: 361,363,364,461,462,463,465, 466,467,469: and 9 Supporting Program courses: 257,260: 810 101; PSY 105; SOC 121,231,265,365,375. (The Sociology sequence constitutes a minor in that discipline.) A minimum grade of2.0 is required for each course in the Core Program and a 2.0 average is required in the Supporting Program. Concentration: Concentration in Aging, Chemical Dependency, Crime and Corrections, Social Ministries, and Youth are possible. Concentration consists of courses descriptive of functional, dysfunctional, and programmmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy: Social work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy a s a prerequisite. A written self-statement, reference letters, and the completion of all Core and Supporting Program courses below the 400 level is necessary for candidacy review (Exception: SOC 365 may be taken in the senior year if necessary.) Social Welfare Minor: 6 courses, including 257 (or approved alternative),361,463:260 or SOC 375:SOC 265:and one of 465,POL 121, 158,325. School Social Work Certification: State Department of Educationrequired Human Relations Certification for school social work is available through successful completion of EDS 388. Elective courses open to all students: 257 Exploring Human Services With lacully approval, student selects a placement for 80 hours per term as a volunteer in a social agency or institution. Opportunity to know human service professionals, minority professional clients and communities, social service delivery systems, and career aspects of the helping vocations, Independent study with a term paper report and regular class sessions. Especially recommended for freshmen and sophomores. 260 Humans Developing 1his coirrse provides the knowledge bask to an understanding OF human growth through Lhe life cycle, and or the Interplay of socIocullurat, blologthe growth 01 individuals ~cal,and psyclboluglcal factors whlch influe~~ce aucI larnllie? I n cnnle~nporaryAmet ican society, Ernpltasized Is tlie role or Ll~e"nurt~trlngenvtronrnenl" in rclatlnn to Iwman growth, the Impact or "sustalrilng euviroumenl" factors, and other special stresses relevant to growth. Circlwt h relaled to populations and groups which represent ethnic and/or Hfe-style rliverslty Is also a focus. Students will gain self-understandlng Ihrough use of their own experiences. 299 Directed Study An opportunity for students to do readings and study on topics of interest. Proposed study must be approved in advance of registration. (Prereq.: 257 and consent of instructor) 340 Pollcies, Program and Skills for the Aging This course will include the study of the impact of social policy on the older population, older population impact on social policy, services planned to address needs of older population and skills needed to work with this population. Class conducted in Senior Citizen Residence. (Prereq.: Sophomore or consent of instructor) 361 Social Responses to Human Needs This course describes the historical and contemporary systems of human service and the diversity of minority professionals and client groups. The major assumptions and social movements which have contributed to the charitable and governmental responses to human needs will be emphasized. Guest speakers and agency visits highlight the course. (Prereq.: Junior or consent of instructor. Fall) 399 Internship Provides Reld learning experience for the non-major and supplements the required field work of majors (Prereq.: consent of department chairperson) 463 Community Development and Organization Locality development and social change through community organizatlon, soclal plannl~~g, and social action. Emphasis on: 1)survey oihistorical forms olcornmunlty organization ancl social clwngc, 2) u~~derslandlng the Ll~eorics,basic Issttes, and strategies rclevanl to social protest ancl change, 3) examination of the role of staff, and of the functions and interrelationships of community organizations, and 4) knowledge of and actual practice in the local community in the essential principles and techniques of organizing. (Prereq.: senior or consent of instructor. Fall) 465 Gbetat Policy:Anatysls and Development Includes the sIudy or tlieorlcs of Soclal Policy formutation and methods of analysls associaled with needs ancl services, and analysis of the impact of poll~yon snclal work ~lracticc.Development and implementation will be virived flrst hand through werlr with an elected public policy maker. Readings, analytical paper Integralion of class concepts with practical experieuce. (Prereq.: 361,463, atid senior or consent of instructor. Spring) 468 Special Topics (112 to 1 course) Current issues in social work theory or practice. To be announced. (Prereq.: consent of instructor. Offered periodically in Interim) - 498 IndependentStudy Metropalltan Resorlrces An Independenlly dcslgned course a student (or group orstudents) develops, lnalrlng extensive, systematic and Integrated utllizatio~lof resources avallahle in the metropolitan comm~tnlty,e.g, lecttlres, symposia, periortnances, hearings. Thcse resources become the core of t h e course, supplemented I>y lradtlior~alcollege resources, and designed in consultation with and evaluated Ily a facutty rnernlrrer ~Fthedeparlrnent. (Prereq.: 257 and consent of inst~uctor) 499 Independent Study Student must present written proposal containing rationale, objectives and methodology of the proposed study according to department guidelines. (Prercq.: 257 and consent of instructor) Courses reserved for Social Work majors only: 363 Methods and Skllls of Social Work Rasic features or Lhe helping process: theoretical foundations, principles and techniques orsoclal work inlerventlve methods, and pnctica! expcrience necessary for social work practice with indivlduals and small groups with a rliversity orprofessl~nalsand client groups: devclopment of the s h dent's repcrloire of relationship building sl<itIs.tect~~re-disc~~ssion scsslons and/or taboratory exercises cacli wcek. [Prereq.: 361, Junior. Spring) 364 Field Work I Beginning supervised professional experience in a social work agency focusing on interviewing experience and relationship building. Ten hours per week, plus one small group supportive/discussion seminar per week. (Prereq.: 361, Junior, concurrent with 363. Spring) 461 Advanced Methods and Skills in Social Work Enlargement and rcnnemcnt 01 practice sldlls recognizing adaptations of the prnblern.solving mode! to dlverse populslllons through Iccturc, classmom excrclse ahid tegular class work. I-:nla!gement aC social groilp worls sltflls, emphasts on development of gencrallsl practicc sltills and eclectic approaches with a focus on cllversily of proCcsslonals arid clienl populations. Lectures aild/or laborato~yexercises each week. (I9rereq.: 2.0 in 365 and in 364,candidacy staLLls. Concurrent with 462. Fall) 462 Field Work 11: Progressively responsible supervised professional social work experience including work with individuals, families, groups and/or communities in a social service agency. Ten hours per week, plus one supportive/discussion seminar per week. (Prereq.: Candidacy status: concurrent with 461; Fall) 466 Field Work 111 (112 or 1 course) Continuation of 462 ('12 course option during Interim. Prereq.: Candidacy status, 2.0 in 461,462,463) 467 The Social Worker as Professional Eth tcal practice, bureaucratic survival, professtonalJob attainment,affirm. ative actlon and sexual harassment issues, personnel policles and practices, alganizalional theory. and resource devclopment will bc stlrrlicd in the course. T h e field work practice becomcs the laboratory For class exerclscs. (Prereq.:Candidacy statrls, 2.a in 461,463.) 469 Field Work IV Continuation of 466. (Prereq.: Candidacy status, 2.0 in 466, concurrent with 467) Sociology Department (soc) Sociology is a disciplined study of human social behavior. As a relatively young discipline, sociology provides yet another perspective on a theme which is common to many of the disciplines in a liberal arts curriculum, namely the theme that humans are "social animals." Sociology emphasizes the extent to which the human inclination to interact socially comes to exhibit regularized patterns over time. These patterns together form a society or a social structure. Sociology seeks to understand these societal patterns. Sociology also seeks to understand patterns within the great variety of institutions that exist in a society. The Sociology Department at Augsburg is designed to help students think sociologically in terms of obtaining an understanding of society and developing skills in evaluating social institutions and programs. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, interim courses, and the co-learningcourses offered through the Conservation of Human Resources (CHR)program. The Department urges students to use Augsburg's urban setting as a "laboratory" for learning. A mqjor in sociology can prepare one for a variety of careers or for advanced professional studies. Augsburg alumni who have majored in sociology are currently employed in the personnel departments of both government and private corporations, in industrial relations work, and in program evaluation. Others have used their mqjors as preparation for advanced study in areas such as law, the ministry, social work, and urban planning. The Department of Sociology welcomes students who, in their quest for a liberal education, are looking for new and different ways of understanding and appreciating the often taken-for-grantedaspects of our world. Sociology Faculty: Gordon Nelson (Chairperson),Jeny Gerasimo, Gany Hesser, Barbara Johnson, Diane Pike Mqjor: 1 0 courses including 121, 362, 363, 375, 485, Highly recommended: a Conservation of Human Resources (CHR) course, intemship, independent study or upper division interim course in sociology. This recommendation is made in the hope that the student will take advantage of the variety of learning models offered through the department. Consult department chairperson concerning areas of concentration. Honors Major: The student must have a minimum GPA of 3.5 in the major and 3.0 overall. Application for honors in sociology candidacy shall consist of submission of thesis proposal to Department Chairperson before April 1of the junior year. Candidacy is contingent upon departmental approval of proposal by April 30 ofjunior year. After acceptance as a candidate, the student will register for 499 to complete work on thesis. Honors in sociology will be granted to a candidate who successfully defends the thesis before March 31 of the senior year and maintains the GPA through graduation. Minor: 5 courses including 1 2 1 and two upper division courses (i.e., 300 and above.) Certificate in Program Evaluation: 5 courses including 362 (or PSY 264), 363,399, CSC 145, and approved elective. These courses are designed to provide the cognitive background and skill development to perform well a s a research assistant for agencies or firms which do program evaluations or self-assessment programs. Systematic and periodic assessments of programs for social improvement are increasingly expected by government and funding agencies. For further information contact Diane Pike. 111 Human Community and the Modem Metropolis The cultural and structural dynamics of the modern world viewed from the perspective of the metropolitan situation, with a focus on the possibilities of human community in the context of urban institutions and processes. 121 Principles of Sociology Sociology is a unique way of irnderstanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups, iti(erac1iot1, inequality, and social structure. An essential tool for discovering tile world and orie's place in it. 199 Internship Lower division internship. Consult Internship Supervisor in the department to determine project. (Fall, Interim, Spring, and Summer) 231 Sociology of the Family An examination of the family a s a social institution. The process of dating, mate selection, marital adjustment and divorce. The relationship of the family to its institutional and cultural context. 265 Racial and Minority Group Relations The dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. (PIN grading only) 299 Directed Study Independent study for lower division students (Prereq.: 1 2 1 and consent of instructor. Fall, Spring, Summer) 300,301,302,303,304 Special Topics in SocIoIogy h variety ot 10pIcs offcclrd periodically depending o n nmds and Interests which are not satisfied by regularrourscofFFTirigs. May be offcred on cam. pus in atldllIon to reqular course offerlnqs or on campus In conji~nctlon wllh A u ~ s l ~ i t r gConscrvatlon 's of Ilu~li;lnResources (CIIR) I'rograrn. ( P W - g . : consent of lnst~uclor) 336 Introductionto Cultural Anthropology The concept of culture examined in anthropology and in the way we s e e and live in the world. An analysis of basic assumptions underlying the ideas of "primitive," "civilized," and "progress." The person's relation to culture. An analysis ofselected aspects of Western culture. 360 Rellglon and Society All cxnn~lnallo~i or tlic Interaction of religion and 5dclely In terns oisociological arlalysls with particular emphasis on conlernporary sociological ttse;krch on r e l i g l o ~ movements ~s and instllultnns In Amerlcan soclely. 362 Statistical Analysis The first course in a two-course sequence introduces quantitative analysis. The fundamentals of descriptive and inferential statistics for the social sciences. Designed specifically for sociology and political science majors, but recommended for others neccling a I~ackg~'orlnd for social science. (Prereq.: working knowledge of h i g l ~ scllotll algebra arlcl consent or llle instructor. Fall) 363 Research Methods This second course exposes students to the skills involved in research design and measurement techniques. The practice of social research is learned through class activities and individual projects. Focus on learning usable skills. To be taken immediately after 362. (Prereq.: 362 or consent of instructor. Spring) 365 Quantitative Analysis and Program Evaluation l o ~ r s ~ r n iovcrvlew cr of melhods nforgazilzing, comparlng and interpreting quanlita tlve lnfonnatlo~l.Use of data-processing rquipment lor statisttcal analysis. Dvcrvlcw or commonly -user1 rcsearclr mctltods, especially expcxirncntrll designs arrd appllcat~onsl o proqranl evaluations. Desiqncd for social work majors. (Prereq.: high school algebra. Spring) 373 Crime and Corrections An examination of the criminal and juvenile justice systems and the various theoretical components of criminology and corrections. Major attention is focused on the causation and prevention of crime and delinquency, and the various modes of treatment. (Prereq.: 121) 375 Social Psychology An examination ol the Idea oT"gsoup." its relatlonshlp to tndlvldual behaviol' and society. A n analysis of the Ideas 01 "self" and "identity" and wtral part they play In underslantllng Interpersonal relations and human behavior. A sociological view of mental health, A look at the major assumplions and processes i~tiderlyinysilr everyclay lire - a Innlc at [he trivlal. (lie ordlna~yand the lake~vfor-granlecl,"Sytnbollc interaction," an 1111Ilortalll olienlallon In social psychology, wlll l x used as a way of deallng with the tnajor lssucs In [tie caursc. (I'rcreq,: 121 and PSY 105.juni01 or senior studcrlts only) 381 The City and Metro-UrbanPlanning The primary focus of the course is upon the major issues confronting the present and future metropolis. Particular emphasis will center on alternative theories and approaches to shaping the future metropolis. Current developments in the Twin Cities region will be compared and contrasted to urban and regional developments globally and nationally. Resources include extensive readings, simulations, films, and outside speakers in a seminar format. (Prereq.: 111or 1 2 1or consent of instructor. Spring) 399 Internship Consult the Department Chairperson or Internship Director for details. (Prereq.: consent of instructor. Fall, Interim, Spring) 485 Modem Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the nineteenth and twentieth centuries. (Prereq.: 2 courses in sociology including 1 2 1or consent of instructor. Fall) 498 Independent Study - Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g, lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department. (Prereq.: 1 1 1or 1 2 1and consent of instructor. Fall, Spring, Summer) 499 Independent Study Studcnt nil~stpresent written proposal cantalning rationale, objectives and methodorogy or the p~oposedstudy according to department guidelines. (l'rcrcq.: 121 and conscnl ol Instrur~or.Fall, Interim, Spring) Speech/Communication and Theatre Arts Department (SPC) Communication Communication technology vastly increases our ability to influence human thought and behavior. While these powers are often used to deceive and exploit, they can be used to liberate, enoble, and to enhance life. Speech, communication, and theatre arts at Augsburg are humane studies designed to promote sensitivityand wisdom in the use of communication, since true communication aims to foster informed, responsible choice and shared understanding. The primary aim of the department is to help students to communicate effectively through both speaking and writing. The courses are designed (1) to promote the intellectual disciplines required for research, exposition, and argument: (2)to develop writing and speaking skills: (3)to build confidence, creativity, and ethical sensitivity: and (4)to provide a wide variety of realistic communication experience. Communication careers call for a broad liberal education, so the communication mqjor at Augsburg stresses the studies of logic, psychology, sociology, literature, writing, and public speaking. For breadth we recommend double mqjors, and for practical experience we recommend participation in co-curricularcommunication activities throughout the college years, climaxing in internships under professional supervision. This mqjor is also used as preparation for other fields, such as religion, politics, and law. The speech mqjor is designed to prepare students for teaching in the secondary schools. Theatre Arts Theatre is not primarily an extra-curricular activity nor is it merely entertainment. As a laboratory that uses all of the liberal arts, theatre enhances a liberal education. By reliving how other people throughout history were thinking, feeling and struggling, actors have a greater understanding of their own humanitv. Theatre enables students to ex~eriencethe beauty, mystery, and ambi$uity of life. Minneapolis-St.Paul is an ideal place to study theatre, because it is one of the major theatre centers in the United States. Augsburg students expand their knowledge of theatre not only by attending, but also by working in the professional and community theatres of the Twin Cities. Our theatre faculty has professional experience which enables them to provide realistic guidance to students. The Augsburg program provides three possible emphases-acting, directing, and design-but encourages students to participate in all aspects of theatre production. While the program is primarily designed to prepare students for educational theatre, graduates go into many other fields, such as professional theatre, television, film, advertising, business, and religion. - - - - - Speech. Communication and Theatre Arts Faculty: Julie Bolton (Chairperson), Mark Arnbroz, Raymond Anderson, Judith Kirk, Gary Parker Honors Major: GPA of3.25in the major, 3.0overall, two independent study projects of honors quality, distinguished performance in a t least one of the communication arts, comprehensive examination in field of concentration. Application to be made early in the senior year. Communication Prospective mqjors should contact the department as early a s possible to work out a plan for the major and a personal career action plan. Freshmen should take 111,PSY 105,SOC 121 or 241. Communication Major: 10 courses, including 342,351 o r 352, 354,399and EMG 223 or 225 or 226 or 227,and satisfactory performance on competency tests in writing and typing. Supporting courses required but not counting toward the major: 111;PHI 130;PSY 105; SOC 121 or 336,375. Communication Minor: 5 courses approved by the department. Speech Major For Teaching Licensure: 10 courses, including 111, 354,360:Participation in forensics, and a 241 or 343,350,351,352, minor in English. Recommended: 366,courses in theater, participa- tion in drama. Speech Minor For Teaching Licensure: 111 and six of the followand participation in forensics. ing: 241 or 343,350,351,352,354,360 Note: Students preparing to teach speech in secondary schools may specialize in any of three majors: speech, theatre arts, and speechtheatre arts. Any of these must be combined with a t least an English minor, preferably a major. The communication major or minor does not qualify one for teaching speech. Consult with the Department of Education for requirements in Education. 116 is strongly recommended for students in elementary education. 111 Beginning Speech Basic problems of effective speaking and critical listening. 132 Photography (See under Department of Art) 199 Internship Internship for lower division cre it. 227 Advanced Writing: Journalism (See under Department of English) 225.330 Visual Communications I, 11 (See under Department of Art) 2 4 1 Introduction to Cinema Art (See under Department of English) 242 Film-Making (See under Department of Art) 299 Directed Study Independent study for lower division credit. 342 Mass Communications in Society (See under Department of Political Science) Junior and Senior students only. 343 Radio-TelevisionProduction An introduction to radio and television with an emphasis on the director's role; emphasis on producing, programming, writing, acting, casting, and lighting. (Laboratory fee: $10. Not offered 1986-87) 350 Voice and Diction A study of vocal skills including tone production, breathing, resonating, articulating, and listening: introduction to speech sounds and vocal mechanism. (Alternate years. Fall) 351 Argumentation Application of logic in public speaking, discussion, and debates. (Fall) 352 Persuasion Theory of persuasion and propaganda, practical work in speech and promotional projects. (Spring) 353 Advertising An introduction to print and broadcast advertlslng and promotlon a s important elements in modern marketing and communications. (Prereq.: Junior, Senior. Communication major or cnlisent of instrt~ctor.Spring) 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages: emphasis on factors that build relationships and help to overcome communication barriers. 373 Organizational Psychology (See under Department of Psychology) 399 Internship (Consult the Department Chairperson for details.) 495 lndependent Study In Communication Selected tooics in soeech and communication. with e m ~ h a s i on s the use of primary sources and methodology of research. 499 Independent Study lndependent study for upper division credit. Theatre Mqjors should take part in dramatic productions every year. Freshmen planning to mqjor in theatre arts should begin with courses 111,116,232 and 228.111 is not part of the mqjor. Theatre Arts Mqjor: 10 courses, plus 111. This major should be sup- ported by several courses in literature including Shakespeare and Modem Drama or Scandinavian Drama. A. Acting Emphasis: 116, 228, 232, 343, 350, 360, 361, 366, ad- vanced acting, and the children's theatre interim. Strongly recommended: courses in movement, dance, cinema art, and dramatic literature. Performance requirements for the acting emphasis include 6 units of acting, 4 of crew work, and 1 internship. 8. Directing Emphasis: 116, 228, 229,232,350, 360,361,366, 367, plus advanced acting and the children's theatre interim. Courses strongly recommended: courses in movement, cinema art, and dramatic literature. Performance requirements for the directing emphasis include 4 units of crew work, 3 units of acting, 2 of directing, 1 in stage management, and 1internship. C. Design Emphasis: 228,229,361,366,428,429,plus 2 courses in Art. Strongly recommended: courses in cinema art and dramatic literature. Performance requirements for the design emphasis include 5 units in crew work, 2 in technical supervision, 1 in acting, 1 in assistant design, 1in design, and 1 internship. Theatre Arts Minor: 5 courses including 228,232,360,361,366. Theatre Arts Mqjor For Teaching Licensure: 1 0 courses, including 111,116,228,229,232,241 or 343,350,360,361,366, the experience requirement specified for theater arts majors, and a minor in English. Theatre Arts Minor For Teaching Licensure: courses 111, 228, 232,361,366; one ofthe following: 241,343,350; and participation in dramatic productions. Speech-TheatreArts Major For Teaching Licensure: 12 courses, 111,228,229,232,241 or 343,350,351,352,354,360,361,366; participation in two activities (forensics, interpretation, theater, broadcasting); and a minor in English. 1 1 6 Creative Dramatics A study of creative improvisation using stories, poetry, nature, concepts, the self, human relations, etc. Uses of creative dramatics in theatre, school, church, recreation, therapy, and other settings. (Fall) 1 9 9 Internship Internship for lower division credit. 2 2 8 Technical Production I An introduction to the backstage world of the theatre: its organization, crafts, magic, and art. Practical craft projects, theatre tours, and production experience. Open to all students. Should be taken in freshman or sophomore years. (Lab fee. Alternate years, Fall) 229 Stage Design I Introduction to scenery and lighting design; basic tools of the designer (drafting,drawing, painting, theory); practical studio projects. (Open to all students. Should be taken in freshmen and sophomore years. Alternate years, Spring) 232 Acting An introduction to the art of acting. Practical work in pantomime and improvisation; participation in dramatic presentations. (Spring) 299 Directed Study Independent study for lower division credit. 360 Interpretative Reading Basic principles of oral interpretation of literature. Practice in reading prose, poetry, and drama. (Fall) 361 Theatre History and Criticism Overview of theatre history; examination of plays from various periods. Attendance at local theatre productions, Introduction to theories of drama, dramatic production, and dramatic criticism. (Spring) 366 Stage Direction I Basic directorial process: choice of plays, casting, organizing rehearsals and technical production; application of play analysis, blocking, and characterization to a specific play chosen by the class. Term project: direct a one-act play. Upper division students only. (Spring) 367 Stage Direction I1 In-depth analysis and practice in directing types of plays: serious, comic, experimental, mkrsical. Term project: direct a one-act or excerpt from a longer play. (Prereq.: 366 or consent of instructor. Spring) 399 Internship (Consult faculty in area of emphasis.) 4 2 8 Technical Production 11 Advanced construction and problem-solving techniques in costume, scenery, and/or lighting. (Prereq.: 228 or consent of instructor. Lab fee. Alternate years, Fall) 429 Stage Design 11 Advanced design projects based on Stage Design I course material. Introduction to costume design. (Prereq.: 229 or consent of instructor. Alternate years, Spring) 432 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene study. Emphasis is on a variety of roles from the classics, including Shakespeare, French Neoclassicism, Restoration Comedy, Realism and Ron-Realism, Epic and the Absurd. 499 Independent Study in Drama Individual projects in oral interpretation and theatre. Transdisciplinary Major Students wishing to develop their own mqjor by combining appropriate portions of two mqjors may consider the Transdisciplinary Mqjor. The Transdisciplinary Mqjor enables students to respond to a particular career interest. While such an individually developed mqjor may satisfy the particular interests of a student, broad mqjors may not be suitable for those wishing to pursue graduate study or preprofessional programs in some academic fields. Students wishing to develop a Transdisciplinary Mqjor are to observe the following: A. The mqjor program should include at least two-thirds of the courses re- quired in the normal mqjor programs of two mqjor fields offered at the college: 6. The student should design and sign a contract for such a mqjor prior to the end of his or her sophomore year (contract forms are available in the Office of the Registrar). C. The contract must be approved by the student's adviser and by the Faculty Committee on Student Standing. Women's and Minority Studies (INS) Faculty: Priscilla Buffalohead, Grace Dyrud, Ronald Libertus, Winston Minor, James Porter, Bonnie Wallace The Women's and Minority Studies Program consists of several interdisciplinary courses which fill the Urban Concerns, or Women's Studies, or Minority Studies requirement. There are courses in several other departments which also focus on women and which also fulfill that requirement. Although no mqjor or minor is offered, there is a certificate program in women's studies. Certificate in Women's Studies: Individually planned program with a minimum of 6 courses oriented towards women's perspectives: 3 courses from the social sciences (including history); 1-2 courses from humanities (literature, religion, art, music, philosophy); 1-2 other courses such a s biology, trans- or inter-disciplinary courses, independent study, directed study, etc. Courses may be taken from the ACTC colleges a s well a s Augsburg. See Winston Minor or Bonnie Wallace for further details. See also WWAS under Metro-Urban Studies No. IV. 226 Asian and Asian-American Women in Public Life in the 20th Century (See under Department of History) 231 Rellglon in Afrfcan-AmedcanHlstory An examination of selected topics 1 elated to the black experience, e.g. Afr i ~ a nbaclqrounds, religion utldcr slavery, evangelicalism. Meets one reliqlnn requirement or thc IJrhan Concerns, Women's and Minority Studies requirement. 232 Blacks in America: An Introduction to African-AmericanStudies An interdisciplinary course providing an overvtew of Lhe major Issues related to the Black experience in terms of Lhe Family, education, religion, art, economics and politics. It is designed lo heighlen the student's consciousness regarding the African rrtcntinns in Rlaclc culture, Lhe evolution of Black culture and the impact of K l d ~ l ccuILurc on Ainerican society. 233 Womtnr Across-Culturat Perspective 'I his course will examinc a varirty ot issues concemlng the biological. evolr~tinnaryand historical orlglns olwnmen's roles and status In human society, Emphasis will be placed on Lhe cornparalive roles o l women in difrerent cultures. This camllarison will inclllde such Morth Amerlcan models as 111~Nava-]~,OJiI>wc, and Iroquois. Arrican modcIs such as the Pygmies and other trlbal gmups, and the peasan1 soclelies oC eastem Europe, Mexico, and the 1nlclr2leEasl and rural China. Offered periodically through C1iR ancl the Ainerican Indian Program olflce. 260 ContemporaryAmerican Indians The situation of Indians in the United States since the Indian Reorganization Act (1934) with an emphasis upon current issues, e.g. tribal sovereignty, treaty rights, and erlucation. Examples of the persistence of religious/cultural traditions anlong selected lndlan Lrlbcs today. 265 Women in American Culture Through a discussion of works by women historians and selections from women's J o ~ ~ r n a lspeeches. s, articles, short stories. poems. pla s and ollwr aeslliclic rres tions, the class will collectively assess the pos8ion of black and white wornen In American culture From the founcling of Ll?e cob ortles t o Lhc present. Cnntribuiions b y Indlan women, Chicanasand other "i~wisibIc"women rninoritics will he inclr~cted. 'ma : Caley say iIn Augsburg College Board o f R e g e n t s The year in parentheses after each name is the expiration date of current term. Chair Donald R. Grangaard Secretary: Charles W. Amason Vice Chair: The Reverend Hams W. Lee Treasurer: Darrell J. Egertson The Hon. Pamela Q. Alexander (1990) Judge, Municipal Court, Minneapolis, MN Charles W. Amason. J.D. (1988) Attorney, Head and Truhn, Minneapolis, MN Paul B. Batalden, M.D. (1990) Vice President for Medical Care, Hospital Corp. of America, Nashville, TN w e l l Bergh (1990) President, Borton Volvo, Inc., Minneapolis, MN Nancy Bottemiller (1992) Homemaker, Wadena, MN 56482 Rodney P. Bunvell(1988) Chairman, Xerxes Corporation, Minneapolis, MN H. David Dalquist, I11 (1990) President, Northland Aluminum Products, Inc., St. Louis Park, MN Darrell J. Egertson (1988) Executive Vice President of Corporate Development, Apache Corp., Minneapolis, MN Julian P. Foss (1990) Retired Businessman, Mesa, AZ Donald R. Grangaard, J.D. (1990) First Bank System, Inc., Minneapolis, M N Richard R. Green (1992) Superintendent, Minneapolis Public Schools, Minneapolis, MN Raymond A. arinde (1990) Partner, Klohn Design, Inc., St. Paul, M N Carolyn T. Groves (1990) Administrator, S. J. Groves and Sons Company, Minneapolis, MN Elling B. Halvorson (1990) Chairman of the Board, Halvorson Osbome Construction Co., Kirkland, WA Lawrence 0. Hauge (1988) Chairman, Suburban National Bank, Eden Prairie, MN Catherine E. Johnson (1990) Homemaker, Minneapolis, MN George 0. Johnson. Ph.D. (1990) Associate Professor & Director, Hospital & Health Care Admin., Minneapolis, MN Harris W. Lee, D. Min. (1988) Senior Pastor, Lutheran Church of the Good Shepherd, Minneapolis, M N Mr. Gary H. Lohn (1988) Control Data Business Advisors, ~ a n k a t oMN , Mildred I. Mueller, Ph.D. (1990) Director of Education Statistics, MN Dept, of Education, St. Paul, MN Mr. Louls E. Navin (1990) Vice President & Chief Financial and Administrative Officer, Honeywell, Inc., Minneapolis, MN Rev. Maynard L. Nelson (1990) Senior Pastor, Calvary Lutheran Church, Minneapolis, MN Ms. Roselyn J. Nordaune, J.D. (1988) Partner, Nodland, Conn, Nordaune, & Perlman, St. Louis Park, MN Mr. Howard E. Olson (1990) Executive Director, Lyngblomsten Foundation, St. Paul, M N Mr. Donald a. Oren (1988) President, Dart Transit Company, St. Paul, M N Mr. Harvey M. Peterson (1990) President, Catco Company, St. Paul, MN Mrs. Inez M. Schwarzkopf (1988) Writer, Minneapolis, M N Gladys I. Strommen (1990) Homemaker, St. Paul, M N Merton P. Strommen (1996) Founder, Search Institute, Minneapolis, MN Leland N. Sundet (1990) Chairman 61 Chief Executive OWcer, Century Manufacturing Co., Bloomington, MN David L. Swanson (1990) Vice President, Grudem Brothers Co., St. Paul, MN Stanley W. Thiele (1992) Senior Vice President, Administrative Services, 3M, St. Paul, MN William A. Urseth (1992) Chief Executive Officer, U.S. Communications, Minneapolis, MN Board for College and University Services The ~merican Lutheran Church David L. A n d e r s o n , Minneapolis, Minnesota R o b e r t B o r g w a r d t . Madison, Wisconsin Sylvia B o s s e , Saginaw, Michigan Erwin H. G o l d e n s t e i n , Lincoln, Nebraska Marilyn H e m s t a d . Olympia, Washington D o r i s H o l m a n , Los Angeles, California G u s t a v K o p k a , Jr., East Lansing, Michigan H a m l e t P e t e r s o n , Rochester, Minnesota R u t h Vogel, Seguin, Texas Administration - OFRce of the President .......................................................................... Charles S. Anderson .......................... Carolyn S. Magnuson ..................... . . ................................................. David T. Wold ........................................... A n C. 0,Halvorson President Executive Secretary t o t h e President College Pastor Director of Church Relations Academic AfFairs .... ............................ Vice President for Academic Affairs a n d Dean of t h e College Ryan A. LaHurd Lois M. Nielsen Executive Secretary t o t h e Academic Dean Associate Dean of t h e College a n d Director of Special , cia A. Parker Programs Director, Weeltend Co!lege Richard J. Thoni Sharon A. Stein Operations Manager, Weekend College Registrar J o h n A. Hill Donna D. McLean Assistant Registrar R a l p h W, Balley Recorder Frlstitulional Research Analyst Robert W,Clyde Hcatl Llbrilrlan M a r g a r e t Anderson Brian P. Hackney Director, Aadio.VTgua1 Center W. Willston Minor Minority Cnarclinator (Black Student Affairs) Minority Coordinator (American Indian Support Program) Bonnie A. Wallace Donald R. Gustafson Interim Director Director, Internatkana1Programs Mary A Kingsley Bradley P. Holt Internatio~islStudent Adviser Norman C. Noonan Director, Faculty Development Director, Cooperative Education G a n y W. Hesser ...................... .........,......,.. ................................................... ........................ . ....... .............................................. ................................................................ .............,,.,,.............,.,,,......... .................................................. ..................................... ................................................. .......................... .... ................................................... ......................................... ..................... . . . ...................... ............................................ .............................................. Development and College Relations ...........J e a n n e L. Narum .......................... Curtis J. Tilleraas ...................................................... T h o m a s I. Benson ................... ...... ......................Jeroy C. Carlson ......................Victoria J, Hoshal .................................~+... . . . .Douglas J. A d a m ................... .............Jeffrey Swenson ............................................Mary A d a m s Forsberg ........................ .......................................... Kay 1. Cady ........................ Morgan K. Brooke ....................... . . . ........J o h n Bruemmer Vice President for Development a n d College Relations Executive Secretary t o t h e Vice President Director, Planned Giving Senior Development Officer Director, Corporate a n d Foundation Relations Development Officer ., Director, Alumni/Parent Relations Director, College Relations Director, Publications Publication Specialist Development Officer/Annual Fund Finance and Management ....................... ....................................................... ........ ............................................................. ................................................................ ............................................................................ ....................... ....................................................... .................................. .............................................. .............................................. ...................................... ........................................................... ................................................................. Vice President for Finance and Management Wayne D. Pederson Executive Secretary to the Vice President Assistant Vice President for Student Financial Services Herald A. Johnson Financial Aid Counselor Karen D. Plom Director, Personnel Sandra Jacobson Controller Laurie J. Johnson Director, Administrative Computer Center Daniel R. Cruikshank Manager, College Center Mildred A. Nelson Manager, central Services Charles E. Christopherson Director, PurchasindBook Store Robert P. Gores Director, SAGA ( ~ o g Services) d Robert Ollerman Director, Plant Services James Weninger Supervisor, Maintenance Robin A. Curtis Manager, Ice Arena J a m e s J. Carey Student Affairs and Admissions .......... .......................... ....................... . . ........................ ................. ............................................. .............. ....................... ........................... ....................................... ..................................................... ................... ....... ............ .......................................... ................. ...... .................... .............................................. ........................................ ................................................................... Vice President of Student AtTairs and Dean of Students William R. Rosser Executive Secretary to the Vice President Dorothy M. Gauger Associate Dean of Students James B. Grubs Co-directors, Counseling Nancy G. Medcraft, Joan W. Slater - Services Director, Academic Enrichment Donald M. Warren Director, Career Plannina and Placement Tina M. Waaner Coordinator, OfFcampu&tudent Employment .Lois A. Olson Director, Student Life and Housing Linda K. Schrempp-Alberg Director, Student Activities L i s a L. Woodruff Coordinator, Urness Tower Ava J. Young Coordinator, Mortensen Tower Sue J. Hohenstein Director, Admissions ..... C a r o l A. Stack Assistant Director, Admissions Eric L. Anderson Assistant Director, Admissions Scott C. Stensrud Assistant Director, Admissions Jeannette M. Wittmer Admissions Recruiter Sally Daniels - Emeriti Oscar A. Anderson President Emeritus. B.A., St. Olaf College: B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Courtland Agre Professor Emeritus of Chemistry. Ph.D., University of Minnesota. Ernest W. Anderson Professor Emeritus of Health and Physical Education. Valeria Baltina Assistant Professor Emerita of Foreign Languages. Magister d e r Philosophia, University of Latvia. Carl Chdslock Professor of History. B.A., Augsburg College: M.A., Ph.D., University of Minnesota. L. Gracia Christensen Assistant Professor Emerita of English. Ailene Cole Professor of Theatre Arts/Speech. B.A., G u s t a w s Adolphus College; M.A., Ph.D., University of Minnesota. K. Berner Dahlen Associate Professor Emeritus of English. M.S. University of Minnesota. Edgar E. Eklof Emeritus of Music. M.M. Manhattan Music School. Theodore J. Hanwlck Professor Emeritus of Physics. Ph.D., New York University. Katherine Hennig Artist in Residence Emerita. M.A., University of Minnesota. Einar 0. Johnson Professor Emeritus of Education. Ph.D., University of Washington. Bernhardt J. Kleven Professor Emeritus of History. Ph.D., University of Minnesota. Lorraine K. Livingston Associate Professor Emerita of English. M.A., University of Minnesota. Martha J. Mattson Associate Professor Emerita of Education. M.A., University of Minnesota. Fdor C. Nelson Associate Professor Emeritus of Physical Education. M.Ed., University of Minnesota. Anne Pederson Professor Emerita of English. M.A., University of Minnesota. LaVonne J. Peterson Associate Professor Emerita of Health and Physical Education. M.Ed., University of Minnesota. Martin Quanbeck Professor Emeritus of Education. Ph.D., University of Minnesota. Leland B. Sateren Professor Emeritus of Music. L.H.D., Gettysburg College: D. Mus., Lakeland College. Paul T. Steen Professor Emeritus of Sociology. Ph.D., University of Minnesota. Joel S. Torstenson Professor Emeritus of Sociology. Ph.D., University of Minnesota. Teaching Faculty ,. Correct as of April 30,1986. (beginning year of service on faculty in parenthesis) Charles S. Anderson (1976).President. B.A., St. Olaf College; M.A., University o f Wisconsin; B,Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ryan A. LaHurd (1985).Vice President for Academic Affairs and Dean o f the College. B.A., Mt. Carmel College: M.A., University o f Chicago; Ph.D., University o f WisconsinMadison. Ruth L. Aaskov (1960). Associate Professor of Foreign Languages. B.A., Augsburg College: M.A.. Middlebury College: Ph.D., University of Wisconsin. Lori J. Abrams (1985). Assistant Professor, part-time, Speech, Weekend College. B.A., University of California, Santa Barbara; M.A., Speech Communication, University of Minnesota. Robert W. Adney (1979). Studio Artist/Percussion, part-time. B.A., University of Minnesota. Roger E. Allerson (1981). Lecturer, part-time, Business Administration and Economics. B.S.B., University of Minnesota. b r l R. Alton (1960). Professor and Department Chairperson of Chemistry. B.A., St. Olaf College: M.S., Ph.D., University of Michigan. Mark T. Ambroz (1986). Lecturer, part-time, and Theater Arts. B.A., University o f Minnesota, Duluth. Lyla Mae Anderegg (1959). Associate Professor, part-time, Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara Andersen (1969). Associate Professor and Department Chairperson of English. B.A., Morthwestern College; M.A., Northwestern University. Kristin M. Anderson (1984). Instructor, part-time, Art. A.B., Oberlin College. Margaret J. Anderson (1967). Associate Professor, Head Librarian. B.S., M.A., University of Minnesota. Raymond E. Anderson (1949). Professor of Speech, Communication and Theatre. B.S., M.A., Ph.D., University of Minnesota. Lucie Arbuthnot (1986). Lecturer in Interdisciplinary Studies, part-time, Weekend College. B.A., Connecticut College For Women; M.A., University of Chicago; M.A., New York University. Marjorie Audette (1986). Lecturer, part-time, Nursing. 6,s.. Marquette University: M.A., University of Iowa. . Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Deborah Bart (1980). Instructor, part-time, Speech, Weekend College. B.A., M.A., University of Minnesota. Catherine Bakken (1985). Lecturer, part-time, Psychology. B.A., Concordia College; M.A., University of North Dakota; M.A., United Theological Seminary; M. Div., Luther-Northwestern Seminary. Joe Bash (1983). Lecturer, part-time, Religion, Weekend College. John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary: M.A., Ph.D., Columbia University. James E. Billings (1970). Lecturer, part-time, Business Administration and Economics, B.A., Michigan State University; M.A., University of Minnesota. Cynthia Blaha (1983). Instructor, part-time, Physics. B.S., University of Minnesota. Vern M. Bloom (1971). Director of CHR Program and College of the 3rd Age. B.A., M.S.W., University of Minnesota. Lynn Bollman (1983). Lecturer, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado: M.F.A., University of Minnesota. Julie H. Bolton (1975). Assistant Professor and Department Chairperson of Speech, Communication and Theater. B.S., M.F.A., University of Minnesota. David W. Boots (1982). Instructor in Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Richard Borstad (1977). Assistant Professor and Department Chairperson of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Michael Brand (1979). Studio Artistprumpet, part-time. B.S., M.F.A., University of Minnesota. James E. Brown (1985). ACTC part-time lnstructor in Russian. B.S.. University of Michigan; M.A., Ph.D., University of Wisconsin. Maria Brown (1980). Assistant Professor in Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. (Part-time internship, 1986-87) Laine Bryce (1978). Studio Artist/Bassoon, part-time. B.A., University of Minnesota. Priscilla K. Buffalohead (1983). Lecturer, part-time, CHR Program and Women's and Minority Studies. B.A., M.S., University of Wisconsin-Madison. Diane F. Busico (1986). Assistant Professor of Business Administration and Economics. B.S., Youngstown State University; M.B.A,, Kent State University. C. John Cerrito (1983). Assistant Professor in Business Administration and Economics. B.A., Rhode Island College; MS., University of Wisconsin-Stout. Francine Chakolis (1983). Visiting Lecturer, part-time, Social Work. B.S., Augsburg College: M.S.W., University of Minnesota. RosalieV. Clark (1979). Assistant Professor, part-time, Social Work. B.A.S., M.S.W., University of Minnesota. James Cleary (1986) Lecturer, part-time, Psychology, Weekend College. B.A., University of Wisconsin-Eau Claire: M.A., Ph.D., Western Michigan University. Robert W. Clyde (1967). Associate Professor of Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Lawrence E. Copes (1980). Assistant Professor and Department Chairperson of Mathematics/Computer Science. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University. John Cosgrove (1983). Lecturer, part-time, Business Administration and Economics, Weekend College. B.A., University of Minnesota. Larry Crockett (1985). Assistant Professor of Mathematics/Computer Science. B.A., M.A., Pacific Lutheran University: M. Div., Luther Theological Seminary. Wayne A. Dalton (1984). Studio Artistpoice, part-time. B.A., University of Redlands; M. Th., Ph.D., School of Theology at Claremont. Beverly C. Durkee (1965). Professor of Mathematics/Computer Science. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota: Ph.D., Arizona State University. Grace 6. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D. University of Minnesota. Mark J. Engebretson (1976). Associate Professor and Department Chairperson of Physics. B.A., Luther College: M. Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College: MS., Michigan State University: Ph.D., Colorado State University. - - - - - Sheldon P. Fardig (1962). Associate Professor of Education. B.A., Carleton College; M.M., Ph.D., Northwestern University. Norman B. Ferguson (1972). Associate Professor of Psychology. B.A., Franklin and Marshall College: M.S., Ph.D., University o f Wisconsin. Larry L. Fleming (1979). Associate Professor of Music. B.M., Concordia College: M.A., M.B.A., Ph.D., University of Minnesota. Marilyn Pearson Florian (1980), Instructor in Health and Physical Education. B.A., Augsburg College: M.A., St. Cloud State University. Henry G. Follingstad (1962). Associate Professor of Mathematics/Computer Science. B.E.E., M.S., University of Minnesota. Stephanie C. Franz (1984). Lecturer, part-time, Physics, Weekend College. LA,, Augsburg College: M.S., University of Minnesota. Robert Mederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel College: M.A., Pennsylvania State University. Mark L. Fuehrer (1969). Associate Professor and Department Chairperson of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Stephen M. Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Jeny Gerasimo (1971). Professor of Sociology. B.A., Lake Forest College: M.A., Ph.D., University o f Chicago. Thomas G. Gilkey (1979). Assistant Professor of Music. B,M., DePauw University, Orloue N. Gisselquist (1956). Associate Professor, part-time, History. B.A., M.A., Ph.D., University of Minnesota. Gerald Glatzmaier (1986). Lecturer, part-time, Business Administration and Economics. B.A., St. Cloud State University; M.A., University of Minnesota: M.A., Northeastern University. Joseph R. Goldman (1986). Visiting Assistant Professor of Political Science. B,A., M.A., Ph.D., University of Minnesota: Ph.D. University of Kansas. Paul H. Grauer (1979). Assistant Professor, part-time, Health and Physical Education. B.S., Concordia College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota. Joan L. Griffin (1986). Assistant Professor of English. A.B., Washington University: M.A., Ph.D., Harvard University. Satya P. Gupta (1976). Associate Professor o f Business Administration and Economics, B.S., M.S,, Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History, Interim Director. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1974). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Brian P. Hackney (1983). Assistant Professor, Director of Audio-Visual Center. B.A., University of Wisconsin-Eau Claire: M.A., University of Wisconsin-Stout. C. Lea Ha11 (1986). Visiting Assistant Professor, part-time, Political Science. B.A.. Macalester College: M.M.T., Antioch-New England Graduate School: M.A., Ph.D., University of Pennsylvania. Paul P. Halvorson (1985). Lecturer, part-time, Business Administration and Economics. B.A., Augsburg College; M.A., The American University. Leif E, Hansen (1961). Associate Professor of Foreign Languages. B.A., Concordia College, Moor head; M.A., University of Minnesota. Jay Hanson (1986). Lecturer, part-time, Business Administration, Weekend College. BOA.,University of Minnesota; M. Div. Virginia Theological Seminary. Nilda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., Ph.D., University of Minnesota. (Part-time leave, 1986-87) Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College: M.S., Ph.D., University o f Nebraska. Edwina L. Hertzberg (1977). Associate Professor of Social Work. B.A., Cedar Crest College; M.S.W., University of Minnesota. Richard C. Herzog (1984). Assistant Professor of Business Administration and Economics. B.S., Washington University; M.B.A., St. Louis University. Garry W. Hesser (1977). ksodnte Prnressor of Sociology, Director of Metro-Urban Studies, Director of Cooperative Edl~catlonFmgram, R.A.. Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Fotre Dame. (On leave Interim and Spring, 1987) Paul T. Hirdman (1985). Assistant Professor and Department Chairperson of Psychology. A.A., WaldorfJunior College: B.A., Augsburg College; M. Div., Luther Theological Seminary; M.A., Ph.D., University of North Dakota. Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Bradley P. Holt (1981). Associate Professor of Religion and International Student Adviser. B.A., Augsburg College; B.D., Luther Theological Seminary; M. Phil., Ph.D., Yale University. John R. Holum (1957). Professor of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. (On leave 1986-87) Khin Khin Jensen (1955-56,1959). Professor of History, Director of East and Southeast Asian Studies. B.A.. Rangoon University, Burma: M.A., Bucknell University; Ph.D., University of Wisconsin. Barbara E. D. Johnson (1985). Lecturer, part-time, Sociology. B.S., Gustavus Adolphus College; M.S., University of Minnesota. Carla Johnson (1984). Lecturer, part-time, Philosophy. B.A., Bethel College. Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College; B.A., Huron College; B.A., University of Minnesota; M.E.,South Dakota State University; Ph.D., University of Minnesota. James D. Johnson (1969). Associate Professor of Music. B.A., University of Minnesota; MS., Juilliard School of Music. Mary E. Johnson (1962). Associate Professor, part-time, Foreign Languages. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota. Amin Kader (1974). Associate Professor and Department Chairperson of Business Administration and Economics. B.Comm., University of Cairo, Egypt: M.B.A., University of Michigan. Jane Kammerman (1986). Lecturer, part-time, Business Administration and Economics. B.A., University of California: J.D., University of Minnesota. Robert Karldn (1973). Professor and Department Chairperson of Music. B.M., New England Conservatoly: M.A., University of Minnesota. Mary A. Kingsley (1965). Associate Professor and Department Chairperson of Foreign Languages, and Director of International Programs. B,A., St. Olaf College: M.A., Middlebury College. Judith A. Kirk (1986). Lecturer, part-time, Speech, Communication, Theater. B.S., Indiana University. Merilee I. Klemp (1980). Studio ArtistIOboe, part-time. B.A., Augsburg College. Alvin L. IUoppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College: M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College: M.A., University of Minnesota. Angela Wyatt Kretschmar (1981). Studio Artist/Clarinet, part-time. B.A., St. Olaf College. Edith V. Kromer (1983). Librarian, part-time, Weekend College. B.A., Hamline University: M.A., University of Minnesota. Roy H. LaFayette (1972). Lecturer, part-time, Business Administration and Economics. B.S.B., University of Minnesota. R. McFall Lamm. Jr. (1985). Lecturer, part-time, Business Administration and Economics. B.A., M.A., North Carolina State University: Ph.D., Virginia Polytechnic Institute and State University. Roberta K. Lammers (1975). Associate Professor of Biology. B.S., lowa State University: MS.. Ph.D., University of Minnesota. Nicholas A. Lenz (1980). Studio Artistpoice, part-time. B.A., Southwest State University: M.F.A., University of Minnesota. Ronald 1. Libertus (1985). Lecturer, part-time, CHR Program and Women and Minority Studies. B.A., University of Minnesota: M.A., Windham College. Cynthia Dunbar Lohman (1985). Studio Artistpoice, part-time. B.A., M.M., University o f Minnesota. Paul W. Lohman (1981). Director o f Chorale, part-time. B.A., Augsburg College; M.F.A., University of Minnesota. Steven Lund (1983). Studio Artistprombone, part-time. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Lecturer, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies: Ph.D., University of Minnesota. M. Richard S. Marken (1974). Associate Professor of Psychology. B.A., University of California, Los Angeles: Ph.D., University of California, Santa Barbara. (On leave 1986-87) Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South Dakota: M.A., University of lowa. Jerie McArthur (1983), Instructor in Speech, Weekend College. B.A., Macalester College: M.A., Ph.D., University of Minnesota. Dan McNamara (1984). Lecturer, part-time, Business Administration, Weekend College. BSIE, University of Dayton: M.S., Ph.D., University of Wisconsin. Marie 0. McNeff (1968). Associate Professor of Education. B.S., M.Ed., Ed.D., University of Me. braska. Roberta Kagin Metzler (1974).Assistant Professor of Music. B.A., Park College; 8. Music Ed., M. Music Ed., University of Kansas. (On leave Fall 1986 and Interim 1987) Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College: M.A., University of Minnesota. Kathryn S. Mlckelson (1985). Visiting Lecturer, part-time, Music. B.S., Augsburg College; M.M.T., Southern Methodist University. Jan Miner (1984). Lecturer, part-time, Speech/Communication, Weekend College. B.A., Lycoming College; M.A., Bowling Green State University. Winston Minor (1983). Minority Coordinator (Black Student Affairs). B.A., M.A., University of Minnesota. John R. Mitchell (1968).Associate Professor of English. B.A., Malyville College: M.A., University o f Tennessee. Thomas Morgan (1983). Assistant Professor of Business Administration and Economics. BS., Juniata College; M.B.A,, University of Denver; MS., University of Oregon. Elizabeth Proctor Murphy (1984). Studio Artist/Cello, part-time. B.A., Cleveland Institute of Music. Gordon L. Nelson (1967). Professor and Department Chairperson of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson (1968).Professor and Department Chairperson of History. B.A., University of Nebraska: M.A. Ph.D., University of Minnesota. Catherine Christie Nicholl(1973).Associate Professor, part-time, English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J, Nilsson (1977).Associate Professor and Department Chairperson of Nursing B.Sl., M.S., University of Minnesota. Norma C. Noonan (1966). Professor of Political Science, Director of Faculty Development. B.A., University of Pennsylvania: M,A., Ph.D., Indiana University, Patricia Nortwen (1985). Studio Artistpiano, part-time. B.A., B.S., M.A., University of Minnesota. Mohammed Nouri (1982). Instructor, part-time, Business Administration and Economics, Weekend College. Diplome, Ecole Centrale de Paris: M.S., University of Minnesota. - Celeste M. O'Brien (1975). Studio Artistpiano, part-time. B.A., Hamline University. Sandra L. Olmsted (1979). Instructor in Chemistry. B.A., Augsburg College: MS., University of Wisconsin-Madison. Trudi A. Osnes (1984).Assistant Professor and Department Chairperson of Education. B.A., Anderson College; M.S., City University of New York; Ed.D., Ball State University. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; 8. Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Gary A. Parker (1983). Instructor in Speech, Communication and Theater. B.A., M.A., University of California-Davis. Marlene J. Pauley (1983). Studio Artist/Clarinet, part-time. B,A., St. Olaf College: M.M., Michigan State University. Lauretta E. Pelton (1970).Associate Professor, part-time, Education. B.A., Briar Cliff College: M.Ed., Marquette University. Paul render (1985). Lecturer, part-time, Business Administration, Weekend College. B.A., M.B.A,, University of Wisconsin. Douglas D. Perry (1976).Assistant Professor, part-time, Social Work. B.A., M.S.W., University of Minnesota. Curtis Peter (1983). Lecturer, part-time, Religion. B.A., Wartburg College: M. Div., WartburgTheological Seminaty. Noel J. Petit (1984). Associate Professor of Mathematics/Computer Science. B.A., St. Olaf College: M.S., Ph.D., University of Minnesota. Joyce Pfaff (1966). Assistant Professor of Health and Physical Education and Director of Women's Athletics. B.A., Augsburg College; M.M., University o f Minnesota. Diane L. Pike (1981). Assistant Professor of Sociology. A.B., Connecticut College: Ph.D., Yale Universi ty. Stephen H. Pinsky (1983). Lecturer, part-time, Religion. B.A., Franklin and Marshall College: B.H.L., M.H.L., Hebrew Union College. Richard A. Ploetz (1983). Lecturer, part-time, Business Administration and Economics, Weekend College. B.A., St. Olaf College; M.A., Colorado State University. Shirley Polejewski (1985). Lecturer, part-time, Business Administration, Weekend College. B.S., College of Great Falls: M.A.C., Utah State: Ph.D., University of Minnesota. Craig L. Polsfuss (1985). Lecturer, part-time, Psychology. B.A., Macalester College; M.A., U.S. International University: M.S.W., University of Minnesota. James Porter (1980). Visiting Lecturer in Religion. B.A., University of Missouri-Kansas City: M.A,T., Converse College: B.Th., B. Div., Teamer, Religious and Educational Enterprises, Inc.: Hon. L.L.D., Cuyahoga College. Philip A. Quanbeck (1957). Professor and Department Chairperson (Fall 1986) of Religion. B.A., Augsburg College: B.D., Augsburg Theological Seminaty: M.Th., Ph.D., Princeton Theological Seminary. (On leave Interim and Spring 1987) Larry C. Ragland (1985). Associate Professor of Mathematics/Computer Science. B.S., M.A., Central Missouri State College: Ph.D., University of Texas at Austin. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College: M.A., Ph.D., Northwestern University. Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella (1961). Professor of Business Administration and Economics. B.S., University of Rhode Island: Ph.D., University of Minnesota. Pauline Sateren (1974). Lecturer, part-time, Music Education. B.A., Northwestern College: M.M.M., University of Colorado. Edwin J. Saugestad (1959). Associate Professor o f Health and Physical Education and Director o f Men's Athletics. B.A., Augsburg College, M.A., University of Minnesota. Mark T. Schelske (1984). Lecturer, part-time, Education. B.A., Carleton University; M.A., College of St. Thomas; M.A., University of Minnesota. Milo A. Schield (1985). Assistant Professor of Business Administration and Economics. B.S., Iowa State University: M.S., University of Illinois; Ph.D., Rice University. Majorie H. Sibley (1961). Associate Professor, Librarian, part-time. B.A., M.A., University of Minnesota. Eugene M. Skibbe (1964). Professor and Department Chairperson (Interim and Spring 1987) of Religion. B.A., St. Olaf College: B.Th., Luther Theological Seminaty; Th.D., University of Heidelberg, Germany. Dana W. Skoglund (1978). Studio Artist/Piano, part-time. B.M., Augsburg College. Emma W. Small (1978). Studio ArtistJVoice, part-time. B.M., M.M., Eastman School of Music. Stanley H. Solnick (1984). Assistant Professor of Business Administration and Economics. B.A., M.B.A., University of Northern Colorado. Paul G. Sonnack (1954). Lecturer, part-time, Religion. B.A., Augsburg College; C.T., B.Th., Augsburg Seminary; M.A., University of Chicago. Donald 6.Steinmetz (1968).Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Myles Stenshoel(1965).Professor and Department Chairperson of Political Science. B.A., Concordia College, Moorhead: Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Stuart M. Stoller (1986). Lecturer, part-time, Business Administration and Economics, Weekend College. B.S., MS., Long Island University. Daniel Sturm (1979). Studio Artist/Classical Guitar. B.A., University of Minnesota. Grace 6. Sulerud (1966).Associate Professor, Librarian. B.A., Augsburg College: M.A., University of Minnesota. Ralph L. Sulerud (1964). Professor of Biology. B.A., Concordia College, Moorhead: MS., Ph.D., University of Nebraska. Kathryn Swanson (1985).Assistant Professor of English. B.A,, St. Olaf College: M.A,, University of Minnesota. Philip J. Thompson (1959). Professor and Department Chairperson of Art, B.A., Concordia College, Moorhead: M.F.A., University of Iowa. Neal 0. Thorpe (1967). Professor and Department Chairperson of Biology. B.A., Augsburg College: Ph.D., University of Wisconsin. David Tubergen (1980). Assistant Professor, part-time, Music. B.A., Hope College: M.M., Yale University: Ph.D., New York Universlty. Donald N. Warren (1978). Lecturer, part-time, lntro to Liberal Arts. B.A., M.A., University of Minnesota. Charles R. Williams (1984). Visiting Lecturer, part-time, Social Work. B.A., North Carolina Central University: M.S.W., University of Minnesota. Nary Louise Williams (1978: 1984). Instructor and Department Chairperson of Social Work. B.F.A., M.S.W., University of Pennsylvania. Dorothy J. Williamson (1970). Instructor, part-time, Art Education. B.A., Asbury College; M.A., University of Minnesota. Mary E. Wilson (1969). Studio Artist/Flute, part-time. B.A., B.M., Nacalester College. Helen A. Woelfel (1978).Assistant Professor of Nursing. B.S., St. Louis University: M.S., Marquette University. Academic Calendar FALL 1986 .................................................M. Sep 1 ................................................Sa. Sep 6 ........................................ S u Sep 7 ............................................................ M. Sep 8 Labor Day recess Upperclass validation Freshmen registration Classes begin Last day to register. add a class. drop a class without notation on record. or move upperflower division course to upper division Mid-term break Last day to designate grading option or move upperflower division course to lower division Interim registration Spring term pre-registration Last day to withdraw from a class Thanksgivingrecess begins Classes resume Classes end .................................F. Final examinations begin Final examinations end Flnal grades due and lncompletes due from spring and summer '86 ..................... ...................F. Sep 19 ................. ....... . . . ...................F. Oct 24 . ........................................... F.Oct 31 ...................................................M. Nov 3 .F. Nov 7 ...................................M. Nov 17 .F. Dec 5 ........................... .F.Nov 21 .......................................Th. Nov 27 .................... . ............................M. Dec 1 .................... . . . Dec 12 ..........................................M. Dec 15 .........................................Th. Dec 18 .................................................M. Dec 29 Interim 1987 ............................................................ Classes begin M. Jan 5 Last day to register. add a class. drop a class without notation on record. or move upperflower division course to .................Jan ... 6 upper division Last day to designate grading option or move upperflower division course to lower division M. Jan 19 Last day to withdraw from a class W. Jan 21 Classes end F. Jan 30 Interim grades due F. Feb 6 .................................... ..................................................... .............................. ............................................................... ................................................... Spring 1987 ....Tu.Feb 3 ....................... . . . . ........................................................... W. Feb 4 Validation of registration Classes begin Last day to register. add a class. drop a class without notation on record. or move upperllower division course to upper division Mid-term break begins Classes resume Last day to designate grading option car move upperllower division course to lower division Easter break begins Classes resume Last day to withdraw from a class Early registration for fall Classes end Final examinations begin Final examinations end Baccalaureate Commencement Final grades due and lncompletes due from fa11 '86and Interim '87 ................................................. ....Tu.Feb 17 ................. S a. Mar 21 .................................................... M. Mar 30 .................................................... F. Apr 3 ...................... .....................F. Apr 17 ........ .,....,........,.M Apr 20 ........................ . ..............................F. Apr 24 ..... .......M. Apr 2 7F. May .................... . . . - 8 ........................... ........... J. May 15 ................... . . .................M. May 18 ......................................... . T h May 21 ............................................... Su. May 24 ................... . . . . .. W. May 27 Summer School 1987 .......................................................................M. Jun IT.Jun 26 ........................... . ....................................M. Jun 29.F. Aug 7 Term 1 Term 11 Upperclass validation and Freshmen registration Classesbegin Labor Day recess Last day to register. add a class. drop a class without notation on record. or move upperllower division course to to upper division Mid-term break Last day to designate grading option or move u .~ ~. e.r l l o wdivision er course to lower division Interim registration Spring term pre-registration Last day to withdraw from a class Thanksgiving recess begins Classes resume Classes end Final examinations begin Final examinations end Final grades due and Incompletes due from spring and summer '87 .....................................Tu.Sep 1 .................... . ............................ ..W. Sep 2 .......................................................M. Sep 7 .................................................W.Sep 16 ................................... .............F. Oct 23 .....................................................F. Oct 30 .......................................... M. Nov 2 .F. Nov 6 ................................... .M.Nov 16 .F. Dec 4 ..............................W. Nov 25 ......................................Th. Nov 26 .........................................................M. Nov30 ...............................................................F. Dec 11 .......................................... M. Dec 1 4 .............................................Th. Dec 17 ........................................... M. Dec28
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Augsburg
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Augsburg
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Official Publication of Augsburg College Fall 1988
731 21st Avenue South Minneapolis, M N 55454 6121330-1000
This Catalog should answer most questions students have about Augsburg College and its
curriculum. Although information was current...
Show more Augsburg college Catalog Augsburg College Catalog Official Publication of Augsburg College Fall 1988 731 21st Avenue South Minneapolis, M N 55454 6121330-1000 This Catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current at the time of publication, it is subject to of each student to know the requirements and change without notice. Jt is the ~espORd?ibiIi$~ academic policies in thk publicafian.If yau. have questions about anything in this Catalog, consult a faculty ad~iser,the Derm of fhe College, or the Registrar. Key offices are listed at the back of the Catalogfor correspondence or telephone inquiries. 0 ---7 f.-sl. a . -. -- I*--' Tableof Contents ,, --. - >. ' e-?>.~r .qL .dC fl- - , . I .:, . 2;-, , - ,L 8 ................................. ,., ....... ................................ - W Course Descriptions w Majors and Minors College Information: ........................................200 .......201 W Regents W ELCA, Education Division w Directory...................................... ........................... w Faculty Emeriti ........................... w Academic Calendar ................... 4 ..........................................209 .............................................223 7 Faculty w Maps Index ..........................................219 ... ,' ....... - ... .> --- ---.? ->>. -- ' , d .: 1 :k. , 4. i,$,-B, !&bL "., ......................... Administration --. -- ' : ! U.-T~~*;!~: , ., -- b--\!::.,; -. . . . I I ".~ ./f: , Facts and Figures 4 Introducing Augsburg Admissions 15 Financing Your Education 21 Student Life 39 Academic Information..............47 Departments and Programs .....71 4 -,,\ -5 . + '1 , -9 , -, .-, - I ! Augsburg College Facts aszd Figures Location - Augsburg College moved to Minneapolis, Minnesota in1872. Foundedh1869hMarshall1 Wisconsin. Financial Aid - Approximately 85% of the students receive some form of financial aid from the c01lege and many other sources. Religious Affiliation -The Evangelical Lutheran Church in America. 51% of students are Lutheran, 15% other Protestant, 15% Roman Catholic. Library - Over 160,000 items, access to over 5,000,000 through the Twin Cities private college consortium and Minitex. Accreditation -North Central A s sociation of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, National League for Nursing. Member - Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Mimesota Private College Council, Registered with the Minnesota Higher Education Coordinating Board. Enrollment (1987-88) -2,161 from 30 states and 29 nations. Graduates - from 1870 through May 22,1988 -10,138. SchoolYear-SeptembertoMay,41-4 calendar, with January Interim. Two summer schooI sessions. Augsburg Weekend College - trimesters, September to June. Augsburg Graduate Program -trimesters, September to June. Majors-More than40in20 departments. Off Campus Programs -Program in Global Community, StudentProject for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA), Study Abroad, and extensive cooperative education program. Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA),Division 111. Policy - Augsburg College does not discriminateon the basis of race, StudentIFaculty Ratio - 14.8 to 1. creed, national or ethnic origin, age, Class size averages 20-30. marital status, sex or handicap as Campus -15major buildings. Ma- required by Title IX of the 1972Edujor renovation 1979-80 with special cationalAmendmentsor Section504 emphasis on accessibility. 10 major of the Rehabilitation Act of 1973, as buildings are connected by a sky- amended, in its admission policies, ~ a y / t ~ m e l / e n c l ~ ~walkway €!d sys- educational programs, activities and employment practices. tem. Introducing Augsburg College Education in a Real World (C tt~dentscommonly speak of graduating from college as a L*'way of getting i n t ~"the real world!' In fact, Auphurg College provides students with an education in a real world. The diversity of the faculty, staff, and student body, the structure of the curriculum, and the academic environment minor the camplexity of Life in contemporary society. The College's location in and involvement with a metropolitan setting offer continuous access to cultural opportunities, career experiences, and social realities that enrich shtdents' educations. Augsburg's commitment to the liberal arts recognizes that the reality in which contemporary persons live and the persons themselves have been shaped by the tradition and history horn which they come. The real world was not made this morning, and it is not simple. Only a broad education can present our world as it is and give persons the ability to deal with it. Similar1y, Augsburg College's continuing dedication to its heritage as a college of the church affirms a belief that the world is the creation of a loving God and that human persons are inescapably spiritual beings. The College Mission Statement These qualities of an Augshrg education flow from its mission state ment which declares that the College exists to provide high quality educational opportunities which are based in the liberal arts and shaped by the faith arid vaIues of the Christian church and by the context of a great metropolitan center. Augsburgs location in the heart d the city represents the loom on which the multialored fabric of its idmtity has been woven. WhiIe students are pmpafed to take a place in and make a contibution to the worId in which they Iive, they are educated to be critical of the quality of life in their society and to be reflective of their own d u e s as they respond to it. "... based in the liberal arts" The academic program emphasizes the continuing vaZiditg of the liberal arts as a foundation for developing the Iife of the mind. Augsbmg CoIIege's faculty are dedicaid to chatlengvlg their students to achiwe the highest academic standards while supporting &em in that endeavor with excenent teaching and individual attention Students are expected to develop their abilities in critical thinking and communicationand to gain sensitivity to and appreciation for their own and other cultures. Each student is encouraged to contemplate the eternal philosophical and spiritual questions of human life and of personal values and ethics. At Augsburg the great scholars, thinkers, writers, and artists of the past and present are studied and valued. Augsbtrrg College considers art understandingof the content and method of sdcnce, a arecognition of the place of technology,and an understanding of ways to maintain a sound body as important elements of a complete education. This insistence on the breadth of a traditional liberal arts education reflects a firm belief that human beings are more than their ability to perfom a job. It reftwrs further a concerted attempt to direct students toward a full development of the many facets and capacities of the educated person. "...within the context of a great metropolitan center" Yet, bounded as it is by an interslate freeway and the center of a vital city, Augsburg CoLlege is no ivory tower escape from the real world. The College community continually interacts with the city by attending culhrral events and civic activities and by inviting dty residents and visitors to the campus as lecturers, performers, and mmfms.The city M ~ maslaboratory for experiential leaning through Internships, professional field experiences, and Cooperative Education. "...and shaped b y faith and values" This involvement with the real world is a reflection of Augsburg's spiritual heritage which values all that God has created. While its tradition supports intellectual freedom in the search for truth, the ColIege affirmsits belief that all students should reflect upon their ethical and spiritual values as part of becoming educated. Students are encouraged though religion courses and through opportunities on campus for the practice and examination of spirituality to consider their relationship to God, to others?to society, and to the world, Traditionally Augsburg College has insisted that an aspect of these relationships is contained in the motto: "Education for Service." In these words the College expresses a belief that, whatever career they pursue, graduates should consider the duty of citizens to contribute to the common good through service to others. w ithin the larger community of the city and the world, Augsburg College is its own community. It is a community of support and collegiality composed of persons of diverse talents; of varied ethnic, national, cultural, and religious backgrounds; and of complementary interests and orientations. Through a competent, committed faculty and a dedicated staff, Augsburg College builds with its students a real world in which the whole person can be educated and developed. About Augsburg A College of the Church Augsburg was the first seminary founded by N o r w e a n Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in MarshalI, Wisconsin, and moved to Minneapolis in 1872. The first college students were enrolled in 1874 and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway - Sven Oftedal and Georg Sverdrup. These three men dearly articulated the direction of Augsburg: toeducateNorwegianLutherans to minister lo immigrants;and to provide such "coI1eg-e" studies tha t would prepare studentsfor theoIogical study. In 1874they proposed a three part pram first -train ministerial candidates, second - prepare future theological students and third - educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Education for Service Keeping the vision of the "non-elitist" college, GeorgSverdrup, Augsburg's second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s,Augsburg leadersformed the Friendsof Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregationalautonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. But the collegedivision was still important primarily as an attachment to the seminary. The Focus Changes This attitude began to change after World War I. In 1911Georg SverdrupJr. became President. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg' admitted women in 1922 under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the College as a teacher and administrator. The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bemhard Christensen, an erudite and scholarly teacher, to be president (1938-1962).His involvementin ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11,Augsburg leadersmade vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary, and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offeringa modem college program based on general education requirements and elective majors. With cursimlum change came a long effort to become accredited. The College reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission now as serving the good society as a whole first, and the interests of the Lutheran Free Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary)in St. Paul in 1963. A College in the City President Oscar A. Anderson (1963-1980)continued Augsburg's emphasis on involvement with the city. He wanted to reach out to non-traditional student populations, ensuring educational opportunity for all p p l e . During his years of leadership the College became a vita1 and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Umess Tower, the C o Z l e ~Center, Ice Arena and PsychoIogy Building. Since 1980 Augsbwg has been Ied by Charles S.Anderson We has continued Augsburg's commitment to the value of a libera1 arts education, emphasizingdiversityin enrollment efforts, spiritual growth and freedom and an academic program that draws on the Esources of the city as extensions of the campus and classroom. Serving the Non-traditional Student Aupburg's American M i a n Program is recognized as mc~essful.The program has had the highest retention rate of W a n studentsin Minnesota -=me 85 percent.The Black Student Support Program, initiated in 1969, has had a growing number ofstudents and supports a Black Student Union and a newspaper distributed by the office. The campus is accessible to the physimlly handicapped with a skywaytunnel-elevator system connecting ten major buildings. In only its second year, Augsburg's program for the learning disabled had 30 students enrolled. The program received a state award for excellence. Weekend College, started in 1982 with 69 students, had an enrollment of over SO0 in fa11 1988. Through Weekend College, adult students can work M l i m e and pursuea bachelor's degree that has a practicalfocus on a liberal arts base. In January of 1987 Augsburg initiated a Master of Arts in Leadership program. As in Weekend College, students can work full-time and take graduate courses leading to a master's degree. These programs bring working add& to the campus. They are comple mented by the College's Cooperative Education Progsam Cbegun in 19%) that places Augsburg students into paid work experiences. Tfte Co-op Education Program helps s tadents get career experience in additiun to their classroom studies. Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: Augsburg education should be preparation for service in community and church; education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens; the city with all its excitement, challengesanddiversity,is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center.There arenow more than 11,000 Augsburg alumni. In a world that has c h g d much since those first days of the College, Augsburg still sendsout graduates who make a difference where they live and work. Campus Location Augsburg's campus is located in the heart of the Twin Cities, surrounding Muphy Square, the first of 155parksin the "City of Lake." The University of Minnesota West Bank campus and two of the .eitfs largest hospitals, Fairview and St. Mary's, are adjacent to the campus. Downtown Minneapolis and St. Paul are minutes west and east via Interstate 94 which forms the southern border of the campus, or on bus routes that also connect with the suburbs. (See map at back of book) Reaching the Twin Cities is easy. Most airlines provide daily service to Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. Policies It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, marital status, sex or handicap as required by Title IX of the 1972Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed in the Directory in the back of this Catalog, or to the Director of the Minnesota Department of Human Rights, Bremer Tower, 7thPlaceat Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Accreditation and Memberships Augsburg College is accredited by the North Central Association of Colleges and Schoolsand TheNational Councilfor the Accreditationof Teacher Education (Secondary and Elementary). Our Programs are approved by The American Chemical Society, The Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional metliber of the National Association of Schools of Music (NASM). We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. Facilities and Housing Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connectsthe tower dormitories,the five buildings on the Quadrangle, plus the Music Hall, 2222 Murphy Square, and the Foss, Lobeck, Miles Center for Worship, Drama and Communication. Admissions Office - Located at 628 21st Avenue South, provides offices for the admissions staff and reception area for prospective students and their parents. Augsburg College Center - Center of non-academic activity, with spaciousloungesand recreational areas, dining areas, bookstore, and offices for student govenunent and student publications. (1967) - Center for Global Education Located at 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. Foss, Lobeck, Miles Center for Worship, Drama and CommunicationThe newest building on campus, estabIishes a new "front door" for the ColIege on Riverside Avenue. The Foss Center is named in magnition of the gifts of Julianand June Foss and those from a great numkr of alumni and friends of the College. The Tjornhom-NeIsonTheater is also housed in this complex, which contains space for the campus ministry program, drama, and communication. (1988) Ice Arena - With two large skating areas for hockey, figure skating and recreational skating for Augsburg and the metropolitan community.(1974) Melby Hall -Named in honor of J. S. Melby, dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department, provides facilities for the health and physical education program, intercollegiateand intramural athletics, chapel services, and general auditorium purposes. (1961) Mortensen Tower -Named in honor of Gerda Mortensen, dean of women from 1923to 1964, has 104 one- and two-bedroom apartments that house 312 upperclass students, plus conferencerooms and spacious lounge areas. (1973) Music Hall -Contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. (1978) Old Main -Home for the Foreign Language and Art Departments, with classroomsused by other departments. Extensivelyremodelledin 1980,Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. (1900) ScienceHall-Houses classrooms, well-equippedlaboratories,amediumsized auditorium, and faculty offices. (1949) In 1960 the Lisa Odland Observatory on the roof was completed. South Hall, Kueffner Apartments, and Annex Houses -All located in or near the campus area, provide additional housing accommodations for students, faculty and staff. George Sverdrup Library -Named in honor of Augsburg's fourth president, contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg Archives, classrooms and faculty offices. (1955) Sverdrup-Oftedal Memorial Hall -Named in honor of Augsburg's second and third presidents, provides space for administrative and faculty offices. (1938) 2222 Murphy Square -Houses offices forWeekend College, the Graduate Program, and Cooperative Education, as well as classroom space. (1964) Urness Tower - Named in honor of Mr. and Mrs. Andrew Umess, who have givenseveral generous gifts to the College, providesliving quarters for 324 students. Each floor is a "floor unit," providing36 residents, housed two to a room, with their own lounge, study and utility areas. (1967) West Hall -Apartment housing for upperclass students. (1966) Admissions A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community -the College community, and the larger community. Freshman and transfer applicants are encouraged to visit the campus and meet with an Admissions Counselor, because firsthand appraisal of programs, facilities, and academic atmosphere is valuable. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Just call any weekday between 8:00 a.m. and 4:30 p.m. -Admissions Office (612) 330-1001. We'll answer your questions and arrange a tour for any day (including Saturday mornings during the school year). Our office is on the Northwest comer of 7th Street and 21st Avenue South in Minneapolis (please call first). Augsburg selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. Application Procedures V For Freshmen Application for Admission -Applicants should complete the application for admission and essay, and return them to the Admissions Office together with the non-refundable $15.00 application fee. Transcripts - An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transcript upon graduation. Graduate Exarnination Degree scores (G.E.D.) may be presented instead of the high school transcript. Test Scores-Freshman applicants are required to submit results from the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT),or the American College Test (ACT). It will suffice if test scores are recorded on the official high school transcript. Additional Information -If there is personal information that may have affected the applicant's previousacademicperformance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendationsmay be required by the AdmissionsCornmittee before an admissions decision is made. Notification of Admissions Decision- Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission -Accepted students who are applying for financialaid are asked to make a$100non-refundabletuitiondeposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted studentswho are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in College housing must also submit a $100 housing deposit. Early Decision for Freshmen AugsburgoffersanEarlyDecisionProgramforstudentswho select Augsburg as a primary college choice. Early Decision candidates must apply by November 15 of their senior year and will receive the admission decision about December 1. The College bases its admissions decision on the academic record through the junior year, test scores, and recommendations. Students who are eligible for Early Decision will receive maximum consideration for financial assistance. Early Decision candidates applying for financial aid are required to complete the FFS or FAF after January 1. Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested by writing to the Director of Financial Aid. Accepted studentswho are not applying for financialaid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in College housing must also submit a $100 housing deposit. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendations from the high school faculty, and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. V For Transfer Students Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. A cumulative grade point average (GPA) of 2.0 (on a 4.0 scale) or better is required on previous college work. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Office and departmental catalog section to see if admission to the major is necessary. Application for Admission -Applicants should complete an application for admission and return it to the Admissions Office together with the $15.00 non-refundable application fee. Transcript-An official transcript sent directly to the Admissions Office from the college(s)the student has attended is required. Transfer student applicants who have completed one year or less of college-level work must have an official transcript from their high school sent directly to the Admissions Office. Students who have completed a year or more of college work will be evaluated primarily on their college performance. Additional Information-If there is personal information that may have affected the applicant's previous college performance, it may be included with the applicationor discussed personally with an admissionscounselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. Notification of Admissions Decision- Augsburg Collegeuses a l'rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission-Accepted students who are applying for financialaid are asked to make a$100 non-refundable tuitiondepositwithin 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financialaid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those studentswho wish to live in College housing must also submit a $100 housing deposit. V For Former Students Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return, apply for readmission through the Registrar's Office. Studentswho have attended any other institution(s1during the absencefrom Augsburg must have an official transcript sent from each one to the Registrar's Office.Returning students do not pay the application fee. V For Special Students (Non-Degree) In some circumstances, people may be admitted as special students (nondegree)and granted the privilege of enrolling in courses for credit. Usually part-time students, they may subsequentlybecome candidatesfor a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree).A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree) status is available from the Admissions Office. V For International Students Internationalstudentsshould consult with the Coordinator of International Student Admissions regarding the procedures for applying as an international student. All international students transferring to Augsburg from another United States college or university must apply and be accepted for admission to Augsburg two months prior to the start of the semester: July 1for Fall, November 1 for Spring. To contact the Coordinator, call (612) 330-1001 or write to: Coordinator of International Student Admissions Augsburg College 731 21st Avenue South Minneapolis MN 55454 Your Education A 11 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts - from alumni, faculty, staff, parents, church, friends, foundations, a n d endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. College Costs 1988-89 The Board of Regents has approved the costslisted for the 1988-89academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. V Tuition, Fees, Room and Board .......................................................... Tuition (full-time enrollment) $8,020.00 This rate applies to all full-time students entering in September, 1988. Students are considered full-time when they take three or more courses during the semester terns with a total of seven or more courses in the school year. The charge includes tuition, general fees, facility fees, subscription to student publications, and admission to most College-supported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. ........................................ Tuition (part-time enrollment) per course $595.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. ................................ Audit Fee (for part-time students) per course. $298.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. ...................................................$1,610.00 Full Board (19 meals a week) ...........................................................$1,470.00 Room Rent (includes telephone). Other board plans are available as defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) is $1,430.00; the point plan is $1300.00. V Other Special Fees (Non-refundable) Fees Billed on Student Account ACTC Bus (full-time students only) ........................................$5.00 Late Registration (per day after classes begin) ................ $10.00 Registration Change after first 5 days (cancel/add/change/ grade option, or combination at one time) ............................$5.00 Introduction to Cinema Art .....$35.00 Life Drawing (See Interim Catalog for fee) Music Therapy Internship (one half course credit) ....$298.00 Fees Payable by ChecWCash Application (new and/or special students) ................$15.00 Nursing Credit Validation Tests .......................................$95.00 Nursing Comprehensive Exam ........................................$9.00 Locker Rental (commuters).......$5.00 Music Lessons Private, per semester (14 lessons) ...$175.00 Class, per semester ...............$50.00 Radio-Television Production ...$ 10.00 Theater Technical Production .$35.00 Student Teaching (per course for full-time students) ..........$15.00 Student Teaching (per course for part-time students) .......$150.00 Study Abroad (in approved nonAugsburg programs) ......... $125.00 Student Activity Fee .................. $85.00 Student Activity Fee (parttime students) .......................$42.50 Student Parking Lot Permit -car ...................................$45.00 -motorcycle .......................$20.00 Transcript Fee (per copy after first, which is free) ...............$2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registrar's Office) Books and Supplies These costs are estimated to range between $350 - 400 per year. V Deposits .............................................. Enrollment Deposit (Non-refundable) $100.00 Required of all new students after acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. .................................................................... $10.00 Housing Damage Deposit Required of all resident students at the time of signinga contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines)at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by notifying the Office of StudentLife in writing by the first day of registration. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification.If the new contract is cancelled prior to July 1for Fall semester or January 1for Spring Semester, $50.00 will be forfeited from the $100 deposit as a service charge. The entire deposit will be forfeited if cancellation is after these dates. V Payments Semester Fees - Prior to the start of each semester a "Statement of Estimated Charges" showing basic charges and credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Options - (1)Annual payments, due August 20 as billed; (2) Semester Payments, due August 20 and January 20 as billed; (3) Payment Plan -upon application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter; (4) lcmonth Payment Plan -upon application, College approval, and payment of a $50 administrativefee, the annual chargesmaybe paid in 10 equal insta1Imuzb beginning June20 and ending March 20. No finance charge wdl be assessed on accounts which are current. An application will be sent upon request. Financial Policies A finance charge is applied at a simple rate of 1%per month on any account with an open balance of 30 days or more or on a 10-monthpayment plan in which payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (National Defense/Carl Perkins National Direct Student Loan and the Nursing Student Loan), are current according to established repayment schedules. V Refunds Students fill out Withdrawal from College forms available in the Center for Student Development. They must be filled out completely signed, and turned in to the Registrar's Office. Students who properly withdraw, change to part-time, are dismissed, or are released from a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrativecosts) according to the following schedule: 100% - through the first five days of classes (less $100.00 administrative fee) 90% - from the 6th though 10th day of classs 80% - from the 11th through 13th day of classes 70% - from the 16th through 20th day of classes 60% - from the 21st through 25th day of dasses 50% - from the 26th day of classes through the mid-point of the term No refund will be made afterthe middle classday of the term. Board refunds are made on a proportionate basis. If a student is forced to withdraw due to illness or accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submissionof a report from the attending doctor stating the inability or inadvisability of continued enrollment. Students who elect to omit an Interim or to graduate in December are not entitled to a refund of Interim tuition, room, and board charges. Students who participate in an approved off-campus Interim are eligible to apply for a board refund and room sub-lease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustments for aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. Financial Aid Financing higher education could be the most significant investment a person or family makes in a lifetime. So, proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistance to protect access to a quality education in spite of increasing costs. Financial assistance awarded through Augsburg is a combinationof scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. For the academicyear 1986-87approximately 85%of all students at Augsburg received scholarships, grants, loans and part-time employment totalling over $7,200,000 from all aid sources. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Family Financial Statement (FFS) of the American College Testing Program (ACT)or the Financial Aid Form (FAF)of the College Scholarship Service (CSS)helps determine the amount of assistance for which a student is eligible. This analysis estimates the amount a student and family can be expected to provide for college expenses, taking into account such family financial factors as current income, assets, number of dependents, other educational expenses, debts, retirement needs, and special considerations. V How and When to Apply New Students - Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for admission. 2. Obtain the Family Financial Statement (FFS) or Financial Aid form (FAF)from a high school or college financial aid office. Complete the application and send it to the processing agency after January 1but before March 15for priority consideration.Minnesota residents must complete the FFS which includes the application for the Minnesota State Scholarship/Grant Program. Augsburg's code on the FFS is 2080. For non-Minnesota residentsusing the FAF, Augsburg's code is 6014. 3. Within four to six weeks, Augsburg will receive the analysis. If at that time you are accepted for admission, the Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid package. 4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work applications will then be sent to you. 5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered. The financial aid transcript forms are available through the Admissions Office or Financial Aid. Returning Students Eligibility for assistance must be re-establishedeach academicyear by filing the application and Family Financial Statement (FFS).Renewal is based on financial eligibility, satisfactory academic progress, and fund availability. V Kinds of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarshipor grant (exceptas noted).The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, studentsare urged to investigate the possibility of scholarships, grants, and loans that might be available in their own communities. It could be worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children, and others. + Gift Assistance President's Scholarships - President's Scholarships are awarded annually to the most academically qualified full-time freshmen students. These scholarships are awarded without regard to need.The awards are renewable for three years based on academic performance at Augsburg. Special application is due February 1.Details from Admissions Office. Dean's Scholarships-Full tuition and half tuitionDean's Scholarshipsare awarded each fall to the most academicallyqualifiedfull-time studentswho are direct transfersto Augsburg College followingcompletionof anA.A. or A.S. degree, having maintained a 3.5 GPA on a 4.0 scale. These scholarships are awarded without regard to need and are renewable for an additional year. Because this is a unified program, full tuition is assured, since the Collegeguaranteesthe differencebetween non-Augsburggrants and scholarships (suchas state scholarships, Pell grants, etc.) and full tuition. Special application is due April 1. PairedResources inMinistryandEducation (PRIME)Awards- Augsburg College will match the first $300 a year of a student's scholarship or grant from a Lutheran congregation.Announcement from the congregationmust be made by October 1. Augsburg Tuition Grants -Available to students who have shown academic potential and have financial need. A grant may pay up to full tuition and fees. A student's academic performance, financial need, and high school and community involvement are taken into consideration. Minnesota State Scholarships and Grants - Awarded by the state to Minnesota residents who have financial need. For 1988-89, they range from $100 to $4509. All applicants from Minnesota are expected to apply. Supplemental Educational Opportunity Grants - A federal program administered by the College. To be eligible, a person must: (1)be a U.S. citizenor permanentresident; (2)have exceptional financialneed as defined by the program and demonstrated by the FFS (or FAF); (3) be capable of maintaining satisfactory academic standing at the College; and (4) be accepted for admission. Pell Grants - Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1988-89 is $2200 minus the amount the student and family can be expected to contribute.Application ismadeby filingthe FFS (or FAF)and requesting on the applicationform that the necessary informationbe sent to the Pell Grant Program. Bureau of Indian AffairsITribaland State Indian Scholarships-American Indian students who meet federal and state requirements may apply for Bureau of Indian Affairs, Tribal and/or State Indian Scholarship monies. Students must be 1/4 degree Indian ancestry and be enrolled with a federally recognized tribe. Indian grants supplement all other sources of financial aid. For assistance in application contact Augsburg's American Indian Program Director or your tribal agency. + Loan Assistance Perkins Student Loan - Joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. Loans are interest free during your education. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time. Simple interest of 5% and repayment of the principal (at the minimum of $30 a month) begin six months after you leave school (nine months for new borrowers after 7-1-87). Repayment may extend up to 10years. The loan carries a teacher cancellation clause. The maximum which may be borrowed for undergraduate study is $9000. Guaranteed Student Loans and Minnesota State Student Loans -Loan funds are obtained directly from a local lender or state agency in states which provide such programs. While the student is attending at least halftime, there is no interest charge. Simple annual interest of 8%on the loan balance and repayment of the principal begin six months after you leave school. Repayment may extend up to 10years. The maximum loan is $2625 for the first two years and $4000 for the remaining years of undergraduate study with the cumulative undergraduate maximum of $17,250. Applications are available at the College, some banks, and the Minnesota State Student Loan Office. Nursing Student Loan -Federal program with provisions similar to the National Direct Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipientsmust have financial need and be registered at least half time. The maximum loan is $2500 per year. Parent Loan Program (PLUS) -PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to $4,000 per student per year with an aggregatemaximum of $20,000. Repayment begins within 60 days of check disbursementat a variable interest rate not to exceed 12%and a minimum payment of $50 per month. Application forms are available at Augsburg College or the lending institutions. Applicationsarenormallyfiled with thebankor thrift institution with which your family has an account. + Student Employment Augsburg College provides work opportunitiesfor students with proven financial need who are at least one-half time students. Assignment is made on the basis of need and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships,loans, and grants. A maximum of 15hours of oncampus employment per week is recommended. All on-campus work is governed by policies stipulatedin the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. College Work Study Program and Minnesota State Work Study Program -Under these programs the federal or state government supplies funds on a matching basis with the College to provide some part-time work opportunities. + Sponsored Scholarships Scholarship winners are selected by the Student Affairs Committee of the Faculty unless otherwise specified.For departmentalscholarships,winners are recommended by faculty of the department involved. Descriptions of awards are from statements of the donors' wishes. *Indicates endowed scholarships General Scholarships Charles and Ellora Alliss Educational Foundation Scholarships -A number of awards of varying amounts (minimum $500) are made each year on the basis of financial need and ability. Established in 1973by the foundation. Alma Jensen Dickerson Memorial Scholarship*-Awarded annually to deservingjunior/ senior students. Established in1961 to perpetuate her memory. Oliver M. and Alma Jensen Dickerson Memorial Scholarship*-Awarded annuallyto two deservingjunior or senior students. Establishedin 1969by Alma Jensen Dickerson to honor her late husband and perpetuate their memory. Elias B.Eliason Sr. Memorial Scholarship*-Awarded annually to one or more needy and deserving u m d a s s students. Establishedin 1979in memorv of their husband and father bv and Mrs. Cla& ~osie ~er:e & o n , Conrad Eljason, E. Bernie Eliason, Mrs. Ekabeth~auseth Hoelck. M. J. Estrem Scholarship*-Awarded annually to a worthy student. Established in 1965by Maybelle and Malwlm Estrem. First Bank Systems-Awarded each year without regard to a specificmajor,but to students with demonstrated leadership ability and an interest in entrepreneurialdevelopment. The Julian P. Foss Scholarship*-Awarded to a student of any class who has financialneed, shows promise, and demonstrates faith and dedication to overcoming difficult circumstances. Established by Julian P. Foss ('30), Mesa, Arizona. The Edwin C. Johnson Scholarship*- Awarded annually to one or more students who demonstratepotential and financial need. Established in 1985by Edwin C. Johnson, Powers Lake, ND. Memorial Scholarship Foundation Scholarships* - Awarded annually to an able and deserving upperclass student. Established in 1964 by undesignated memorial gifts. Minnesota Mining and Manufacturing Company Liberal Arts Scholarships - Given annually to needy students who are U.S. citizens. Established in 1972. Northern States Power Company Scholarship* -Awarded class year on the basis of financial need and ability. to deserving students in each John G. Quanbeck Scholarship Fund - Awarded annually to freshman students who without assistance would be unable to pursue higher education. Established in 1963 by a bequest of John G. Quanbeck Readers Digest Endowed Scholarship* -Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964. The Lea A. and Elsie L. Wildung Endowment Fund* -Awarded annually to one or more students of any class who have potential and financial need. Establishedin 1986 through the gift of Elsie L. Wildung, St. Paul, MN. Edward Yokie Memorial Scholarship* -Awarded to an able and deserving junior or senior student. Established in 1962 to honor the memory of their beloved father by his daughters, E. Lorraine Yokie and Doris E. Yokie. Special Scholarships Aid Association for Lutherans - Awarded annually to able and deserving upperclass students who are certificate (policy) holders with Aid Association for Lutherans Insurance Company. Established in 1966. The Crown Prince Harald Scholarship - Established by authorization of the Augsburg College Board of Regents in 1965 on the occasion of the visit by Crown Prince Harald, this annual scholarship provides full tuition for a freshman student from Norway. The winner is selected from competition held in Norway by the NorgeAmerika Foreningen. Grace Jewel Jensen Buster Memorial Scholarship* - One or more scholarships are awarded annually to sophomore, junior, or senior Chinese students who have outstanding academicrecords and are preparing to work among the Chinese people. Established in 1983 by family and friends to honor the memory of Grace Jewel Jensen Buster, a 1922 alumna. The Mildred Ryan Cleveland MemuM SchoIafslp* - Awarded annually -to able and deserving student(s) who have p h ~ i c adisabilities l and have demonstrated financial need. Established in 1972 by her husband, Floyd Cleveland, ko honor the memory of Mrs. Q e v e land, Augsburg alumna, conseaated Christian leader and devoted wiEe. The Laura Ann Erickson Memorial Scholarship* - Awarded annually to one or more female freshmen students of any major who belong to the Lutheran Church (ELCA) and show evidence of academic achievement and financial need. Established in 1986 by Raymond D. Erickson, in memory of his daughter, Laura Ann E r i b n . The Laura Ann and Raymond D. Erickson Courage Scholarship*-Awarded annually, as funds are available, to one or more freshman students who belong to the Lutheran Church (ELCA) and show evidence of academic achievement, financial need, and personal courage. Establishedin 1986byRaymondD. Erickson ('50) in tribute to thecourage of hislate daughter, Laura Ann rickso on: David J. Formo Memorial Scholarship*-One or more scholarships are awarded annually to a iunior or senior student who has successfullvovercome adversity and achievedexcellence in aiademic and extracurricularperformance. kstablished in 1979 iymembers of his family to honor the memory of Commander David J. Formo, 1964 alumnus. The FhnwickThanksgivingScholarship*-Awarded annually ta a studentat or above the sophomorelevd who demonstrateshigh academic achievementand is preparingfura career in %me form of therapy, e.g, physical, occupational s p e d , music, psychological. Established at Thanksgiving, 1986, by Dr. Thcodare J, and Fern S I-Eanwick, in gratitude to the therapist who aided in the r e c o v q of their son,Theodore T.Hanwick 0 , from a sevae accident. TheRw.John H j e l m h d Sfholiuships-Awarded annually to second or third generation eeshman or uppadass students of any major who have attained a 3.0 grade point average, a better. Establishedin 19%by Sigvald ('41) andHden Hjelmdand, and John ('70) and Lynn Hjelmeland Gmce h e Tohnson Memmial Molarshig - One or more dmlarshim are awarded annually t.0 u&rdass international stud& who have overcome ad&$ and achieved excellence in mdcmic and extraamicdar performance.E s t a b h h d in 1981 by her parents, Dr.and M m mar Johnson,and other f d y m e m b e r s and Men& in memory of ~ r a k ~ n n e (Gay) J o h n , a student at Aupburg 1971-1973. Catha Jones Memorial Scholarship* -Awarded annually to upperdrtss women of high moral character, with preferencegiwn to female or malestudents transferring from Waldorf College who are in music and/or demwtary education. Esfablished in W E in memory of Catha Jones, 1197 d m a , by her parents, Mr. and Mrs. Kenncth Jones, o f h a family and fiends, and the Augsburg College Senior Challenge kogram. Lutheran Brotherhood Lutheran Senior College Scholarship -Awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $500.00. The scholarship is renewable. The Rev. Horace E. Nyhus Memorial Scholarship* - Awarded annually to a senior student(s) who has successfully overcome adversity and has achievedexcellence in academic in 1977 to honor thememory of the Rev. Nyhus, and ex~acurricular~ormance.Established a 1929 graduate of Augsburg Seminary who uvercame the adversity of early years to earn his own education and he w e d others with humanity and wisdom, The Ole K. and Evelyn L. O h n Scholarship* - Awarded annuaIly to students with financial need. Preference given to students f r o m Canada or transfmdngfrom a public college or university who indicate an interest in religion, music, or Scandinavian studies. Established in 1988 by Mrs. Evelyn Olson and Mr. Gordon Olson ('631, in memory of Rev. Ole K. Olson ('32) and in honor of Mrs. Olson's 80th birthday. Minority Student Scholarships/Grants - The Hearst Ame*imn Indian Scholarship* One or mom scholarships are awarded annually to an American Indian upperclass student(5) who has a cumulative grade point average of 3.0 or betta at Augsburg College. Established in1984by The Hearst Foundation. The Otto Bremer Foundation American Indian Scholarshipr - Awarded to American Indian Students. Recipients will be involved in a community serviceproject during the year. Car@ Foundation American Indian Scholarship* - Awarded to American Indian Students who either: 1) have been denied or lost tribal funds or, 2) have experienced other unusual circumstances as determined by the American Indian Program Director and the Financial Aid Director. Marilyn Petersen Memorial Scholarship* - One or more scholarships are awarded annually to upperclass Oriental international students. Established in 1978by her parents, family and friends to honor thememory of Marilyn's devotion to sharing and loving people, especially her service to students. Marlys Johnson Simengaard Memorial Scholarship* -Awarded periodically to a Black American student. Established in 1964 in memory of Marlys Johnson Simengaard and her Christian concern for the problems of social injustice. Religion and Christian Service Scholarships The Norman and Louise Bockbrader Scholarship*-Awarded annuallyto students preparing for full-time service careers in the church. Established in 1981by Rolland H. Bockbrader to honor the lifelong devotion that his parents have given to the family, congregation, Augsburg College, and the community. Andrew and Constance Burgess Scholarship*- Available to both North American and international students to encourage men and women to enter full-time Christian service. Awards are based on demonstrated academic ability, moral character, and potential for Christian service. Established in 1983by the Rev. and Mrs. Andrew S. Burgess. Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* - Awarded annually to a student(s) in the senior class who is preparing for the ministry. Established in 1960 by family and a churchwide offering to honor the memory of Dr. T. 0.Burntvedt, president of the Lutheran Free Church, 1930-1958. Henningand Sellstine Dahlberg Memorial Scholarship*-Awarded annuallyto an upperclass student preparingfor a Christian vocation. Established in 1982to honor the memory of Henning and Sellstine Dahlberg. Iver and Marie Iverson Scholarship*- Awarded on the basis of need, character and interest in Christian service. Established in 1957by Iver Iverson. The Rev. Amold j. Melorn M e m d Schollwhip -Awarded annually to one or more students of any dass who demms!mtepotential and Rnanual need, with preferencefor those who are pparing for a religious service vocltion. Established In 1985by Kenneth and Vera Ndsan in memory of thdr pastor, The Rev. Amdd J. Mefom, a 1947graduate of Augsburg College. Gerda Mortensen Memorial Scholarship*- One or more scholarships are awarded annuallv on the basis of scholarship, service, and devotion to the Christian faith. Established in 19?5 by the family and ~ u ~ s College b & ~ in memory of Gerda Mortensen for five decades of service to Christian higher education at Augsburg College. Onesimus Scholarship* - Awarded periodically to students preparing for the Christian ministry. Established in 1962by Mr. and Mrs. James Hdeckson. Johan H.0. Rodvik Mernmial ScholarshipC - One or mere scholarships are awarded annually to A u g s b g students preparing far a prof-ional career in Chrklian service. Established in 1 9 6 by Mr. and Mrs.Luther H.Kodvik in memory of Johan J. 0.Rodvlk and his deep perxlnal dedimlian to hk cralling as aminister, as well as his schdarly research and pioneering tl~oughtconcerning the Apostle Paul's traditionally misunderstoad at tihrde toward the question of equal rights and equal status for women. The Rev. Olaf Rogne Memorial Scholarship* -Awarded on the basis of need, scholarship and interest in Christian service. Established in 1958 to honor the Rev. Old Rogne, business administrator of the college, 1940-1952. The Rev. Lawrence and Gertrude Sateren Scholarship*- One or more scholarships are awarded annually to a junior or senior preparing for a full-time vocation in the church. Established in 1980by their children,families and friends to honor thelifelong devotion that the Rev. and Mrs. Lawrence Sateren gave to the church, Augsburg College, and Augsburg Seminary over a period of 60 years. Moms G. C. & Hanna Vaagenes Missionary Scholarship Fund* -Awarded m d y to a junior/senior student preparing for service as a aisianary through the World MissIon Department of The Evangelical L uthwan Churchin Amcrim. btablishedin 1969by the Rev. and Mrs. Morris G. C. Vaagenes. Departmental Scholarships Art The Crown Princess Art Scholarship - Established by authorization of the Augsburg College Board of Regents in 1978 to honor the Gown Princess of Norway. Awarded annually to a talented art student with finanaal need. August Molder Memorial Art Scholarship* - One or more scholarships are awarded annually to upperclass students majoring in art. Established in 1982 by his wife, family and friendsin memory of August Molder, accomplished artist and teacher for more than 20 years at Augsburg College. Athletic The Carl Bloomberg Memorial Scholarship - Awarded annually to a needy student(s) participating in the Augsburg College hockey program. Established in 1983 by friends in memory of Carl Bloomberg, a talented young hockey player. Paul Dahlen Memorial Scholarship*-Awarded annually to an able and deserving student on the basis of Christianpurpose, athletic and academic achievement Established in 1966 by his parents, the Rev. and Mrs. Lester Dahlen, in memory of their son, a senior student at Augsburg College. Paul DahlenJGerald Pryd Memorial Scholarship* - Awarded annually to an able and deserving male student on the b s i s of personality, character, athletic and academic achievement. Established in 1966 by friends to honor the memory of these two Augsburg College students. David Gronner Memorial Scholarship* - Awarded annually to two or more students, participatingin athletics or music, who have demonstrated financialneed and high Christian character. The athletic scholarship is for a male candidate only, with a preference in basketball. Establishedin 1975 by Mrs.David Gronner andchildren Richard, Carol, and Paul, and Mrs. Ethel Gronner to honor the memory of David Gronner, an Augsburg College alumnus. Keith Hoffman Memorial Scholarship* -Awarded annually based on academic achieve ment, personal character, and abilityin athletics. Establishedin 1945 by Mr. andMrs. Charles S. Hoffman to honor their son who gave his life in the conquest of Okinawa. - R o y Jordan Memorial Scholarship' One ormore scholar*ps are award& amraalIy to u p p d a s s students partic+alingin infermllegiatesports,with preference for students in the m t l i n g program. Established in 1980by the M P i Jordan and Charles Schulz familiesin memory of Rory Jordan, an Augsburg graduate and n a t i o d y rxognizd wrestler. Magnus and Kristofa Kleven Scholarship8-Awarded annually to students on the basis of achievement, personal character, and promise in the field of physical education. Established in 1958 by their children in memory of their parents. The Hoyt Messerer Athletic Scholarship8- Awarded annually to amaleathlete of any class or major, upon the recommendation of the Athletic Department. Establishedin 1987by Hoyt C. Messerer, Cedar Falls, Iowa. The Sian Person Memorial Sckolamh1p*-Awarded annua7ly to one ormore male students of any class or academicmajor who p&i+tes in the College%salhleticprogramand shows widenceof aclademicachiwernent a n d h a d n d . Establishedin1986bvGIenandGerdd Person, in memory and in honor af their brother, Stan Person. Biology Biology Scholarships - Established in 1972 by the faculty of the Biology Deparhnent to honor outstanding students who intend to major in biology, natural science or medical technology. The Dr. Kennekh D.amd Mrs. Linda mailey) Holmen Biology SehaIarship* - A merit scholarship awarded annually to an -4s student majoring or minoring in biology. Established in 1985by Dr.Kenneth D. and Mrs.Linda mailey) Holmen. Business Administration/Economics Augsburg Business Alumni ScholarshipFund* -Awarded annually to sophomore,junior or senior students majoring in any of the areas encompassed within the Department of Business Administration and Economics and based on academic excellence and financial need. Established in 1984by Augsburg business alumni and other alumni and friends within the business community. The Forss-Herr Scholarship*- Awardedannuallyto a junior or senior business student who has shown academic achievement, has been involved in extracurricular activities and has financialneed. Preference will be given to students from families where two or more children are in college at the same time. Established in 1987 by Mrs. Grace F. (Forss, '57) and Mr. Douglas P. Herr, Danville, IL. Gamble-Skogmo Foundation Scholarship*-Awarded annually to one or more upperclass students interested in the field of business. Established in 1965 by The Gamble-Skogmo Foundation. Gertrude S. Lund Memorial Scholarship* - One or more awards are made annually to a junior or senior student(s) majoring in business administration. Established in 1980 by members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated teacher at the College. The Joan L. Volz Business Scholarship* - Awarded annually to an upperdass student of any major who intends to pursue a graduate degree in business management. The award is based upon academic performance and financial need. Established in 1987 by Joan L. Volz, a 1968 graduate. Chemistry Ellen and Courtland Agre Chemistry Award - Given annually to a chemistry major, preferably one going into graduate studies to earn the doctorate in chernishy. Established in 1980 by Dr. and Mrs. Courtland Agre. Chemistry Scholarships* - Awarded annually to junior and senior students whose academic recordindicates promise of achievement in the field of chemistry. Establishedin 1968 by family, friends, and the Augsburg College Chemistry Department to honor: Manivald Aldre Frederick C. and Laura E. Mortensen Dr. W.M. Sandstrom Walter Gordon Schnell Walter E. Thwaite, Jr Covey Hen drickson Carl Fosse Chemistry Scholarship - Awarded annually to a junior or senior whose academic record indicates promise of achievement in the field of chemistry. Established in 1986 by Burton and Peggy Fosse, Burnsville, MN. The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* -A merit scholarship awarded annually to an upperclass student majoring or minoring in chemistry. Established in 1985 by Dr. Kenneth D. And Mrs. Linda (Bailey) Holmen. Minnesota Mining and Manufacturing Chemistry Scholarship - Awarded to chemistry majors who are citizens of the U.S.Established in 1979. Conrad S m d e Memorial Chemistry Scholarships*- A d d annually to juniw/senior studentsmajoring in rhemishy who have a GPA of 3.0 or above and, preferably, graduateor professional school gods. EsQbIished in 19M thrwgh the Conrad Sunde estate m memory of a 1915 d m n u s who was the k t Augsburg ColIegegraduate toeam aPh.D. inchemistry. Fh pmfffisionalcareer as ducator, researcher and consultmtincluded many inventions,of which the development of lanolin oil was his outstanding work. Education David Mathre Scholarship* -Awarded annually to qualified full-time student(s) in need of financial assistance during the term in which they are student teaching. The Barbara (Tjornhom) and Richard K. Nelson Scholarship* -Awarded annually to a student of any class; based upon financialneed, with preference given to a person preparing for a career in elementary education. Established in 1986 in honor of an alumna, Barbara (Tprnhom) Nelson and her husband, Richard K. Nelson. English Anne Pedersan English Sthohhipv- Awarded annually to jlmfm/senior students who aremajoringin English, wikh preference given to those who plan ta teach English as a career. Eskablished In 1971 by f a d t y members of the ERglish w e n t to honor the 37 years of &a of Anne Pedersm as English teacher at hugburg College. Pmf. P. A. Sveegen MemcdaI Scholarship* - Awarded annually to an outstanding sl-udent in the EeId of English. Established in 1959 by Gerald Sveeggen in memory of P. A. Svezggen, p r o f w r of English at Augsburg, 19151952. Foreign Language Mimi Baez Kingsley Modern Language Scholarship*-Awardedannually to junior/senior students who are majoring in modem language, with preference given to those who plan to teach language. Established in 1969 by Mr. and Mrs. James Kingsley. Health-Related Ellen and Courtland Agre Re-Medicine Award -Given annually to a student of any major who is planning on entering medical school to earn a doctorate in medicine. Established in 1980by Dr. and Mrs. Courtland Age. Augsburg Nurses Alumni Association Scholarship*-Awarded annually to a registered nurse seeking a baccalaureate degreeinnursing. Establishedin 1983by The Augsburg Nurses Alumni Association. Ehanor Christcnsen Edwards M~rnorialScholarshipc-Awarded d y to upperclass sludent(s) preparing for a career in mediche or heal &. Established in I978 in memory of Beanor Christensen Edwards* devotion and beein health cmeby members of her family, Bemhard Christensen, Elsie Christensen Schroeder, Jessie Christensen, Nadia Christensen and Theodore Christensen. History Dr. Carl H. Chrislock History Scholarship - Awarded annually to a history major. Established in 1980by Gregory M. Fitzloff to honor Carl H. Chrislock The Rev. and Mrs. 0.J. Haukeness History Award -Awarded annually to a senior student for excellence in history. Established in 1980by Helen Ranck to honor her parents, the Rev. and Mrs. 0.J. Haukeness. EL N. Henfitkson History StItohhip* - Awarded timually to studmts majoring in history wlth prderence given to those who plan a c a r e in the fidd Established in 1969 by Dr. and Mrs. Carl K Orislck and augmented by other contributions to honor the memory of H. N. H e n d r i h n , professor of history at Augsburg College, 1900-1952. The Nydahl Histmy Schohship* -Awarded annualIy to juniors or seniors who have potenhd and financial need, with preference given to history majors. Established in 1986 thmugh a twqust in the will of Dr. Theodore L. Nydahl. Mathematics Mathematics Scholarship-Awarded annually to an able and deserving student in the field of mathematics. Established in 1980by the Mathematics Department. MinnegascoScholarship-Awarded annually to able and deserving junior/senior students maiorinrr in mathematics or the scienceson the basis of need and academicabilihr. Established in i969 Minnegasco. cy Metro-Urban Studies Joel and FrancesTorstenson Scholarshipin Urban Affairs*-One or more scholarships are awarded annually to upperdass students who actively contribute toward the fulfillment of Augsburg's Mission Statement relating to the College's urban involvement. Established in 1982 by colleagues, former students, and friends to honor the service and leadership of the Torstensons in community development and urban affairs. Music Peggy Christensen Benson Memorial Scholarship*- Awarded annually to a student of choral music. Established in 1965 by Thomas I. Benson in memory of Peggy Christensen Benson, an Augsburg College alumna. Sam Coltvet Memorial Choral Music Scholarship*-Awarded annually to a student of any academic class who is a choir member not majoring in music. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen, in memory of Mr. Sam Coltvet, who believed in the value of Christian higher education and choral music. Freshman Performance Studies Scholarships -Entering freshman music majors who evidence marked abilityin their major instrumentor voice will receive free lessons in that major medium during the first two semesters of performance studies. The Rev. Clement A. Gisselquist Church Music Scholarship* - Awarded annually to a rnwically-gifted student, with preference &en M a student of organ and/or choral music who desires to serve, prof&onaIIy or otherwise, in the ministry of music of the Lutheran Church. EeabIished in 1955 by the family. David Gronaer Mwwrial Schohship* - A m d e d m u d y to Two or more students partiapating in athletics or music,wha have demonstrated financialneed and are af hihigh Christian character. &tablistid in 1975by MS. David Gronner and children Richard, Carol and Peu&and Mrs. Ethel G r m e s i n memory of David Gronner, Augsbmg College alumnus. - 0.I. H e r t s m S c h ~ k h . i g * Awa~dedarmudy to j u n i o r / d a r students who show promise of a m d d mccm and have hinimdal need Preference given ta those who have demonstrated profidency in choral and/or instrumental music and interest or potmfial in conducting. Establishedin 1966 by 0.I. Hertsgaard - Leonard and Sylvia Kaschel Scholarship* Awarded to u p p g h students seeking to acquire m u s I d and performance sljlL4 in inshumenlalmusic with preferwe given to those who have shown proficiency in keyboard instruments.Established in 1975 by Leonard and Sylvia Kuschel to honor the beautiful mesage of music The Lucille H. Messerer Music Scholarship*-Awarded annually to amusic student of any class or major, upon the recommendation of the Music Department. Established in 1987 by Lucille H. Messerer, Cedar Falls, Iowa. Xenne& 0.Lower- N o d kap Male C h m s Music Scholarship+-Awarded annually to an upperclass studmt ma!orhg in music, based upon academic pdormance wd 5nandal need, with preference given to a person studying choral music Established in 1956 in memory of Kenneth 0. Lower ('28) and in recognition of the heritage of the Nordkap male Chorus. Edwin W. and Edith B. Norberg Scholarship* - One or more scholarships are awarded annually to upperclass student(s) preparing for careers in church music. Established in 1980 by Edwin W. Norberg to honor his wife's lifelong career in the teaching and conducting of piano, organ and choral music. St Joh's Lnthwan Chrrrch-John N d Memorial Scholmhip*-- Awarded a n n d y in honor of St.]oh's Lutheran Church's faithful =ton for 335 ymrs,Mr. JohnNorris. Applicants must& U.S.citizens majmkg in music who are sophomoresor above. The awards are based upon financial need and satisfacto~yacademic progress, with preference given to racial minority students. Henry P. Opseth Music SchalasshipV- Awarded a n n d y to a sophomm/junior student of outstanding promise in the field of music. EstabIlshedin 1953by his family to honor Henry P. Opseth, chairman of the Augsbtsrg Music Department, 1922-1951. Leland B. Sateren Choral Music Scholarship*-Awarded to outstanding students who are participants in the Augsburg Choral Music program. Senior Performance Scholarships - Senior music majors who have attained a cumulative GPA of 3.0 in their major instrument or voice will be awarded a Senior Performance Scholarshipwhich provides for free lessons in that major medium during the two semesters preceding graduation. Rev.Mark Ronning Memorial hstmmenhl Mndc Scholarship* -Awarded annually to a student of any dass who is a member of a College instrumental group but is not studying music Established h 1985 by Dr. Kenneth D.and Mrs.Linda (Bailey) Holmar, in memory of Rev, Mark Ronnhg; who dedicated his life to helping young people. Mayo Savold Memorial Scholarship* -Awarded band, based on talent and academic record. annually to a partiapant in the concert Marilyn Solberg Voice Scholarshi$ -Awarded mnually to an Augsburgstudent who has music as a major/minor and who shews outstandingpromise for achievement in the art of singing. Established in 1955 by her parents, Mr. and Mrs. Iver Solberg, and her brother Dowan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-53. String Scholarships - Awarded to entering students who demonstrate ability on violin, viola, cello, or bass and who intend to pursue their study through performancestudies, string ensemble, and orchestra. - John and Vera Tfiut SchoIarahip* One or more scholarships sue awatded m d y to upperdass shrdmb who have achieved e x d e n e in performance in v o i e or pima. Established in 1980by Johnand Vera Rut, their family and friends.The 'lhuts cherished Iifelong careerr in the teaching of music, three demdes of which were at A u ~ b w g . Stuart West Memorial Scholarship*-Awarded annuallyto a student on the basis of skilled performance or aptitude in instrumentalmusic. Established in 1983 by Mrs. Joan West and children, Kristine, Dale, David, and James. Philosophy Kenneth C. Bailey Philoslrphy Scholarship*-A merit d-ip awarded annually to an upperclassstudent majoring or minoring in philmphy. Estabbhedin 1985by Dr. Kenneth D. andMrs. Linda (Bailey)Holmen, in honor of Dr. Bdejfs twentielh anniversary asmember of the Augsbwg College faculty. Physics Theodore J. Hanwick Physics Scholarship*-Awarded annually to an upperclass student majoring in physics. Established in 1976 by the Augsburg College Physics Department and friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty. Political Science Political Science Scholarship*-One or more scholarshipsare awarded annually to upperclass students pursuing careers in political science. Established in 1980by Professors Norma Noonan and Myles Stenshoel. Scandinavian Studies Iver and Myrtle O l m Scholarship*- Awarded annually to an u p M a s s student(s) with amdernic ability, in b e pursuit of a degree with m e e n bation in Scandinavian languages, literature, history and/or culture. Established in 1983 by their children and their families and friends to honor I v a and Myrtle Olson on the omsfon of their golden wedding anniva-sary. Social Work Steen Family ScholarshipFund for Minority SocialWork Students* -Awarded annually to one or more minority social work students, based upon the student's potential and financial need, with preference given to those who are preparing for professional careers in social work Established in 1985by Dr. Paul and Mrs. Lorene Steen, as representatives of the Steen Family. Sociology Adolph Paalson M ~ m o r i dPrize)-- Awarded annudy to a student m h e p e r a l field of Christian d o l o g y . BtabIlshed in 1956 by members of hh family to honor the memary of Professor Adolph P&n, who bught sodaI sdenm at Augsburg from 1930-35. SpeecWCommunication/TheatreArts Ailene Cole Theatre Arts Scholarship - Awarded to a senior student based on talent, scholarship, and theatre participation. Student Life E xperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Sinceour campusis comprised of individualsfrom many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, fellowship groups, outreach teams, planning committees, retreats, peace and justice forums, hunger conferences, concerts, plays and movies are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. As a college of the church, we encourage students to form their own values which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The College Pastor has an office in the Worship Center and is available for counseling, consultation, support or information. Student Government Through studentgovernment studentssecureacloser relationship with and better understanding of the administrationand faculty, and provide input into the decision-making process at Augsburg. Student govenunent also sponsors and directs student activities, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is organized into the executive branch, the legislative branch, and the judicial branch. Electionsare held in the spring for the next year. Freshmenelect their representatives in the fall of their first year. Many kinds of involvement are possible -program planning, writing, editing or service opportunities. If you want to get involved, contact the President or Vice President of the Student Body in their offices in the College Center. Social, Cultural, Recreational Throughout the year, a variety of socialand culturalactivitiestakes place on campusas well as in the TwinCities.These activitiesinclude dances, special dinners, name entertainment, and visiting personalities in various fields. The College Center is the focus of lesiure-time activity on campus. Offices for the College newspaper, the Augsburg Echo, and the yearbook, the Augsburgian, are on the lower level. Many of the clubs that unite classroom or non-classroom related interests meet in the Center. KCMR, a studentoperated non-profit radio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Mortensen Tower. V Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Department. V Intercollegiate Athletics Augsburg is affiliated with Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, track, and golf. Women annually compete in volleyball, cross country, soccer, basketball, track and field, and softball. V Intramurals Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Student Affairs The Student AffairsDivisionis comprised of a variety of programs, services, and activitiesdedicated to complementingand enhancing students' educational experience and the academic programs of Augsburg College. These programs, s h e s , and activities provide students with an enriched cone @ate experience which celebrates our rich diversity of student needs and interests; attendsto the social, cultural, andcareer developmentof students; and enhances students' academicperformance through direct intervention and environmental management. The following information provides a brief introduction to the major efforts of the Student Affairs Division. V Academic Skills Enrichment When students are concerned about the amount of work facing them, they benefit fromthe programs of the LearningCenter. The Center offers services that cover the basic skills in reading, writing, vocabulary, spelling, test preparation, and math, as well as techniquesto improve and enrich even the best of study habits. If students need help with test anxiety, procrastination, or time management, the Center has programs that help. V American Indian Support Program R This office, located in Memorial Hall, was created in 1978 to recruit and retain American Indian students. Indian students receive help in admissions, financial aid, registration, tutoring, and academic and career planning. Personal counseling and advocacy regarding student status are also available through the program. Periodically, campus activities and exhibitions are coordinated by this office. V Black Student Support Program Personal help with financial aid, registration, educational planning, and career decisions is available for all black students at Augsburg. The Black Student Support Program provides valuable assistance in getting the most out of the resourcesbothoncampus and citywide. Communityand campus education and cultural events are also organized. V Career Services Career Services assists studentsin many ways. The staff can help students explore interestsfor majors, find Internshipsand locate part-time jobs to try out career possibilities. The staffprovides seminars on career development, i n t e ~ e w i n gskills and resume writing. Placement files are developed for each student and sent out to prospective employers and graduate progr-- V Counseling Services All students have moments of anxiety, difficulty making decisions, and confusionabout themselves, their values, or their relationships. Sometimes it is important to talk to someone with skills in counseling. Whenever studentsneed to talk things out or get suggestionsabout the many excellent helping services in the Twin Cities, they find valuable assistance through the Counseling Department. V Disabled Student Programs Learning disabled studentshave average or above average intelligencebut have difficulty achieving to their full potential. Services available to such students include: diagnostic evaluation, educational planning, learning aids and remedial instruction. If studentsare concerned that difficulties in school are more than just temporary problems, they can discuss their learning style with the Coordinator of Disabled Students or the Learning Disabilities Specialists,and arrangeassessmentand structured assistanceto increase their potential for academic success. Physically challenged studentsare served through this office too. Individualized attention and servicesare provided for and/or coordinated in order to meet the mobility needs of students. V Orientation The entire College is involved in orienting new students to Augsburg. The Coordinator of Orientation works closely with the faculty and staff in developing a cohesive program for students and their families which introduces them to this unique academic communityand the programs and people which serve them. Augsburg College has an exemplary program, called the First Year Experience, which is a collaborative effort between Academic and Student Affairs. This program begins prior to enrollment and continues through the Interim term of the freshman year. V Residence Life The College houses approximately 800 students in a traditional residence hall, apartment buildings, 22 houses and a family housing complex. The housing staff manages these facilities and creates a wide array of educational and social programming which balances and compliments the educational experience of students.The staff is comprised of three professional staff members and 18paraprofessionalswho live and work closelywith the resident students to provide a safe environment for living and learning. V Student Activities The Student Activities program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations which serve the student community. Hundreds of major programming efforts and targeted activitiesfor specific student interests are generated through these efforts and make Augsburg an enjoyable interactive environment which encourages student involvement. International Programs The Coordinator of International Programs focuses on the special needs of students from countries other than the United States and on students interested in studying in other countries. International Students - Augsburg enjoys the academic and cultural participation of international students. The Coordinator of International Programs helps to orient and advise on visa, exchangeprogram and permanent resident statusissues. The Coordinator handles information on immigration, work permits and temporary status. Arrangements for American hosts of international students are made. Foreign Study - There are also many opportunities for foreign study which are coordinated and facilitated by this office. Health Service The staff of Smiley's Point Clinic located on Riverside Avenue across the street from the campus will take care of students' health needs. Visits are free except for special testing or service, and prescriptions are available through the Fairview Pharmacy at cost. Students must check family health coverage to determineif they are included;if not, a studenthealth insurance plan is available. Food Service The Commons -Situated on the top floor of the College Center, this is the main food service facility for students, faculty and staff. This pleasant room features small table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. The Chin Wag -Located on the ground floor of the Center, the Chin Wag features short orders and is open through the noon hour and in the evenings. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. Living on Campus Because ~ i ~ s b recognizes u r ~ that a student's ability to respond to the learning environment depends, in part, upon his or her living conditions, a variety of housing alternatives is provided. The residence hall program promotes student growth by asking students to actively participate in group decision-making.Each residence unit has one or more Resident Staff who facilitate the process of group living and discuss personal concerns with individua1,students. Augsburg requires all freshmen and sophomores not living at home to live in College-operatedhousing. Married student housing is available in annex housing and South Hall. Students rent a room at the beginning of the fall term for the entire school year. New students receive room assignments the summer before they arrive at Augsburg. Upperclass students make housing arrangements in the spring. All resident students must sign housing contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1in order to secure housing. Students who deposit after June 1will be provided housing only if space is available. All students living on campus must pay an advance payment when they sign the housing contract. The feeis credited to the students' accounts when they move into the residence. Urness Tower -All new freshmen and some upperclass students live in Urness Tower. This eleven story high-rise houses 324. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. Mortensen Tower - This is the newest residence hall, an alternative to traditional residence hall living. It contains 104 one- and two-bedroom apartments to accommodate 312 upperclass students. South Hall -Contains 12 apartments housing 34 upperclass students. West Hall -Contains 12 one-bedroom apartments housing 24 upperclass students. Annex Housing - This provides an alternative opportunity for group living. Groups of upperclass men or women share living space, house responsibilities, and cooking. Houses are located in the campus area. One way to maximize the living and learning of your housing situation is to bid for a Special Interest House. Groups of students have created exciting projects by writing and implementing educational impact proposals on such topics as Environmental Concerns, Men's and Women's Awareness, International Living, Honors Program, and Scandinavian Studies. Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is otherwise unfurnished. In other residence halls or houses, rooms are furnished except for bed linens, towels, blankets, bedspreads, and lamps. Laundry facilities are available in each residence. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in matters of disciplinary action, grievances, and grade appeal. The Judicial Council is elected by students and faculty and serves to conduct hearings and review matters of concern. Any student who wishes to identify appropriate procedures for complaint should contact the Vice President for Student Affairs. The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records, files and data which pertain to them and which are maintained in the Office of the Registrar and the Placement Office and to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential letters and statements placed in the record before January 1,1975, or placed under conditions where students have signed a waiver of right of access. Students have the right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, creed, marital status or age. Persons seeking additional information on these topics should contact the Office of the Dean of Students or the appropriate coordinator as listed in the Directory at the end of the Catalog. Academic Information A ugsburg College constructs its curriculum upon the premise that students must be educated as full human persons: intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cumculum introduces students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students the opportunity to develop skills for participation in exercise and sporting activities. Students choose from over forty major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. General Information + Degrees Offered Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of Science degrees. The B.S. degree is awarded to graduates with majors in Chemistry (ACS),Music Therapy, Nursing and Social Work. The B.M. degree is awarded to graduates with majors in Music Education and Music Performance. Graduates with majors in other fields receive the Bachelor of Arts degree. Augsburg also offersaMaster of ArtsinLeadership degree. + Academic Calendar Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a 4-week January Interim. Students normally take four courses each semester and one course during Interim. A maximum of three courses can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take courses on another campus during the regular term. (See Registration.) January Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office.In addition to classes offered on campus, Augsburg offers a variety of travel opportunities within the United States and abroad. Independent or directed study and Internships are among the many Interim options. Augsburg Weekend College follows a trimester calendar (see Augsburg Weekend College). Augsburg's Graduate Program follows a trimester calendar. + Faculty The heart of any educational institutionis its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider their teaching to be the focus of their activity. Faculty are involved in research, including such varied studies as space physics, the history of medieval spirituality, women in the Soviet Union, and homelessness in American cities. Music faculty perform professionally on the local and national level, and studio artists' works can be seen in buildings, galleries, and shows around the country. Augsburg faculty see their research as supportingtheir teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fields but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and counselors and participate regularly in campus activities. Every student is assigned a freshman adviser and chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. + Library and Audio-Visual Services A relaxed atmosphere, a helpful staff and friendly studentlibrary assistants make the library a favorite place to study. The main library houses over 160,000books, periodicals, records, tapes and films.Music, Chemistry, and Art History slide libraries are located within the departmental areas. A service-dedicatedstaff provides students with assistance to meet diverse information needs including instruction in the use of the library, standard reference service, guidance in pursuing term paper topics, and directions to other local sources of information. Special arrangements are made for access by students with physical handicaps. Students have access to over 5,000,000 volumes via daily interloan and courier service among seven private liberal arts colleges, the Hill Reference Library, and Minitex, the statewide network. The Library Audio-Visual Center houses audio-visual materials and equipment and provides access to materials for rent or loan. Assistance with production of slides, transparencies, filmstrips and audio/video tape recordings is availablefor faculty and students. Equipment suchas movie and slide projectors and tape recorders may be borrowed for limited periods. Film bibliographies and other advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. + Computer Resources Approximately 60 microcomputers, including Apple IIe's and Macintoshes, IBM XT's, laboratory computers, and graphics microcomputers are arranged in networks with larger machines, to satisfy standard educational needs. Students and faculty members needing even more computingpower also have access to computers at the University of Minnesota and the Minnesota Supercomputer Center. Academic Organization and Programs + Divisions and Departments The College curriculum is offered by 20 departments which are grouped into four divisions for administrative and instructional purposes. Humanities -Raymond Anderson (Chairperson) Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication and Theatre Arts Natural Science and Mathematics -Neal Thorpe (Chairperson) Biology, Chemistry, Mathematics and Computer Science, Physics Social and Behavioral Sciences -Norma Noonan (Chairperson) Business Administration and Economics, History, Political Science, Psychology, Sociology Professional Studies -Edwina Hertzberg (Chairperson) Education, Health and Physical Education, Music, Nursing, SocialWork + Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or cross academic disciplines. Some students decide on a major or majors before they enter college. Otherstest a variety of disciplines before deciding.Normally a major shouldbe elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the B.A. degree. Students may contact the Registrar about creating a unique major. Majors Applied Economics Art History Biology Business Administration (Accounting, Finance, International Business, Management, Management Information Systems, Marketing) Chemistry @.A. or B.S.) Communication Computer Science East Asian Studies1 Economics Economics-Business Administration Engineering2 English Foreign Languages: French, German, Norwegian, Spanish Health Education History Humanities International Relations Kindergarten-Elementary Education Mathematics Metro-Urban Studies Music Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nursing (B.S.) Occupational Therapy Philosophy Physical Education Physics (B.A. or B.S.) Political Science Psychology Religion Russian Area Studies1 ScandinavianArea Studies Social Science Social Work (B.S.) Sociology Speech Studio Art Theatre Arts Transdisciplinary Minors Art History Biology Business Administration Chemistry Communication Computer Science East Asian Studies East and Southeast Asian Studies Economics English Foreign Languages: French, German, Norwegian, Spanish Health Education History International Business Management Information Systems Mathematics Music Philosophy Physical Education Physics Political Sdence Psychology Religion Russian Area Studies' ScandinavianArea Studies Social Welfare Sociology Speech Studio Art Theatre Arts Women's Studies It is possiblefor students to complete other majors through the Associated Colleges of the Twin Cities (ACTC).Students who wish to compleiea majorofferedat one of the other ACTC colleges must apply through the Augsburg Registrar's Ofice. 1 -Cooperative Program of the Associated Colleges of the Twin Citiesandagreementswith the University of Minnesota. It is possiblefor students to fake beginning and intermediate courses in Chinese, Japaneseand Russian. 2 - Dual degree programs with the University of Minnesota Institute of Technology, WashingtonUniversity School of Engineering and Applied Science, and Michigan Technological University. 3 -Dual degree program with Washington Uniwsity School of Medicine. + Teaching Licensure Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education: English-Language Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry or Physics), S e n c e (Grades 5-91, Social Studies, Spanish, Speech, Theatre Arts, and in the specialareas of Art (K-121, Band (IS-12) and Classroom Music (Grades 5-12), Orchestra (K-12) and Classroom Music (Grades 5-12), Vocal and Classroom Music (K-9), Vocal and Classroom Music (Grades 5-12), and Physical Education (K-12). Students planning to teach on the secondary level have advisers both in the Education Department and the area of their academic major(s). + Certification Programs Special programs certifying skills and knowledge have been established at Augsburg to increase vocational possibilities and/or enhance personal growth: Certificate in Art -Requires eight courses, one of which must be in art history. Special professional or avocational concerns of those wanting to teach art in less formal circumstances than a college are addressed. For further information, contact the Art Department Chairperson. Church Staff Work Certification -Designed to prepare for full-time specialized lay work in the Lutheran Church. It consists of nine courses for a Church Staff Worker major in Religion plus additional specialized courses in psychology, sociology, speech and physical education. The program is designed to meet or exceed criteriaused in The Evangelical Lutheran Church in Americacertification program. Interested students should contact the Religion Department Chairperson. Program Evaluation Certification - Provides the background for performing systematic assessments of programs for social improvements. Students are required to complete a group of five psychology and sociology courses, including an Internship. For further information, contact the Psychology or Sociology Department Chairperson. + Pre-Professional Programs Students who plan to enter the fields of law, medicine, occupational therapy, dentistry, the ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly.A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the AssociateAcademic Dean early in their freshmanyear to arrange for help from the appropriate faculty adviser. Pre-Dentistry -These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota:ENG, 2 courses; BIO 111,112; PHY 121,122; CHM 115,116 (or 105,106), 351,352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering -This program provides a course of study which enables students to complete introductory core requirements in mathematics, science and the liberal arts necessary for engineering.Some students in the program choose to transfer after two years to an institution granting degrees in engineering, while others elect to participate in a dual degree program. Augsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineeringdegree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Technological University, Houghton, Michigan. The dual degree programs afford students the opportunity to combine a strong background in the liberal arts, including an elected major, with the study of engineering. Pre-Law - Students considering a career in law should examine the handbook published by The Association of American Law Schoolsand consult the Augsburg pre-law adviser, Dr. Myles Stenshoel.Students may wish to take the course POL 170 (Law in the United States) to help determine their interest in law. Pre-Law students should major in a discipline of their own choosing, and will satisfy most law-school entrance requirements with a record of solid achievement in the liberal arts. Pre-Medicine -Many medical schools are encouraging a liberal arts education to prepare for study in medicine. At Augsburg, the Biology and Chemistry Departments have majors which can fulfill the academic requirements for premedical students. Both require CHM 115,116 (or 105,106), MAT 124,125; and PHY 121, 122. The chemistry major also requires CHM 353,361, one advanced course, seminar, and two or more biology courses. The biology major also requires BIO 111,112,201,491 and at least one from each of five groups (367,386,4711, (355, 474), (351,353,473), (361,440), (476,481), with 353 and 355 especially recommended for medical school. Designed to meet the University of Minnesota (Minneapolis) requirements, both programs also encourage courses in the behavioral sciences and humanities, including psychology and sociology. The University of Minnesota (Minneapolis) requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult with the faculty adviser early in the freshman year. Pre-Occupational Therapy - Augsburg College has a cooperative arrangement with Washington University in St. Louis, Missouri, to allow students to earn a Bachelor of Arts degree from Augsburg and a Bachelor of Science or Master of Science degreein OccupationalTherapyfrom Washingtonuniversity. Prerequisite courses for the Occupational Therapy Program include ENG 111, BIO 111, 112 and 473 or 353; CHM 105 or 115; PHY 103; PSY 105,351,362; SOC 121,336, SOC 362 or MAT 373. Pre-Pharmacy - Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 111,112; CHM 115,116,351,352; EC0 112or 113;ENG 111and a second course; MAT 124, 125; PHY 121,122; electives from humanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary -A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111,221; at least two semesters of history (Western Civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. Pre-Veterinary Medicine - To meet minimum requirements of the College of ~ e t e r i n a i ~ e d i c iat n ethe University of ~innesota,these courses are r i o m mended: ENG, 2courses; MAT 124; public speaking, 1course; CHM 115,116 (or 105,106), 351,352,353; BIO 111,112;PHY121,122; economics, 1course;2courses in art, literature, music, humanities, theatre, or Upper Division foreign languages; and anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the distribution require ments. Requirements at other universities may vary. V Inter-Institutional Programs Augsburg cooperates with other colleges a n d institutions in the Twin Cities area on several programs. Library and Media Center - Through CLIC, the Twin-Cities private colleges library consortium, and MINITEX, the statewide library network, the Augsburg community has access to over 5,000,000 volumes. Associated Colleges of the Twin Cities (ACTC) -Full-time students at Augsburg and the St. Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses.No additional fee is required for such an exchange, except for private instruction in music and some independent studies. See Independent Study for further details. Students may elect to participate in the cooperativeprogram to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus.The colleges have coordinated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperateswith other colleges in planning study opportunities for the January Interim Higher Education Consortium for Urban Affairs (HECUA) - Augsburg, in cooperation with fifteen other colleges and universities in Minnesota, Wisconsin, Iowa, and South Dakota, develops and offers off-campus study semesters in Scandinavia, South and Central America, San Francisco, and the Twin Cities. All HECUA programs are interdisciplinary and address the critical issues associated with social change and the human community. The consortium also facilitates innovative curricular endeavors, an interchange and sharing among faculty, cooperative research, international and experiential education, and conferences on planning and metro-urban studies. Chemical Dependency Program -A cooperative effort between Augsburg College and Minneapolis Community College in downtown Minneapolis has resulted in the establishmentof a four-year program in social work, sociologyor psychology with a chemical dependency specialty. The program is designed to train specialists to help professional people in dealing with chemical dependency problems. Courses are taken on both campuses. Conservation of Human Resources (CHR) - These co-learning classes bring together Augsburg students, prison inmates, mental hospital patients, guards, and students at rehabilitation centers. Classes are held at such places as the ShakopeeInstitution for Women, Stillwater State Prison, Trevilla of Robbinsdale (a center for the severely physically handicapped), or on the Augsburg campus. The classes offered through several departments give students first-hand views of the prisons, hospitals and rehabilitation centers. The response of students involved in the courses, both from Augsburg and the institutions, has been extremely favorable. Air Force ROTC - Augsburg students may participate in the Air Force ROTC program at The College of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for 2- and 3-year AFROTC scholarships. For more information, contact the Dean of the College. Naval ROTC -Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Dean of the College. V Opportunities for Study Abroad Several types of intemational experience are available to Augsburg students. Some of them are briefly described below. For application procedures and further information, see the Director of International Programs. Since there is a limit on the number of studentswho may study abroad each year it is wise to apply in the fall prior to the year one wishes to participate in an intemational program. The deadline is December 1of the preceding year. Associated Colleges of the Twin Cities Programs -Students may participate in the ACTC program in Germany and Vienna, spendingJanuary and Februarpin intensive language study in Germany, and March through May in a regular semester program in Vienna, where a variety of course offerings is available. HECUA (Higher Education Consortium for Urban Affairs) -Augsburg students join students from other colleges and universities in five Werent full semester programs in Scandinavia, South and Central heria,San Francism and the Twin Cities. All programs are interdisciplinary and emphasize the impact of social change and crosscultural factors on the human community. HECUA programs emphasize intense language experience, Internships, and field trips. Interim -Study abroad during the Interim is planned for each year. See listings in the Augsburg Interim Catalogand in the brochure on Interims Abroad issued in spring for the followingJanuary. Augsburg is affiliated with the Upper Midwest Association for Intercultural Education (UMAIE). International Business Program -Augsburg College International Business Program offers studentsthe opportunity to spend a year of study in London, Paris (AmericanCollege), Cairo (American University), or Heidelberg. A major concentration in international business provides the option of taking Business Administration courses at Augsburg and international Core courses at one or two of the campuses abroad. See Business Administration-InternationalBusiness. in Global Community - Augsburg's 3 1/2 month living/learning program based in Cuemavaca, Mexico, focuseson the study of issues related to global justie and human liberation in the light of Christian proclamation. I ndudes intensive Spanish instmclion,group tsips, home stay with a family, and Pro- cultural activities. The cost, including travel, is equivalent to full room, board, and tuition for one term at Augsburg. Application and interview required, enrollment limited. See Global Education Programs. Human Services in a Latin American Context - 3 1/2 month study program designed to introduce participants to the central issues currently facing the third world, and to focus on Latin American models of education and service and their contribution to the process of social change. These models have grown out of the sense that the achievement of basic human rights goes hand in hand with the empowermentof individuals and groups to control their own lives. Application and interview required, enrollment limited. See Global Education Programs. Student Project for Amity Among Nations -Augsburg participates in the SPAN program. This is a joint venture of the University of Minnesota and several colleges in the state. Each year three or four countriesare selected, and qualified students are granted partial scholarshipsto enable them to spend a summer in informal study in one of the countries chosen. Applications to the program are made in the spring of the freshman or sophomore year. The SPAN program consists of three stages: language study and group meetings during the school year before departure, Independent Study abroad on a topic of one's choice during the following summer, and the writing of a paper upon return. Semester oryear Abroad -Arrangements havebeen made under which Augsburg students may spend their sophomore or junior year in study at a number of foreign educational institutions. Among them are the University of Oslo, Norway; the University of York, England; the University of Dundee, Scotland;the Institute for American Universities in Avignon, France; The American College in Paris; and the Fundacion Ortega y Gasset, Toledo, Spain. Student TeachingAbroad -Selected EducationDepartmentstudentsmay participate in the InternationalStudentTeachingAbroad program coordinated through Moorhead State University. Students have options for student teaching in dozens of countries through the International Independent School network. Those interested in further information should contact the Education Department. Students who student teach abroad also will do part of their student teaching under direct Augsburg faculty supervision. Summer School -There is a wide variety of possibilities for those who wish to spend a summer studyingabroad.RecentlyAugsburg students have spent summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those interested in further information should contact the Director of International Programs. V Honors Program The HonorsProgramis a set of opportunitiesdesigned to challengethe most academically distinguished students at Augsburg. Honors combines academic and cultural components with social and intellectual activities. The main components of the program include a one-per-term sequence of honors courses during the freshman and sophomore year, special topics seminars, a senior honors Interim course, and a bi-monthly program of speakers and events in the city. Students gain an enriched academic experience with the support and camaraderie of other honors students. Through the program, the College can identify and meet the needs of our v m y best students. Members normally enter as freshmen, with opportunities for transfersandothers.Requirementscenter on full participation in the program components and a GPA of approximately 3.5. Please send inquiries to Professor Diane Pike, Director of Honors. V Cooperative Education and Internships Through Cooperative Education and Academic Internships, Augsburg College students integrate their liberal arts education with the world of work. Each placement is closely related to a student's major or career interest. An underlying assumption is that a liberal arts education is an effective form of career preparation. Augsburg's Cooperative Education and Academic Internship Programs link employers and faculty in a way that enriches and expands a student's educational experience. This on-the-jobexperience adds breadth and depth to the liberalarts curriculumand helps students make more informed career decisions. Augsburg'sliberal arts education is enhanced by the College'smetropolitan location and the broad range of opportunities in the Twin Cities. Co-op Ed and Internships expand these mutually beneficial relationships and the resulting partnerships among employers, educators and students. Augsburg has been a leading proponent and provider of experiential education for many years. Both Co-op Education and Internships are voluntary and available throughout the curriculum. Eachacademic department determines the extent of its involvement in either program and the amount of credit it will allow. The Associate Academic Dean coordinates the Internship Program with assistance from Cooperative Education and Career Services. Co-op Education and Internships are separate and distinct from programs which require clinical experience, practicums, residencies and/or student teaching in order to fulfill the professional training associated with accredited programs. However, many students participate in Co-op Education and Internships prior to and following these required assignments. Cooperative Education students are expected to complete one Internhip per year in conjunction with their placement. A nonaedi t Cooperative Education transcript entry is available during the academic termswhen the student is not registered for an Internship. Upper Division Internships are numbered 399 and Lower Division Internships are numbered 199. Registration for Internshipsconsists of the following steps. A learning agreement (forms are available from the Associate Academic Dean's office) must be negotiated with the faculty member responsible for grading the experience. The grading system, activities, and appropriatelevel must be agreed upon. The completed learning agreement is returned to the Associate Dean's office. An Internship card (withthe description/location) signed by the faculty member and Associate I3ean must be turned in to the Registrar's Officeat registration time. Students are not encouraged to register/add until an actual experience has been arranged, but they must make arrangements by the end of the registration period. For extension of study beyond one term, see the section of the catalogunder grading.Amaximum of four coursesof Internshipmay count toward the 35 courses required for the degree. V IndependentIDirected Study Many departments offer opportunities for conscientious students who demonstrate sufficientbackground and preparation in a given field to carry out upper division level work on an independent basis. Courses are numbered 499. (Some departments have been given faculty approval to offer 1/2 course credit under498. The Speech, Communicationand Theatre k t s Department uses 495 for Independent Study in Communication.) Many departments also offer an opportunity for Directed Study on a Lower Division level. These courses are numbered 299. Arrangements between students and instructors should be made in advance of the period of initial registration. The grading system and appropriate level must be agreed upon. Independent and Directed Study course numbers are used only for study different in content from courses already listed in this Catalog. An agreed-upon titlemustbe reported on the appropriateform to theRegistrafs Office at registration time. The faculty member giving the grade must sign the form. Studentsare not encouraged to register/add until an actual study has been arranged, but they must make arrangementsby the end of the registration period. For extension of study beyond one term, see the section of the Catalog under grading. A maximum of two courses in Independent Study and/or Directed Study may count toward the 35 courses required for the degree. Students may cross-registerfor Independent Studies at another ACTC school only when the major field in which the Independent Study is proposed is not available on their home campus, and will be charged by the host campus for any special costs attached.Requests for exception to this policy should be made directly to their own academic dean. V Weekend College Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second major, or pursue a personal interest or skill. Weekend College classes meet on alternate weekends and there are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. While Augsburg Weekend College program involves the same courses as the day school program, the curriculum is limited to selected liberal arts courses and the following majors: Business Administration (specializations in accounting, finance, management, and marketing), Communication (concentrations in human relations, marketing communications, public relations/advertising, and supervisory management), Management Information Systems, Elementary and Secondary Education, English, Nursing, and Social Work. V Graduate Program In January of 1987Augsburg College initiated a Master of Arts program in Leadership. Based on the subject matter and approaches of the traditional liberal arts, this cross-disciplinaryprogramdirects its academic content and pedagogical approaches at situations, issues and problems relevant to organizational leaders. Augsburg's program recognizes that todafs leaders need broad-spectrum abilitiesto provide them with a more comprehensive understanding of their world. Designed for working adults who have demonstrated leadership potential in the workplace, the Augsburg Graduate Program operates on alternate Saturdays and alternate Thursday evenings. Students may take either one or two courses per trimester. V Continuing Education Program Augsburg College offers selected courses through Continuing Education. Inquiries shouldbe addressedto the Officeof the Associate Academic Dean. V Center for Global Education The Center for Global Education was founded at Augsburg in 1982 with a commitmentto educationwhichbothexpandsour world view and deepens our understanding of issues related to global peace and justice. Studentscan participate in a number of forums, seminars and conferences that focus on global issues. In addition, a spring semester program in Mexico, "The Program in Global Community," a fall semester in Mexico, "Human Services in a Latin American Context," and occasional Interims allow more indepth exposure to these topics. Academic Policies and Procedures V Registration A student must be registered for a course to receive credit for it. Students normally register for four coursesa semester and one course in the Interim. Students registered for three or more courses in a semester are classified as full-time students. To register for more than 4.5 courses, students must contact the Registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to two weeks afterthe semesterbegins, registration is encouraged at the regularly scheduled time. Special feesare charged for late registration. Special fees also are charged for cancelling or adding courses or changing grading option after the first five days of a semester. A joint class schedule is published each Springby the Associated Colleges of the Twin Cities, listing courses and their location at the five colleges for the following semesters. Separate catalogs of courses are published by the Interim Office, Summer School Office, Weekend College Officeand Graduate Program Office for those sessions at Augsburg, listing registration times and procedures. Specific information on registration and help with registration on another campus are available from these offices: Office of the Registrar -Science 114, for Fall and Spring Terms Interim Office -Memorial 230 Summer School Office -Memorial 230 Weekend College Office -2222 Murphy Square, for Fall, Winter and Spring Trimesters Graduate Program Office -2222 Murphy Square, for Fall, Winter and Spring Trimesters V Pre-Registration Freshmen and transfer studentsmaypre-register during summerfor courses in the fall.All currently enrolled studentsmay pre-register during the fall for the springand during the springforthe fall.All studentsmust confirm their registration at the beginning of each semester and complete financial arrangements. V Withdrawal from College Students are urged not to abandon courses for which they are registered, since this results in a failing grade on the official record. Cancellation of courses or withdrawal from College must be done in the Registrar's Office. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Student Standing Committee. Withdrawal from College and resulting adjustments in accounts are effective as of the date the completed Withdrawal from College form is returned to the Registrar's Office. V Leave of Absence StudentsmayrequeslaLeave of Absence for academic or personalreasons. Arequest formmust bepickedup fromthe Office of theDeanof the CoLlege. It must be signed by the Dean of Sbdmts, or au khorized representative,and by the Dean of the College, or authorized representative. The cornpIeted form must be turned in to the Registrar's Office. A Leave of Absence may be granted for one term or one academic year. If an extension of a Leave of Absence is needed, it should be requested in the same manner as the original Leave of Absence, and the completed form must be turned in to the Registrar's Office before the expiration of the previous Leave of Absence, or readmission will be required. Students on leave are responsible for keeping the Registrar's Office informed of their mailing address. All deadlines for financial aid and housing must be observed by returning students. A Leave of Absence does not defer repayment of loans or extend incomplete deadlines. V Graduation Requirements The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic advisers, department chairpersons, the Academic Dean and the Registrar are available for counsel and assistance in program planning. Former Augsburg students, readmitted to complete a degree, have a choice between using the catalog in effect when they first enrolled, or using the catalog in effect at the point of readmission. Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office. All degree and course requirements must be completed and verified in the Registrais office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). See the separate section on Graduation with Distinction to learn about requirements for these honors. 1.Completion of 35 courses -At least 11coursesmust be Upper Division, numbered in the 300s and 400s. Not more than 13may be in one department, except in certain approved majors - 17 (Music Education) or 20 (Music Performance)for the Bachelor of Music degree, and 18 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing) degree. The course total must include three Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must includeone less Interim course than the number of years at Augsburg. This is calculated on each transfer student's evaluation of transfer credits. No more than these maximums may be applied toward the 35 total courses required: 4 Conservationof Human Resources (CHR)courses; 2 courses by independent/directed study; 4 courses of Internship; and 8 courses with a grade of Pass (PI. Non-traditional grading (P)also has these limits: 2 in the major except Elementary Education and Nursing; 1in the minor if approved by the department chairperson. Students who enter an academic program with a baccalaureate or higher degree should contact the Registrar's Officeabout specific requirementsfor a second baccalaureate degree or for the equivalent of a major. 2. Completion of a Major -Requirements for each major are listed under the departmental headings. A minor or double-major is not required, but is encouraged. 3. First Year Experience (FYE) - All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the FYE Fall Orientation and Seminar. See the program section on the First Year Experience for a full description. 4. Grade Point Average -2.0 for most majors -A grade point average of 2.0 is required over all courses taken and over all courses which apply toward the major. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details. 5. Residence -The last year of full-time study or equivalent (minimum of 7 courses for part-time students) must be at Augsburg. Contact the Registrar if an official interpretation is needed. 6. Distribution Requirements -Next page. V Distribution Requirements Writing - A course in writing (English 111) or certification of demonstrated proficiency by the Department of English. Exemption tests are given during the summer and fall orientation periods. Liberal Arts - An approved course from each of these seven areas: .Mathematics-Physics Psychology-Sociology Economics-Political Science Chemistry-Biology English-Speech, Communication History-Philosophy Art-Music and Theatre Arts (devoted to the study of literature) A list of approved coursesis available from advisersand the RegisWs Office. Foreign Languages -Two courses (111 and 112)of one foreign language at Augsburg. Studentswho test abovethe 111level of a foreignlanguage will take one additional course at placement level in that language or two courses (111 and 112) of another foreign language. International students should consult with the Registrar. Religion -Three approved courses in religion, of which not more than one may be an Interim course. For transfer students, the number required is one Augsburg religion class for each year of study or equivalent at Augsburg. This is calculated on each transfer student's evaluation of transfer credits. Urban Concerns, or Women's Studies, or Minority Studies-One course. Courses approved to meet this requirement are published each term. Information is available at the Registrar's Office. Lifetime Sports -Two different Lifetime Sports or demonstrated proficiency in two different Lifetime Sports. V English as a Second Language (ESL) Program Students who declare a language other than English to be their primary language, or who are citizens of another country, must take the ESL placement test in conjunction with the English writing placement test at orientation.Students' placement in ESL, Developmental Writing, or Effective Writing will be determined by their scores on the Michigan test (80-90 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the classwill determine whether additional ESL course work is required. Usually a score of 80 to 90 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. If studentsdo not meet the ESL requirement, they will remain in ENG 217/ 218 until they meet the criteria stated above. Academic credit will normally be granted for no more than two courses. Students who fulfill the ESL requirement, by examination or by course completion, have completed the foreign language requirement for graduation. V Evaluation and Grading Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports, and other types of evaluation also are used. Most courses are offered with grading options -traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of lessthan 2.0. Studentsare cautioned to use the P/N grade option with care since some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C." Transfer students are cautioned that Pgraded coursesdo not countin therequirementthat 14 traditionally graded courses be earned at Augsburg in order to be considered for graduation with distinction. See PJ N Iimi tations under Graduation Rquirments. Certain corn are offered on one grading system only. Sociology 265 and several Iaterim coursesare graded only on the P/N grading system. Some education courses are graded only on the P/N system or only on the traditional system. English I11 is graded P or N, or 2.0-4.0/N. Some other courses are graded only P, 1.0, N. Chemistry Seminar and Lifetime Sports are graded P/O.O. In courses where there is a choice, studentswill be graded on the traditional systemunlessthey indicateon their registration that they wish to use theP/ N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. ' IExplanation of Grades Number grades are used with these definitions 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. A grade of P representswork at or above the 2.0 level; N represents work at the 1.5 or below level. An incomplete grade may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission of the instructor of the course; must file a form stating the reasons for the request, the work required to complete the course, the plan and date for completing the work, and commentsfrom the instructor; and must gain the approval of the Registrar.If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by theinstructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the coursebecomes a 0.0. Internships, Indqendent Studies, and TXected Studies may sometimes last longer than one term. When this is the case, they must be completedby the grading deadlines within one year from the beginning of the first term of registration. A grade of X is given by the instruckor to indicate that the study is extended. It is expected that students givm X extensions will continue to communicate with their instructors and demonstrate that satisfactoryprogress is being maintained. The Registrafs Office will automatically continue theregistration in response to an X grade. A finalgrade will be issued at t h e end of the term in which the work is completed and evaluated (butnot longer than one year). An instructor reserves the discretion of not giving an X whew satisfactory progress is not demonstrated. Withdrawal from college or dropping these continued courses will terminate their registration. Under this circumstance, a re-registration as 1X by the student would be necessary if done during registration periods within one year of initial registration; if done after one year, a new registration would be necessary. A course inwhich a grade of 0,0.5,1 .O,15,N, I, or X has been received may be repeated for credit. C o m e s in which higher grades have been earned may riot be repeated for credit and a grade, but may be audited. AIl courses takenand grad- earned each termremain on theacademicrecord. Only the aeditsand gradesearned the second,be,for legitimatelyrepeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W when it is dropped after the deadline for dropping classes without a notation on the record. V Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V).Full-time students may audit a murse without charge. The charge for part-time students is listed under College Costs. Students who audit a course shouId confer with the insmctor within two weeks of the beginning of the term to determine expecfations, attendance and any 0 ther requirement If expedations have been met, the course will be listed on the hammipt as having k e n audited. If expectations have not been met, the course will be listed with a grade of W (Withdrawn). V Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges.Coursestakenon the P/N gradingoptionare recorded, but not computed in the GPA. V Classification Students are classified in August and at the end of the Fall and Interim terms. - Sophomores 7 courses completd with at least 14 grade points. Juniors -16 courses compIeted with at least 32 grade points. Seniors -25 courses completed with at least 50 grade points. V Advanced Placement Program Advanced placement in courses beyond the beginning level is granted to students with scores of 3, 4, and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. V International Baccalaureate Program Courses earned from the International Baccalaureate Program will be consideredby the CoIIege for advanced placement and appropriatecredit Departmental guidelines are available from the Office of the Registrar. V Assessment of Previous Learning (APL Program) Augsburg Collegerecognizes that learningcan and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essentiaI criteria: 1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectivelydemonstrated either by comprehensive examination or committee evaluation. The APL program at Aupburgprovides sever& meansby which students may have their previous learning assessed for credit recopition. The following is a brief description of each of these means of assessment: T h e College LevelEmmination Program (CLIP)-Thkis a seriesof standardized tests which have been dewlo+ by The College Board and are offered to studentsfora small f ~ e at e regionaltesting centers.(Theregional testingcenter for this area is the University of Minnesota.)Studentswho scoreat or above the 65th percenkileon a subject examination may d v e academic credit for that subject at Augsburg College. Additional information about CLEPtestsis availablefrom the Office of the Registrar. Departmental Comprehensive Exams -These are available for students to use in obtaining credit for previous learning if the following conditions are met: A. There is a departmental instrument available for subject area in question. B. There is a faculty member designated by the department to administer the exam. C. The Student Standing Committee approves the student's request to take the exam. Credit for departmental exams is availableon a pass/no credit basis only, and there is a charge per exam. TheCredit AssessmentProgxam(CAT)-This isa credit assessmentalternativein which a faculky committee completesa credit evaluation of a learning portfolio submitted by the student. The factdty committee is composd of the Rqktsar and two faculty members from fields 05 study directly related to the student's previous learning. Lnformational meetings and consdtation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP Committee. In campleting the evaluation of a student's psevious Iearning, the CAP Cornmitree applies the following criteria: A. There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed and/or systematic study of content material found within liberal arts coursework. B. The learning has been objectively verified by individuals in addition to the presenting student. C. The learning lends itself to both qualitative and quantitative measurement. D. The learning relates well to the student's educational goals. E. The learning and skillsinvolved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four coursesof academicworkat Augsburg Collegewith acumulativeAugsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is an application deposit (applicableto transcript charge) to initiate the credit assessment process, and a charge for each semester credit applied to the student's transcript. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of courses applied'to graduation. These credits will be recorded with the course number of CAP 2xx.Application of this credit toward distribution requirements and academicmajors and minors may be subsequentlyaddressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning - While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learningmust be placed in the contextof formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of nine courses (one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the nine courses of credit for previous experiential learning, the student may use any combination of the three assessment processes available in the APL program: CLEP exams, departmentalexams, and credit granted through CAP Committee assessment. V Academic Progress, Probation and Dismissal The Collegerequires that studentsmaintain the followingcumulative grade point averages (GPA): Freshman a student having taken fewer than 7 courses cumulative GPA of 1.6 or higher Sophomore - a student having taken fewer than 16 courses mmulative GPA of 1.7 or higher Junior a student having taken fewer than 25 courses cumulative GPA of 1.9 or higher a student having taken 25 or more courses cumulative Senior GPA of 2.0 or higher. It should be noted that a minimum GPA of 2.0 is required for graduation with certain majors requiring a higher minimum GPA. Students whose academic achievement falls below these guidelines will either be placed on scholastic probation at the end of the term, or will be continued on probation, or will be dismissed from the College. In addition, a freshman who receives 2 zero grades or a sophomore who receives 3 zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic rmrd may be strongly advised to withdraw before the end of a tern. Those on probation who voluntarilywithdrawfromthe College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reachesthe minirmm leveIs stated above. Studentsplaced on probation as freshmen far having earned 2 zero grades may be removed h m probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Studentsplaced on probation as sophomores for having earned 3 zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. The Collegereserves the right to dismissany student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. V Dean's List The Dean's List is compiled after each semester, listing students whose grade p i n t average for a semester is 3.5 or better, based on a minimum of three full courses, or equivalent, foraweekday schedule student or two full courses, or equivalent, for a weekend college student, graded on the traditional grading system, with no incompletes in courses offered for credit. L€ permission is given, an announcement is sent to the hometown newspaper of each student on the Dean's List. V Graduation with Distinction Graduation with distinction is determined as follows: Summa cum laude -3.8 to 4.0 cumulative GPA Magna cum laude -3.6 up to but not including 3.8 cumulative GPA Cum laude -3.3 up to but not including 3.6 cumulative GPA To qualify for graduation with distinction, transfer students must have completed two years (14 traditionallygradedcourses)of workat Augsburg. 7 Veterans of Military Service Augsburg is approved by the StateApprovingAgency for Veterans Education. Veterans should tonsult with the Office of the Registrar about completion of the enrollment certificate and the forwardingof other information to the Veterans Administration. Augsburgs standardsd academic progress are giveninthisCatalog.When a veteran or eligible perstln fads to maintain these prescribed standards of progress, the College will so inform the Veterans Adminisfration. It is the responsibiIity of each veteran to report any change in registration and/or academic load to the Office of the Registrar, as i t is for all studmts. If less than full-time, veterans will be referred to the State Approving Agency after any period of two consecutive terms if they did not earn the equivalent of what they had been certified for. A non-punitive grade which brings a veteran's academic load for the term below three courses will be reported to the Veterans Administration. Veteranswill need to meet the requirements of theveterans Administration regarding repayment of educational assistance funds received. Departments and Programs Course Descriptions Major and Minor Requirements A s a liberal arts institution, Augsburg College operates with a belief that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses which make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Descriptions of caurszs are arranged by departments and programs. T h e descriptions offer a brief summary of the subject matter covered in individual courses to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, and requirements for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its pals, and its place in the College's program. A Listing of requirements for individual majors follows the narrative. Courses and t e r n listed are subject to change. In general, classes are offered Fa31 and/or Spring terms, unless another frqumcyis specified. The Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Descriptions and schedules for courses of f e d in JanuaryInterim, Summer Scl~ml,Augsburg Weekend College and the Master of Arts in Leadership program are published in separate catalogs. + Credits A full course is offered for one credit. A few fractional courses, for one-half or one-quarter credit, are offered in the Division of Professional Studies.A full course has the approximate value of 4 semester credits or 6 quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods a week, in addition to laboratories. + Numbering Courses numbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, coursesin the lOOsareprimarily for freshmen, 200s sophomores, 300sjuniors, and400s seniors. + Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description. A skdent may enroll in a course when a prerequisite has not been fyzfiIIed if there is prior approval by a professor teaching the course and of the academic adpiw. V Art Department (ART) Art is important as a field of study for our modem age. Our survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities.Realizing this, we have made design and msitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Aupburg draw ideas and inspiration from all disciplines. Art as a human activity docs involve manual skill, although to become broadly signifimnt i t should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberd arts college, such as Augsburg College, 5 an idea1 setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Cooperative Education and Internships in studio art and art history provide on-the-job, supervised, evaluated experiences which contribute to the student's overall education and development. Primary goals include improvement of art and museum skills, production and creative strategies. Hundreds of specific careers exist in the general area of art. Augsburg graduates have established careers in such fields as teaching in public schools and colleges, anthropology, pottery making, antique restoration and sales, film and video work, portrait painting, and gallery and museum work. The future holds a great deal of promise for artists who can combine skills with a breadth of understanding. Art Faculty: Philip Thompson (Chairperson), Kristin Anderson, Robert Friederichsen, Norman Holen, Patrick Redmond, Dorothy Williamson. Studio Art Major: 9-13 studio courses with Foundations 102,107,225; 3 art history courses including 240. One course must be in 2-dimensional art (118,223,360) and 1in 3-dimensional art (150, 221,250). Majors are required to begin their programs with the Foundations, although advanced placement is possible with approval of a portfolio by the Art faculty. Teaching Licensure Major: 7 studio disciplines among foundations 102,107,225; Studio 118,132,150,221,223 and 250 plus a second course in 2 areas; 240 and 2 other art history courses. Consult with Education Department for requirements in education for teacher licensure. Art History Major: 8 art history courses including 240 and 388; 2 studio courses including 1from 102,107 or 225 and 118 or 221. Honors Majors: GPA of 3.5 in the major and 3.0 overall, general growth and development and/or special projects such as senior exhibition and research. Application should be made to the Department Chairpersonbefore the last term of the senior year. Studio Art Minor: 4 studio courses including 107; 240. Art History Minor: 5 art history courses including 240. Certificate in Art: 8art courses, including 1in art history. Up to 4 courses may be taken in one studio area or in art history. + Foundations in Studio Art Environmental Aesthetics 102 107 225 Fine arts in the urban and world setting. Concern for the visual content of experience in the environment leading toward appreciation and criticism. Individual and group projects exploring design problems in representation, symbolism and abstraction. Drawing Drawing in graphite pencils, pen, and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors, and experimental work. Visual Communications I The theory and practice of visual perception and communication using elements such as color, line, shape, type, and pictorial images. An emphasis will also be placed on the creative thought process. + Studio Art 100,300 Special Topics Occasional courses dealing with subjects not usually offered by the Department. 118 Painting I Introduction to painting media and technique in acrylic and oil. 132 Photography The camera used as a tool for visual creativityand expressionwith attention to blackand white photographic process. Need access to 35 mm. single lense reflex camera. Materials will cost approximately $125-150. (Fall) Jewelry An introduction to the casting of jewelry in pewter and silver. Internship Lower Division Internship. Sculpture I An introductionto sculpture.Choiceof media: clay, welded steel and bronze, plaster, stone, and plexiglass. Learn to model, carve, cast, weld and assemble the respective media. Print Making I Principles and methods of print making in a variety of media including etching, silk-screen and woodcut. Life Drawing See Interim Catalog. Ceramics I An introduction to the making of pottery with an emphasison handbuilding and glazing. Directed Study Independent Study for Lower Division credit. Visual Communications I1 A study of visual communicationsinmagazines, television, film, advertising symbols, and other mass media. Praaice in areas of photography, typography, and illustration. mreq.:22j, Springl Ceramics LI Advanced work in ceramics with an emphasison throwing or handbuilding and a continuation of glazing. (Prereq.: 250) Painting I1 Advanced study of painting. (Prereq.: 118) Watercolor Painting Design concepts using descriptiveand experimental techniquesin transparent watercolor. (Alternateyears) Print Making I1 Advanced work with color and compositionin various media, includingsilkscreen, etching, and woodcut, including Japanese woodcut technique. (Prereq.: 223) Internship Consult Chairperson or Internship Director to determine project. Sculphue I1 Advanced workin sculpture.Choice of media: clay, welded steelandbronze, plaster, stone, and plexiglass. (Prereq.: 221) Independent Study Advanced study in area of the student's choice, intended for senior art majors. + Art History 240 Art History Survey A survey of art from prehistoric to modern times. Includesreading, research, viewing of slides, visits to museums. Note: The following courses are offered intermittently, usually one or two sections a year. 352 Women's Art History A study of the place of women in the history of the visual arts-as artists, as subjects, and as patrons. 382 Scandinavian Arts Survey of the visual arts in Scandinavia from pre-history to modem times. 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the 4th century A.D. 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. 388 19th and 20th Century Art European painting, sculpture, and architecturefrom Neoclassicism through the present. 389 American Art A study of early colonial art through contemporary American art, with specific emphasis on 19th and 20th century art and its relationship to European art as well as indigenous movements. V Biology Department (BIO) Biology is the study of MeI and it is natural that we,as contemplative living creatures, seek a deeper understandingof the living world that envelops us. This search has led to the realization that the earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms, as well as those features which are unique to humans, is essential to attain self-understandingand to provide a basis for wise decisions. Another significant insight that has emerged from the study of life is that even the simpIest organisms are incredibly complex, and a complete understanding of wen one of these has, as of yet, eluded the grasp of biologists. This is true even though some organisms have been subjected to years of intensive scrutiny.Biology will thus c o n t h e to be a fertile field for research for many years to come. Still, an enormous amount of knowledge regarding living organisms has accumulated over the years. In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular and molecular levels. Biological research has also provided some extremely important benefits to humans. Most advances in medicine, veterinary medicine, agriculture and food science have depended on the findings of basic biological research. Since the biological world reveals such variety, complexity, and knowledge, an undergraduate major in biology needs to be broadly based. Since a complete understanding of biological systems depends on applications of the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists. For many, an undergraduate major in biology serves primarily as a basis for further study. In past years Augsburg graduates have gone on to further studies in professionalschools such as medicine, veterinary medicine, and dentistry. Others have entered graduate programs in the life sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health. Other graduates have embarked directly after graduation on a variety of careers, including high school teaching and laboratory technology. BiologyFaculty: NealThorpe (Chairperson),Robert Herforth,Erwin Mickelberg, Ralph Sulerud Major: 9 courses, including 111,112, and 201 plus 9 othercourses, at least 1from each of the following 5 groups: Molecular and Cellular: 367,386, 471; Cellular to Organismal: 355,474; Organismic/Animals: 351,353,473; Organismic/Plants: 361,440; Environmental: 476,481. One of the 6 courses may be BIO 203 or any Upper Division Interim biology course. BIO 491, a noncredit seminar, is required of all juniors and seniors. Also required: CHM 105(115),106(116),and 223; PHY 103;Math Placement Group 111. Students intending to enter graduate, medical, or other professional schools should consult with the Department since these schools vary in their scienceadmission requirements.Thesemay include CHM 351,352instead of 223, PHY 121, 122 instead of 103, and MAT 124,125. Licensure for teaching in Minnesota also requires 3 courses in earth and life sciences. For secondaryteaching we recommend the broadest possible program in biology. Students planning to teach are advised to consult with the Education Department early in their academic program. The Department works with the Cooperative Education Office in identifying and defining Co-op Ed experiencesin laboratoriesand other settingsin the Twin Cities. This experience is open to juniors and seniors. Students interested should consult with the Biology Department Co-op Ed Coordinator. Honors Major: GPA of 3.5in biologyand 3.0 overall, activeparticipationin seminar, 1 course of approved Independent Study with an oral defense of the research report. Application should be made no later than the first term of the senior year. Minor: 5 courses, including 111,112 and 3 Upper Division courses; CHM 115,116 (or 105,106). Human Biology Basic biological mnfrom an anthropocenhic p i n t of vim,An attenrpt to answer such questions as: What makes man just another meabw of khe biotic fold? Does man have a niche in the ecosystem? What influence does man have on the environment? What influence does the environment, especially the urban environment, have on man? (3 hours lecture. A student may not receivecredit for both 101and 103.Does not apply to the major or minor) 103 Human Anatomy and Physiology A professional course in the structure and function of the human body. 3 hours lecture, 3 hours laboratory. (A student may not receive credit for both 101 and 103. Does not apply to the major or minor) 105 Biology and Society What are some of the biologically-based problems with which our society must deal? A survey of the environmental and health implicationsof pollution, non-renewable resource depletion, waste disposal, war, occupational safety and health. An historical survey of American agriculture, world food supply and biological determinism. A critical evaluation of the social application of biological concepts. (3 hour lecture. Does not apply to the major or minor) 108 Microbiology Basic microbial features are considered as well as applications of microbiology to the fields of medicine and sanitation. (3 hours lecture, 3 hours laboratory. For student nurses, health majors, or consent of instructor. Prereq.: CHM 110or consent of instructor.Weekend College. Does not apply to the major or minor) 109 Special Topics in Biology Offered periodicallythrough Augsburg's Conservationof Human Resources (CHR) program. Generally conducted off campus with community people taking the course together with college students in a co-learning model. Topics will vary depending upon needs and interest. (Does not apply to the major or minor) 111,112 General Biology A comprehensive introduction to biological science for biology and other science majors. The courseincludesanintroductionto molecular biology, cellular biology, genetics, developmental biology, evolutionary mechanisms, anatomy, physiology, ecology, and phylogenetic relationships of organisms. Must be taken in sequence except by permission of instructor. (3 hours lecture; 4 hours laboratory. 111,Fall; 112, Spring) 199 Internship Lower Division Internship. (Prereq.: 112) 201 Methods in Biological Research An examination of methods commonly employed in biological research, which may include electrophoesis, column separations, ultracentrifugation, microscopy, cell culture, radioisotopic techniques, gas chromatography, and physiological recording. The theoretical basis of each method is discussed and experimentsare conducted to demonstrate the utility of each method. (3 hours lecture, 3 hours laboratory. Prereq: 112. Spring) 203 Principles of Nutrition A study of the six classes of nutrients and their digestion, absorption, transport, metabolism, interaction, storage, and excretion. A special effort will be made to differentiate "fact from fiction" in this controversialbiological field. (3 hours lecture. Prereq.: 112 or consent of instructor. Fall) 101 Directed Study Independent Study for Lower Division credit. (Prereq.: 112) Invertebrate Zoology A study of the invertebrate groups stressing classification, morphology, behavior, life history, and evolutionary relationships. (3 hours lecture, 4 hours laboratory. Prereq.: 112. Altemate years, Spring) Comparative Vertebrate Zoology A comparative study dealing with the classification, morphology, distribution, evolution, behavior and population dynamics of the vertebrates. (3 hours lecture, 4 hours laboratory. Prereq.: 112. Fall) Genetics The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stressing Drosophila genetics. (3 hours lecture, 4 hours laboratory. Prereq.: 112. Spring) Plant Biology A survey of the major divisions of the plant kingdom including the study of anatomy, physiology, life histories, taxonomy, and ecology. (3hours lecture, 4 hours laboratory. Prereq.: 112. Fall) Biochemistry An introductory consideration of the chemistry of proteins, carbohydrates, lipidsand nucleic acidsincludingintermediarymetabolism.(3hours lecture. Prereq.: 112, CHM 223 or 352 or consent of instructor. Fall) Immunology A study of the structure and function of the immune system at molecular, cellular, and tissue levels. Both basic immunology and fundamental principles relating to clinical immunology will be considered. (3 hours lecture, 4 hours laboratory. Prereq.: 112. Alternate years, Spring) Internship Upper Division Internship.Studentsmust be juniors or seniors. Prereq.: 112) Plant Physiology A consideration of the chemical and physical mechanisms involved in photosynthesis, respiration, growth, and development, and water relations in vascular and nonvascular plants. The relationships of these processes to plant structures. (3 hours class, 4 hours laboratory. Prereq.: 112. Altemate years, Spring) Cellular Biology A study correlating function with ultrastructure in both prokaryotic and eukaryotic cells. (3hours class,4 hourslaboratory.Prereq.: 112367orconsent of instructor. Alternate years, Spring) Animal Physiology A study of animal function with emphasis on the vertebrates. Wherever possible, functions are explained on the basis of physical and chemical principles. (3 hours class, 4 hours laboratory. Prereq.: 112; CHM 106 or 116; PHY 103or 122or consent of instructor. Fall) Developmental Biology A consideration of the physiological and morphologicalchanges which occur during the development of organisms with emphasis on the vertebrate animals. Experimental as well as descriptive studies are included in the laboratorywork. In addition to embryonicdevelopment, the topics of malignancy, aging, and regeneration are discussed. (3 hours class, 4 hours lab. Prereq.: 112. Spring) Microbiology An introduction to the study of microorganisms with emphasis on bacteria and viruses. Microbial taxonomy, morphology, physiology, genetics, and pathogenicity are considered as well as certain methods. (3 hours class, 4 hours laboratory. Prereq.: 112.Fall) 481 Ecology A m e y of reprewntative biological communities; the study of reciprocal relationships between organisms and their environments. (3 hours class. 4 hours laboratory, some Saturday field trips.P m q . : 112,361 or consent of instructor. Spring) 491 Seminar A weekly meeting of biology majors under the direction of Beta Beta Beta Biological Honor Society. Active participation by juniors and seniors is required. Guest speakersare often invited. A noncredit requirement for the major. 499 'Independent Study Individual laboratory, field, or library research under the direction of an instructor. Intended for biology majors who are juniors or seniors. (Prereq.: 112,and previous arrangement with instructor) 476 V Business Administration and Economics Department The Department of Business Administration and Economics is committed to developing both the theorelid and practical tools necessary for entry into and advancement in business and other organizationsas well as preparation for graduate study. To this end, the Deparhent offers s p d i z a t i o n in a varieg. of areas including:Accounting Applied Economics, Economics, Finance, hternational Business, Management, Management Information Systems (MIS), Marketing, as well as a Combined Business and Economics concentration. Each of these areas is dependent upon a strong foundation in the liberal arts with an emphasis on solid communication and analytical skills. R ~ ~ ~ g n i zthe i n goccupational realities of the business and economic disciplines, the Departmenk is equally committed to maintaining an application-oriented balance. This balance is achieved in part by fostering close ties with the corporate community which in turn provides a wealth of practical expertise and a wide variety of Internship opportunities, as well as future job prospects. Departmental faculty believe they can best serve both the student and the community by contributingto an education which is ethically based, technically competent and socially aware. Business Administration and Economics Faculty: Amin Kader (Chairperson), Diane Busico, Thomas Busico, John Cemto, Peter Gillen, John Cosgrove, Gerald Glatzmaier, Satya Gupta, Paul Halvorson, Mark Hassenstab, Richard Herzog, Marilyn Horowitz, Mary Jo Johnson, Jane Kammerman, Robert Kramarczuk, Roy LaFayette, Dan McNamara, Fekri Meziou, Thomas Morgan, Paul Pender, David Riley, Edward Sabella, Hamed Sallam, Milo Schield, Stanley Solnick, Stuart Stoller + Business Business Administration Major (BUS) Core courses for the Accounting, Finance, Management and Marketing specializations: BUS 175,221,222,242,252,279,331,391, ECO 112,113,313,311 or 312 or 315. Specialization in Accounting: 12Core courses,322, 323,324, either326or 423 or 425. Specialization in Finance: 12 Core courses, 322,433,438, either 479 or ECO 318 or 415. Speaalization in Management: 12Corecourses, 340,440, ECO318, PSY 373 or SOC 301. Specialization in Marketing: 12 Core courses, 352,357,450, ECO 415 Specialization in International Business: 175,221,222,242,252,279,331,391, ECO 112113,313. Also the following emphasis: 3 InternationalBusiness Courses and an International Economics Course. BUS 399 or 499 is required, as well as 3 semestersof a foreignlanguage (or tested equivalent). Specialization in Management Information Systems: 175,221,222,242,252,279, 331,370 (or CSC 3521,375,475,476,479; ECO 112,113,313,318; MAT 174and 175 or MAT 124 and CSC 170. Honors Majo~:GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Business Administration: 6 courses, including 221,242,252, 331, ECO 112 and 113. Other configurations may be permitted on consultation with the Department. Minor in International Business: 6 courses, including 221,242 or 252, ECO 113, and 3 International Business courses. Other configurations may be permitted on consultation with the Department. Minor in Management Information Systems (MIS): 6 courses, including 221,242 or 252,370,375,475, and ECO 113.175 is the recommended prerequisite for 370 and 375. Other configurations may be permitted on consultation with the Department. C.P.A. Certification: Students who wish to take the Certified Public Accountants (CPA) examination prior to fulfilling the experience requirement must have completed the major in Business Administration-Accounting and taken all accountingand businesslawoffered. Studentsmajoringin BusinessAdministration-Accounting arequalified underthe rules of theMinnesotastate Board of Accountancy to sit for the examination during their last semester. C.M.A. Certification: Students who have taken a prescribed course of study in accounting may take the certified management accountant (CMA) examination prior to fulfilling the experience requirement. This certificate indicates proficiency in the area of managerial accounting. Notes: Students who plan to major in the Business Administration department are strongly encouraged to select a department adviser as soon as possible, in order to carefully plan their program of study. In addition to the courses listed under the title "Topics in Business Administration" (BUS 295,4951, the Department has also offered: Research Methods for Economics and Business, Computer Simulation for Business, Income Taxes for Individuals, Computer Applications, Discrete Event Simulation, Entrepreneurship, Micro Computer Accounting, Ethics in Business, International Management, International Marketing and Risk Management and Insurance. Business Courses (BUS) 175 199 221 222 242 252 279 Computers for Economics and Business An introduction to computerized data processing. Learn a higher-level language (BASIC). Learn about computerized spread-sheets (LOTUS)and data bases (DBASD. Learn about word processing and computerized business graphics. (Prereq.: Math Placement Group I1 or high school algebra) Internship Lower Division Internship. Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. Principles of Accounting I1 A continuation of 221. Introduction to business activities, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controllingprocesses, decision-makingand behavioral considerations. (Prereq.: BUS 221) Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability and responsibility, analysis of the role of the professional manage Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel and pricing decisions. Quantitative Methods for Economics and Business An introduction to quantitative reasoning, descriptive measures, probability, sampling distributions,inference, and estimation with emphasis on their use in applied problems in business and economics. (Prereq.: Math Placement Group I11 or a grade of at least 2.0 in MAT 104) Topics Lectures, discussions, meeting with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: Consent of instructor) Directed Study Independent Study for Lower Division credit. Accounting Theory and Practice I An analysis of accounting theory pertaining to financial statements, income concepts, current and non-current assets. (Prereq.: BUS 221, ECO 113, Fall) Accounting Theory and Practice I1 A continuation of 322. An analysis of accounting theory pertaining to liabilities, stockholders' equities and other accounting issues. Additional emphasis on incomedetermination consideringprice level changes. (Prereq.: BUS 322. Spring) Managerial Cost Accounting Accounting tools for planning and control of economic activities. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: BUS 222,242,252,279, or consent of instructor) Tax Accounting The more common and important provisions of federal income taxes for individuals and various formsof business enterprises.(Prereq.: BUS 221,331, ECO 112,113, or consent of instructor) Financial Management Theory of acquisition, allocation, and management of funds within the firm. Sources and uses of long and short term funds, cost of capital, capital budgeting, leverage, dividend policy, and related topics. (Prereq.: BUS 222, ECO 113) Human Resource Management Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) Marketing Research and Analysis Research process as an aid to decision making in marketing management; research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.: BUS252,279, ECO 113, or consent of instructor) Marketing Communications This course looks at the communications aspects of marketingby integrating advertising, public relations, sales promotion, and personal selling into a coherent promotion mix. Emphasis will be placed on the design and evaluation of marketing communications programs, particularly advertising; selection of media; copy-creative effort; advertiser-agency relationship; management of the personal selling function including salesforce selection, compensation, territorial design, and performance appraisal. (Prereq.: Bus 252) Note: 355 and 357 cannot both be taken for credit) Advertising An introduction to print and broadcast advertising and promotion as importan t elements in modem marketing and communications. (Note: 355 and 357 cannot both be taken for credit) International Business Introduction to the problems and possibilities of doing business in an internationalcontext. Appreciation of the prospectiverequired for successful planning and managementof any enterprise operating abroad is emphasized by foreseeing both the opportunities and the difficulties inherent in international business. (Prereq.: Two business and economics courses or consent of instructor) Advanced Computing for Business and Economics Current topics involving programmable spreadsheets (LOTUS), programmable data bases (D-BASE), graphics, information retrieval using telecommunications, and other packages (statistical analysis, project management, expert systems, etc.). Solve common problems in economics, finance and markkting. (Prereq.: One computer course such as BUS 175 or CSC 145,170 or 174. Recommended BUS 279) Information Systems in the Organization Use of systems approach in analyzing the use of information systems in the organization. Analyze business needs and information requirements, identify relevant solutions and communicate recommendations. Emphasis on management consulting skills including written and verbal communications. (Prereq.: Two computer courses such as BUS 175 and 370) Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. Internship Program A student may receive course credits through an Internship program which is applicableto graduation, but not to the major. This program will afford the student the opportunity to spend one full term working with some organization. In addition, the student will write a report on his/her activities. (Prereq.: Consent of instructor) Auditing Internal and external auditing procedures. Emphasis on internal checks and controls for accounting systems. (Prereq.: BUS 323, Fall) Advanced Accounting Accounting for business combinations, governmental accounting, partnership accounting and fund accounting. (Prereq.: BUS 323. Spring) Financial Theory: Policy and Practice A system's approach to financial structure and policy. Emphasison decision making, presentation through literature, readings, lectures, and case material. (Prereq.: BUS 331) Investment Theory Appraisal of the riik/return relationships of various types of securitiesfrom the viewpoint of both individual and institutional investor. Extensive coverage of capital markets and portfolio management. (Prereq.:All Core courses or consent of instructor) Operations Management Concepts and principles related to the management of operating functions. Examplesfrom serviceindustries, non-profit organizationsand manufacturing. Taught from a managerial point df view. Topics include: an overview of operations, planning operation processes, productivity measurement, standards, forecasting, concepts of quality, inventory management, prin- 450 475 476 479 495 499 ciples of scheduling, and operational control information systems. (Prereq.: BUS 242 or Consent of instructor) Marketing Management Integration of marketing with other business functions; marketing management and decision making, planning marketing programs, channels of distribution, pricing, product selling promotion policies. (Prereq.: BUS 352) Information Systems Analysis and Design Analyze information requirements and design systems specifications. Utilize relational data base software to quickly several system de- implement signs. Utilize project management software to manage the life cycie process including documentation and implementation. (Prereq.: all lower level core courses, BUS 375. Recommended: BUS 370 or CSC 352) Information Systems Projects Using skills developed in BUS 375 and 475, completean information analysis and systems design for several business situations. Utilize both case studies and actual businesses. (Prereq.: BUS 375,475. Recommended: BUS 479) Intermediate Quantitative Methods for Economics and Business Utilizing computer packages relevant to statistical analysis. Programming tools include spreadsheets, Minitab, SPSS and other statistical packages. Areas of interest include statistical descriptions, analysis of variance and statistical inference plus linear models, queuing models and Monte Carlo simulations. (Prereq.: BUS 175,279, Math Placement Group IV or a grade of at least 2.0 in MAT 114,121, or 122. Recommended: BUS 370) Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: Consent of instructor) Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: Consent of instructor) + Economics Major in Economics: 8Economicscourses (112,113,312,313,414, and 3 other Upper Division); BUS 221,222,279, and MAT 114. The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. In addition, courses in the use of computers are also strongly recommended. Major in Applied Economics: 8 Economics courses (112,113,215,312,313, and 3 other Upper Division); BUS 175,221,222,279,479, MAT 121 and PHI 130. Combined major in Economics-Business Administration: 6 Economics courses (112, 113, 312, 313, and 2 other Upper Division); 8 Business Administration courses (221,222,242,252,279,331, and 2 other Upper Division). Honors Major: GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics: 112, 113,312,313, and 1additional Upper Division course. Other configurations may be permitted on consultation with the Department. Notes: Students who plan to major in the Department are strongly encouraged to select a Department adviser as soon as possible in order to carefully plan their program of study. In addition to the courses listed below, these topics have been offered under ECO 295, 495 Topics: Consumer Economics, History of Economic Thought, Research Methods for Economics and Business, Advanced Economic Theory, DecisionMaking with Finite Markov Chains, and Comparative Economic Systems. ECO 110,112, and 113 will satisfy general education requirements. ECO 110 will satisfy the urban concerns requirement. Economics Courses (ECO) 110 112 113 175 199 215 279 295 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are: Population "Crisis," CrimePrevention, Ecology and IncomeDistribution; DistributingFree Bread; Mass Transit Systems, etc. Fundamental microeconomic tools introduced to facilitate discussion of the above mentioned topics. (This is a basic course designed for those students who do not plan to major in Economics or Business Administration. It does not apply toward an Economics major or minor. Students who plan to major in Business Administration and/or Economics should enroll in ECO 112 and 113 which are also open to nonmajors.) Principles of Macroeconomics An introduction to macroeconomics; national income analysis, monetary and fiscal policy, international trade, economic growth. Application of elementary economic theory to current economic problems. May be taken independently of 113or 110.112and 113may be takenin either order, ormay be taken in the same term for the student to progress rapidly to the other courses. Principles of Microeconomics An introduction to microeconomics, the theory of the household, firm, market structures and income distribution. Application of elementary economic theoryto market policy. Maybe taken independently of 112or 110.112 and 113may be taken in either order, or maybe takenin the sameterm for the student to progress more rapidly to other courses. Computers for Economics and Business (See under Business) Internship Lower Division Internship. Elements of Mathematical Economics Economic concepts explained using mathematics as a tool. Examples from finance, management, and marketing are also examined. (Prereq.: ECO 113) Quantitative Methods for Economics and Business (See under Business) Topics Lectures, discussions, meeting with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. (Prereq.: consent of instructor) Directed Study Independent Study for Lower Division credit. Public Finance Analysis of the principles of taxation and public expenditures;the impact of fiscalpolicy on economic activity; debt policy and its economicimplications. (Prereq.: ECO 112,113. Fall) Intermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle. (Prereq.: ECO 112, Fall) Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113) Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112,113) Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasisis onapplications, whichare taken from the areas of transportation, marketing, portfolio selection, environmental protection, the shortest route, inventorymodels, informationsystems, etc. (Prereq.: ECO 313. Spring) International Trade and Finance A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade; balance of payments; exchange rate systemsand commercialpolicy. (Prereq.: ECO 112,113 or consent of instructor) Internship Program A student may receive course credits through an Internship program which is applicableto graduation, but not to the major. This program will afford the student the opportunity to spend one full term working with some organization. In addition, the student will writeareport onhis/her activities. (Prereq.: Consent of instructor) Labor Economics Analysis of labor markets; labor as a factor of production; determination of wage collective bargaining; labor legislation and effects upon society. (Prereq.: ECO 313 or consent of instructor. On demand) Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313 or consent of instructor) Managerial Economics Integrates economic theory and correspondingpractices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, price and non-price competition, production and cost considerations, and an analysis of economic problems of relevance to management. (Prereq.: BUS 279, ECO 313. Spring) 416 479 495 499 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macro economictheory. (Prereq.: EC0312,313 and at least MAT 122or equivalent or consent of instructor. On demand) Intermediate Quantitative Methods for Economics and Business (See under Business) Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. (Prereq.: Consent of instructor) Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: Consent of instructor) V Chemistry Department (CHM) Chemistry is the science of the changes in matter, examining those changes and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science, since matter includes the entire physical world such as the things we use, the food we eat and even ourselves. Chemists as scientists must be well versed in the science of chemistry, knowledgeable in fact and theory for solving scientific problems, capable of providing a public understanding of their work including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts core of religion, humanities, the arts and the social sciences is imperative if a chemist is to be truly human and therefore truly scientific. The Department is on the List of Approved Schools of the American Chemical Society, and offers a chemistry major which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the followingobjectives to help its students develop into mature scientists. To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to complete successfully with their peers of similar ability in graduate school or research positions. To provide programs of study for professional goals in addition to the traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners thereby remaining competent in their field however that may change after graduation, and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to seriously study areas outside of the sciences; and To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty: Earl R. Alton (Chairperson), Arlin E. Gyberg, John R. Holum, Joan C. Kunz Graduation Major (Bachelor of Arts) in Chemistry: 115,116, (or 105,106) 351,352, 353, 361, 363 and 1 additional course from 364 and 365, 464, 481, 483, or Biochemistry.Participationin seminar; PHY 121,122;MAT 124,125.SinceUpper Division courses have mathematics and physics prerequisites, students should plan to take MAT 124, 125 in the freshman year and PHY 121, 122 in the sophomore year. Teaching Major: Chemistry Major (for licensure in Physical Science): Recommendation for licensure in Physical Science requires General Chemistry (115,116 or 105,106); CHM 351,352,353,361,363,491; 1advanced course. PHY 121,122 and 2 additional physicscourses;ModernPhysics and Electronics arerecommended. Students are advised to consult with the Education Department early in their planning. Pre-Medical Chemistry Major: The same as the graduation major. In addition, medical schools expect at least 2 courses (and usually more) in biology. Students should consult members of the ChemistryDepartmentfor assistancein planning a course program early in their college career. Bachelor of Science: Persons completing the ACS major and meeting the graduation requirements of the College shall be awarded the degree Bachelor of Sdence. American Chemical Society Approved Major (Bachelor of Science): 12 courses including 115,116 (or 105,106) and a31 chemistry courses above 350 (excepr 399, 497,4991, Chemistry Seminar participation; MAT 124,125,224; PHY 321,122 (which should be taken during khe sophomoreyear). Reading abilityinGerman equivalent to 2 semesters and computer proficiency are also required. Modern Physics, additional mathematics and research experience are recommended. Honors Major: Full ACS mapr; average of 3.5 in chemistry, mathematics, and physics, 3.0 overall; 1summer or course of approved research; participation in seminar. Minor: 5 courseswhich must include 115,116 (or 105,106),353and 2 other chemistry courses from 351,352,361 or BIO 367. Note: Credit willnot be granted for both 105and 115, or for both 106and 116.Other restrictions are in course descriptions. Most courses in this Department have prerequisites, coursesthat must be completed before enrolling in the given course. A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a two-term course in registering for the second term. Placement in 105 or 115is determined by the score on the Mathematics Placement Examination: 105 requires Group I1 placement; 115 requires Group 111placement. High school chemistry is a prerequisite for 115. 105,106 Principles of Chemistry Sornwhat less rigomus than 115,1116;designed e s p d y for students who will not major in chemistry, although students may go from 106 to 352,353. Conceptsand laws underlying chemistry illustrated by a variety of examples including organic and environmental systems, (3 one-hour lectures,3 hours of laboratory. Prereq.: Math Placement Group II. 105, Fall;106, Spring) 109,110 General, Organic and Biological Chemistry Designed for students who need a survey of the fundamental principles of general, organic and biolopcal chemistry for careers in allied health areas such as nursing(includingAugsburg'sUpper Division Progmm), inhalation therapy, histotechnology, physical education, and others. Open also to students in the humanities and social scisciences. Erst term,general chemistry principles and an introduction to organic chemistry. Second term, organic and biological chemistry with special applications to human physiological chemistry. (3 onehour lectures, 2 hours of laboratory. This course does not apply toward the major or minor in chemistry. Credit cannot be earned for both 109and 105or 115, nor can credit be earned for both 110and 351. Prereq.: High school chemistry within the last 3 years. Weekend College) 115,116 General Chemistry An intensive course for premedical students and future chemists. First semester includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. The second emphasizes equilibrium and solution chemistry including kinetics and electrochemistry. (3 one-hour lectures, 3 hours of laboratory. Prereq.: High school chemistry, Math Placement Group 111.115, Fall; 116, Spring) 199 Internship Lower Division Internship. 223 Elementary Organic Chemistry This onesemester course is designed for students whose professional goals require some background in organic chemistry but not the rigor of the yearlong organic course. As a survey course, topics covered will include synthesis, properties, and reactionsof selected aliphatic and aromatic compounds. This course will not count to ward a Chemistry Major, nor will credit be given for this courseif Chemistry351-352is taken, nor does it fulfillthe prerequisite requirement forChemistry352.Credit cannotbe given forchemistry110 and Chemistry 223, nor does Chemistry223 meet Biochemistryrequirements for other programs. (Prereq.: 106or 116.Three lectures and one three-hour laboratory per week. Offered Term 11) 299 Directed Study Independent Study for Lower Division credit. 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energyrelations, and reaction mechanism; many applications of organic chemistry to biological, environmental and industrial fields. (3 one-hour lectures, 1four-hour laboratory. Prereq.: 106 or 116; 351, Fall; 352, Spring) 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemicaland spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (3 hours of lecture, 1fourhour laboratory. Prereq.: 106 or 116. Fall) 361,364 Physical Chemistry Thebasictheoretical concepts of chemistry:thermodynamics,kinetics, quantum theory, and states of matter are studied in the first semester. Applications of these conceptsto areas of molecular structure, equilibriaand electrochemistry in the second semester. (3 one-hour lectures. Prereq.: 106 or 116; PHY 121,122; MAT 124,125.361, Fall; 364, Spring) 363,365 Physical Chemistry Laboratory (112course each) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in Physical Chemistry lecture. 363 is to be taken the first half of the Spring semester and involves experiments related to 361.365 is to be taken the second half of the semester by all persons taking 364, except that special students may ask the Department for exemption. Internship Opportunity for off-campus experiences as a chemist. Cooperative Education is also an option for majors. Junior standing. Advanced Organic Chemistry Organized around the problems of identifying organic compounds in the laboratory. Lecture topics include structure-spectracorrelationsfor IR, UV, NMR, and mass spectroscopy;use of the literature (includingBeilstein); and further study of organic reactions. Infrared, nuclear magneticresonance, and ultraviolet spectra routinely used. (3hours of lecture, 6 hours of laboratory. Prereq.: 352,353,361 or consent of instructor; some reading knowledge of German. Fall) Advanced Analytical Chemistry Emphasis upon advanced equilibrium theory and principles of atomic and molecular spectroscopy as applied to analytical methods as well as chromatographicand electroanalyticaltechniques of analysis. (3hourslecture, 1four and one-half-hour laboratory. Prereq.: 353, 361, or consent of instructor. Spring) Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic, valence bond, and molecular orbital models. Coordination chemistry is discussed in terms of ligand field theory. The laboratory involves preparations of inorganic compounds using a variety of techniques. (3 one-hour lectures, 1 three-hour laboratory. Prereq.: 352,361, or consent of instructor. Fall) Quantum Chemistry Presents quantum theory in terms of Schrodinger's wave equation and uses the equation to solve the problems of the harmonic oscillator and the hydrogen atom. Approximate solutions are introduced and used to develop molecular orbitaltheory for molecules. Includes commutators,electron spin, angular momentum and group theory. (3 one-hour lectures. Prereq.: 361 or consent of instructor. Spring) Chemistry Seminar This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Introduction to Chemistry Research Chemistry majors pla~ingresearch careersneed research experiencebefore graduation. Such experience may be obtained by working on a summer research project in the Department (not counted as a course) or by research participation during the academicyear (which may be counted as a course). Cooperative Education is an excellent opportunity to be involved in industrial research projects. (Junior standing) Independent Study Chemistry majors who are interested in non-laboratory research such as theoretical or historical chemistry may pursue their interest via Independent Study. (Junior standing) V East and Southeast Asian Studies Khin Khin Jensen, Director + Program Options Major or minor in East Asian Studies through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an intercollege, interdepartmental program which provides a foundation for careers in international business, government, teaching, global ministries, work with social and recreational agencies, or graduate study. Two years of Japanese are taught on one of the five ACTC campuses, or Augsburg students may take Chinese courses at Hamline University. There also is a contractual arrangement with the University of Minnesota East Asian Studies Department for Chinese and Japanese language courses. Opportunities for language study abroad are available in Japan, China, Taiwan, Korea, Hong Kong and Singapore. Summer institutes are available in the People's Republic of China and in the U.S. See the Director for information and procedure to register for any of these courses or travel. Non-majors in the program are eligible to take the Chinese or Japanese language courses, which may be taken for distribution requirement. Major in East Asian Studies: 10 courses, including 4 courses (2 years) of basic college Chinese or Japanese, or equivalent competencies;2 muss in History,-2 courses in culturaI specializationor comparative studies; and 2 courses from a list of appmved electives.Major coursesmust have the written approval of the Director of the program. Minor in East Asian Studies: 5courses, including 2 courses (1year) of basic college Chinese orJapan- or equivalent competenaes;l courseinhistoryofEastAsia;and 2 Upper Division coursesin cultural specialization from a list of approved electives. Minor courses must have the written approval of the Diseaor of the p r o p . Minor in East and Southeast Asian Area Studies is an area concentration at Augsburg College that does not include a language component. It is designed to be useful for a variety of careers when combined with other majors. Minor in East and Southeast Asian Studies: 5 courses, 2 from HIS 322,323,324; 1 from PHI 355, REL 356, SOC 336; 1from HIS 474, POL 351,363,382; and 1from HIS 226,399,495,499. HIS 104 is strongly recommended. Note: Interim courses related to the East and Southeast Asian Studies program may be substituted when appropriate, with the consent of the Director. Asian and Asian-American Women in Public Life in the 20th Century (See under History Department) Directed Study (See Director of pmgram) Modern Southeast Asia (See under History Department) Modern China (See under History Department) Modem Japan (See under Histoj Department) Communist Political Systems (See under PoliticalScienceDepartment,ComparativePoliticsand Analysis) Communist Foreign Policies (See under Political Science Department, International Politics) Marxist Visions: Past, Present, and Future (See under Political Science Department, Political Theory and Analysis) Internships (See Director of program for guidelines to apply for an Internship) The World and The West (See under History Department) Seminar (See Director of program) Independent Study (See Director of program for guidelines) Economics (ECO) See Business Administration and Economics V Education Department I M- ~ Students interested in attaining teacher licensure or developing a background in education as a base for advanced study in other careers will find opportunities in the Department of Education. Professional Education combines the study of theory with practice, and field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in the Twin Cities. The career that first comes to mind for graduates of teacher education programs is classroom teaching. Augsburg graduates are found in many classrooms within the Twin Cities area. In addition, they provide educational services in classrooms across the nation and in some foreign countries. The teacher education program coupled with the liberal arts program serves as a solid base for graduate education. Some teaching fields require graduate work beyond the initial license in either elementary or secondary education. Not all graduates choose to teach in school settings. Teacher education graduates are also found in business, working in managerial, sales, production, and service areas. As of April 1,1988, all persons are required to have taken basic competency tests (prescribed by the Minnesota Board of Teaching) in reading, writing skills and mathematics prior to beginning Upper Division courses. Licensure in Elementary Education is available both through day school and Weekend College. Selected secondary education programs are also available in Weekend College. Fl Education Faculty: Mary Endorf (Chairperson), Sheldon Fardig, Ann Fleener, Rich Germundsen, Kathy Heikkila, Lynn Lindow, Marie McNeff, Karen Morgan, Vicki Olson, Lauretta Pelton, Mary Jo Stump + Elementary Education (EDE) Mary Endorf, Coordinator Kindergarten-Elementary Major and Licensure Requirements: 255,341,351,352, 381,382,383,384,386,387,481,482,483; HPE 114,115; S W K 260; a college level mathematics course; academicminor (major recommended). For persons taking their first Education courses in the Fall of 1989 or later, 1additional 1/2 course will be required: EDE 388 Human Relations. If those persons also desire kindergarten licensure, EDE 375: Discovery Learning in the World of Kindergarten will alsobe required. GPA of 2.5 overall and 2.5 in major and academicminor and grades of P in student teaching courses required h r licensure as well as mhimum grades of 25 in d Education courses; fulfill quiremen ts of M i m e sota Board of Teaching 5 MCAR 3,041 in Ruman Relations. The prafessional semester for juniors for 198849wdlincluds 341,352,381,382,384,386, and 387 (341,381,382,383,384,386,387 are1/2 courses.) Beginningin the fall of 1989,professional semester for juniors will include: 352, 375,381,382,384,386, and 387. Acceptance into the AugsbuxgEducationhprtment Limsurel7mgmnis a n+ quired prerequisiteto the professional semester.The criteria for accepmce into the Department Licensure Program are available in the Education Department. 199 Internship Lower Division Internship. 255 Orientation to Education in an Urban Setting and Field Experience Investigation of various aspects of the teaching profession and opportunity for in-school work. Open to all students. Membership in one of the professional teacher organizations is required. (Prereq.: sophomore standing or above) 282 Introduction to Special Education (See Special Education) 295,495 Topics in Education Study of selected topics in educationthat are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Lower Division Independent Study. 341 Media Technology (11 2' course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teaching/learning situations. Computer training will be included in this course. (Fall, Spring 198889, Interim 1989-90 and after) 351 Techniques of Teaching Reading The study and utilization of a variety of techniques and resources in the reading and the diagnosisand correctionof reading difficulties. (Fall, Spring) Creating Learning Environments: Kindergarten-Elementaryand Field Experience The study of strategies and methods of teaching and Ieaming in the contexts of educational, psychologiml and sociological theories. Membership in one of the professional teacher organizationsis required. (Pmq.:255orED5265 or consent of instructor. FA,Spring) Discovery Learning In the World of Kindergarten (112 course) Study and utilbtion of a variety of techniques and murces far teaching kindergarten. (Required for all persons d n g kindergarten licensurewho take their first Education course in the Fall of 1989 or later. Concurrent registration with 352. Fall, Spring) Kindergarten-Elementary Curriculum: Art, Music (112 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring) Kindergarten-Elementary Curriculum: Mathematics (112 course) Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring) Kindergarten-Elementary Curriculum: Physical Education, Health (112 course) Eminatianand prepmition of materials and resourcesfor physical educatian and health at the kindergarten and elementary levels. Laboratory experiences. (Pmq.: 255 or IDS 265. Fall, Spring) Kindergarten-ElementaryCurriculum: Social Studies, Science (112 course) Examination and preparation of materials and resources for social studies and science at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring) Kindergarten-Elementary Curriculum: Children's Literature, (112 course) Examination and preparation of materials and resources for children's literature at the kindergarten and elementarylevels.Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring) Kindergarten-Elementary Curriculum: Language Arts (112 course) Examination and preparation of materials and mourcesfor language arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring) Human Relations (112 course) Emphasis on the study of values, of commmicationW q u w , and of the major minority gmups in Minnesota for the dwloprnent of interpersonal relations skills appLicabIetoteaching and other pmfessiod vocations.Open to all. Internship The student may select from a variety of situations for professional work experience.A learningcontract must bedeveloped and must have Education faculty approval. School and Society (See Secondary Education) ,482,483,484 Student Teaching Kd and Seminar Observingand facilitatinglearningat the kindergartenand elementarylevels under the supervisionof collegeand elementaryschoolpersonnel. Member- 491 498 499 ship in one of the professional teacher organizations is required. Students must apply to Student Teach at least 3 months prior to enrolling for the courses. Four courses in student teaching (481, 482, 483 and 484) are recommended unless otherwise advised by the Education Department. (Fmeq.:All K-Elementary coursework satisfactorily completed or permission of the Department for an exception. Admission into the Education Department Limnsure kagmm and admission for Student Teaching) Practicum and Seminar in Special Education (See Special Education) Independent Shrdy (1/2 come) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). Independent Stady Opportunity for advanced and specialized research prows not otherwise provided for in the Departmental curriculum.A projected promust be o u t l i d and approved by the kindagartenetementaryeducation faculty. + Secondary Education (EDS) Mary Endorf, Coordinator Itistherespnsibilityof eachshldenttomeetaZ1speaficrquitmentsof~e Education Department. Secondary Education students are advised ta consult UTith Education faculty regarding state requirements for teacher ficensure, in addition to confemng with the student's major field adviser. Licensure Requ3ements of thestateof hrlinnesata for teachingin serondaryschcaIs are met through the Augsburg College Education Department Liensure Frogram: Baccalaureatedegree; amdeaic major in anapproved teaching area;265, 334,388,478, methods course(sS in major area, 48l,482 (and 483 for Art, Music, and Physical Education teaching majors); HPE 114, 115; PSY 105; GPA of 2.5 overall, 2.5 in a11 education courses, 2.5 in academic major and P in student teaching. Applicationfor and acceptance into the Augsburg Licensure Program required. Criteria for admission to the program are available in the Education Department. Art, Music and Physical Education Licensure: A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elemenfaq school leveL A person with a major in one of these special areas will take three courses instudent teaching and do some studentteaching at both the secondaryand elementarylevels. Inaddidon to 334, the arkmajor will register for 361,362; the physical educationmajor for 365; and the music major for 355. Art and physial education teacher education programs lead to licensure for g r a d s K-12. Music teacher educatjon pmgrams lead to licensureinthe following m s : 1-Band (K-12)and classmrn music (5-12); 2-Orchestra K-12) and classrmm music 6-12};3-Vocal and classroom music (K-9); or 4 V 4 and classroom music (5-12). Foreign Language Licensure: For foreign language teachers (French, German, Spanish), see Major Department for information on the required competency exams. Teaching in the Minor Field: Minnesota State Rule provides for restricted teaching in selected fields in which a person has received a minor. Students must be accepted into the Education Department Licensure Program, take the minor subject area methods course, and student teach in the minor area to receive licensure or be recommended for an endorsement by Augsburg College. The Professional Term. School and Society and Student Teaching are taken jointly in one full-time term in professional education. Attendance at special afternoon or evening seminars is also required. All students are expected to be involved full-time in the activities of the professional term. 199 Internship Lower Division Internship. 265 Orientation to Education in an Urban Setting and Field Experience Investigatesvarious aspects of the teaching profession, with opportunity for in-school work. Open to all students. Membership in one of the professional teacher organizations is required. (Prereq.: Sophomore standing) 282 Introduction to Special Education (See Special Education) 295,495 Topics in Education Study of selected topics in educationthat are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Independent Study for Lower Division credit. 341 Media Technology (U2 course) (See Kindergarten-Elementary Education) (Fall, Spring 1988-89. Interim beginning 1989-90) 350 Reading in the Content Areas (112 Course) The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: Required for Secondary Education. Upper Division. (Fall, Spring) 354 Creating Learning Environments: Secondary and Field Experience The mastery of theories and their applicationfor teaching inlearning settings. Laboratory experiences. Membership in one of the professional teacher organizations is required. (Prereq.: 265, PSY 105. Fall, Spring) 355 Music Methods (K-12) Trends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshopsand laboratory experience. (Spring) 356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings (U2 course each) Study and application of instructional methods, materials, and techniques. 361 Art Methods (Elementary and Junior High School) Procedures, materials and issues relatingto the teaching of art in the elementary, middle, and junior high schools. For art teaching majors only. (Fall) Art Methods (Senior High School) (112 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (To be taken concurrently with 361.Fall) English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Spring) (Prereq.: EDS 354: Creating Learning Environments) Physical Education Methods (K-12) (See Physical Education Department) Foreign Language Methods (112 course) Language learning theory. The theory and practice of language teaching. (Consult with the Foreign Language Department) Natural Science Methods (lI2 course) Course structures,goals, and procedures in science education.Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the Education Department. Social Studies Methods (112 course) Introduction to the teaching of social sciencesand history in secondaryschool classrooms. Emphasis on instructional strategies and curriculum develop ment. Consult with the Education Department. Speech and Theatre Arts Methods (lI2 course) The teaching of basic speech, interpretative reading, discussion, and theatre and the directing of co-curricular speech and theatre activities. (Spring) Mathematics Methods (112 course) Study of the basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. Consult with the Education Department. Human Relations (112 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skillsapplicableto teaching and other professional vocations. Open to all. Internship The student may select from a variety of situations for professional work experience.A learning contract must be developed and must have education faculty approval. Health Methods (SeeHPE 410Administrationand Supervisionof the SchoolHealth Program) School and Society Emphasis on p i n t s of view about the role of school in modern scoiety and final theoretical preparation to approach student teaching. Membership in one of the professional teacher organizations is required. (Prereq.: Senior standing; concurrent registration with 481,482,483,or 484) ,482,483,484 Student Teaching and Seminar Observingand directing learning at the secondarylevel under supervision of college and secondary school personnel. Three courses recommended of all majors and required of Art, Music, and Physical Education majors. Four courses required of double majors. (Concurrent registration with 478) 498 499 Independent Study (112 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). Independent Study h not otherwise Opportunity for advanced and speciakd r ~ c projects provided for in the Departmental curridurn. A projerted program must be outlined which meets the approval of education faculty. + Special Education (EDE, EDS) Mary Endorf, Coordintaor Minor: Minimum of 6 courses (282,491;PSY 351,357; 1coursechosenfrom HPE 354, MUS 110 (Interim)or 395, PSY 362, EDS 385 (Interim), or SWK 304 (CHR); and 1course chosen from LIN 289, PSY 352 or 359, or EDS 388. BIO 103 is recommended as an additional course. 282 Introduction to Special Education Introduction to the field of special education. An examination of the nature, c a m , and educational intenentione for such exceptionalities as mental r e tardation, physicat disability, hearing and vision impairment, learning disabilities, behavior disordersand giftedness. (Spring) 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. (Prereq.: Completion of courses for special: education minor or consent of instructor. Students planning to take this course should consult with the Special Education Coordinator about a placement prior to registering for the course. Fall) V Engineering Ken Erickson, Adviser Augsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Errcause of the special T~hnologicalUniversiky, Houghton, requirements and opportunities of these programs, early consultation with the Augsburg Engineering Adviser is necessary. Applications for thew programs require the recommendation of the Augsburg Engineering Adviser. + University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of k W a c h e l a r of Engineering CB.A./BB.l enables students to r ~ e i vaeBachelor of Arts degree from AugsburgCollege and a Bache10r of Enginewing degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Studentsmay apply for the program afses completing thesophomoreyear. At that time, they will 'be informed of their status in the program and any further conditions necessary for find acceptance into the program- Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Ba&eJ.or of Arts/Master of Engineering (BJVM.EF enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to mininizethe numberof undergraduatecourses, if any, that students must take at the University kfore proceeding through the graduate curriculum.The n u d m of such murses varies by IT department and area of emphasis within a department. Application for admission into the B.A/ME. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed daring the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. + Washington University (Three Year Plan) + Michigan Technological University (Dual Degree Plan) These programs enable students to receive a Bachelor of Arts degree from Aupbutg and a Bachelor of Enpeering degree from Washington University School of Engineeringand Applied Science or Michigan Technological University in a five-year period. The first h r e e years are spent at Augsburg foIIowed by two years at the affiliated university. Studentsacceptedinfo the program will be consided foradmission to theen@eringxhooI if they willcompletecourserequire- ments, have the requisite cumulative grade point average, and are recommended by the Engineering Adviser of Augsburg College. Students are also encouraged to exploreopportunitiesfor graduate work at Washington University and h4ichigan Tecl-tnological University. Further information on these and other graduate programs is available from the Augsburg Engineering Adviser. Financial Aid: Students receiving financial aid who are partidpants in these dual d e g r e programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as aiteria. Minimum Course Requirements for Admission to the Dual Degree orThree-Two Programs: CHM 115,116;CSC 170;ENG 111;MAT 124,125,224,226; PHY 121, 122;additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124,125 and PHY 121,122are taken in the freshman year. Students interested in Chemical Engineering also should take CHM 351,352. e 7 - - @ -a, ., -.r V English Department (ENG) . 3 ...-. Those who study English believe that an intense concern for words, ideas, and images helps us understand who we are and who we can become. Writing helps us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and understand better the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and ~ o l o g y , English is concerned with individual and group khavior. With philo* phy, English is interested in ideas and in the relation between meaning and language. With dence, English is interested in discovering order and det crmining structures. With speech and ~ommunications,English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. The Augsburg English Department integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, a n d readings available near the campus. English majors have the opportunity to use and refine their skills through Internships on a n d off campus, tutoring in the Writing Lab, or participating in the Co-op Ed Program. Students with a n Augsburg English major pursue careers i n elementary, secondary a n d college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions a n d businesses. English majors may start o n a slightly lower rung of the career ladder than those with more specialized training, but will move to higher rungs more quickly because of their broad background, their skill in analysis, a n d their superior communication skills. Skills i n reading perceptively and writing effectively enhance a n y career and make life more enjoyable and understandable. English Faculty: Catherine Nicholl (Chairperson), Barbara Andersen, Joseph Bodziock, Cathleen Dalglish, David Garrison, Douglas Green, Joan Griffin, John Mitchell, Ronald Palosaari, Kathryn Swanson Major: 9 courses above 111, including 225; 1 course in American literature; 1 course in Western literary tradition (271 or 272); and 3 courses in British literature, 1on literature before 1660 (for example, 331 or 438) and 1that surveys a number of writers (336,337,423). Majors are encouraged to take ENG 245 early in their college work and to consult their Departmental adviser regularly. A student with a double major or special program that involves considerable work in the English Department should also work closely with an adviser in the Department. Note: Transfer students must take at least three of their English courses at Augsburg. English-Language Arts Teaching M a j o ~10 courses, including those listed under the major, a coursein the English language, and an Internship in the teaching of writing. One course must include a cornpanent in non-Western literature. In addition, the ACTC courses CommunicationSkillsin the EnglishClassroomand Teaching Mass Media are required. Courses in early American literature, Shakespeare, and film are recommended. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education not later than the spring of their sophomore year. Students in this program must work with advisers in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Honors Major: GPA of 3.5 in the major and 3.0 overall, submit program to Department Chairpersonby October 15 in senior year for Department approval. Submit paper to Departmentby April 20 and defend it before facultycommittee. Honors project may be an Independent Study program. Minor: 5 courses above 111, including at least 2 literature courses, 1 of which must be in British literature, and 1 writing course above the freshman level. Note on Concentration: In addition to meeting requirements for the major, English majors may, if they wish, develop an area of emphasis, such as British concentration, American concentration, world literature concentration, or writing concentration.A student arranges a concentrationby careful selection of electives in the major, by the design of an Independent Study course that applies to the concentration, and by the selection of some related courses outside the Department. English majors should work closely with their advisers in developing a concentration. Interim courses, special courses, and courses at other ACTC schools will often fit well into a concentration. The English Placement Test: A writing sample is required of students who score 19 or below on the verbal section of the ACT test or 78 or below on the verbal section of the PSAT tests. Also required of students who have not taken either the ACT or PSAT. Students who do not show competence in composition skills such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences are required to enrollin Developmental Writing in which they will receive more individual instructionthan is possible in Effective Writing. These students must pass Developmental Writing before enrolling in Effective Writing. Note on Prerequisites: 111is strongly recommended but not a prerequisite for a Lower Division literature course. Prerequisite for an Upper Division course is successful completion of a Lower Division literature course or consent of the inshctor. Developmental Writing A preparatory coursefor EffectiveWriting required of students identified by a writing sample (the English Placement Test) as needing additional preparation in composition. Students write short papers based on their own observations, experiences, and thoughts. P/N grading only. Students receive a course credit, but this does not fulfill the graduation requirement in writing. 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing critical reviews. At least one work of literature is assigned. Attention is given to increasing students' effectiveness in choosing, organizing, and developing topics, thinking critically, and revising for clarity and style. A Writing Lab is provided for those needing additional help. The minimum passing grade for this course is 2.0. 217,218 English as a Second Language (ESL) Consistent, repeated work on pronunciation, vocabulary and American idioms, grammar and sentence patterns make up a major part of these courses. In-class drills and exercises, assignments, and sessions with ESL tutors are means for students to improve oral skills and to increase their fluency. Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing will determine placement in these courses, and testing, as well as other course work, will determine whether the ESL requirement is met. These courses are graded either P/N or 2.0-4.O/N. Students will con101 tinue in 218 until the requirement is completed. By successfully completing the courses, students will be exempted from the foreign language requirement. Writing f o r Business and the Pmfessions A practical course designed toimprove writing skillsfor those preparing for business and professional careers.Thewriting of reports, letters, and proposals will be emphasized. Students will be encouraged to use material from their own areas of specialization. (Prereq.: 111) Intermediate Expository Writing The development of essays in a variety of rhetorical modes, which may include identification, definition, classification, illustration, comparison and contrast, and analysis. Particular attention will be given to stylistic and organizational matters through the course's workshop format, in which students' papers are read and discussed. (Prereq.: 111) Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction but including journal keeping, drama, and creative prose. Journalism This is an introductory newswriting course. Emphasis will be placed on writing for the print media, but students will learn to write for radio and t e l e vision as well. Students will consider how to recognizenews, how to gather and verify facts, and how to write those facts into a news story or news feature. The course will cover basic copy preparation and editing practices and include an introduction to legal and ethical questions faced by journalists. (Prereq.: 111) Introduction to Cinema Art An investigationof the artistic qualitiesand the historical development of the film medium. The courseincludestheviewing and discussingof both feature length and short films. (Spring) Introduction to Literature An introduction to the study of fiction, drama, and poetry. Particular attention will be devoted to developingcritical and analytical skills in reading and writing about literature. Strongly recommended for English majors and minors. American Literature to 1920 Reading and analysisof some significantworks of selected American writers from colonial times to the emergence of literary naturalism. Attention is also given to the writer's contribution to the historical development of American literature. Modern Fiction Significant works of selected prose writers, chiefly European, of the 20th century. Some non-Western works will be included. European Literature: Homer to Dante A study of major works of Greek and Roman literature, for example the epics of Homer and Virgil, the tragedies of Aeschylus, Sophocles, and Euripides, the comedies of Aristophanesand Ovid's Metamorphoses.Dante's Inferno will be studied as a work in which the Christian and the classical traditions are combined. These works will be studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) European Literature: From the Renaissance to the Modem Period Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky. (Spring) Topics in Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year will be listed in the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction. Directed Study Independent study for Lower Division credit. Advanced Journalism Interviewing and Editing Emphasisis placed first on interviewing and then on organizing and writing the interview story. The second half of the course will concentrateon editing the work of others and learning layout and design. The course will include workshop sessions during which students conduct interviews and critique the interview skills of fellow students. There willalso be laboratory sessions devoted to layout and design. (Prereq.: 227. On demand) British Literature, Chaucer to the Elizabethans Chaucer and the medieval milieu will be studied as well as the development of English poetry and drama in the English Renaissance. Milton and His Age A study of Milton's major poems and selected prose. In addition the Renaissance literary tradition out of which Milton created his works will be examined. (Alternateyears 1989-90) British Literature, Seventeenth and Eighteenth Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets up to Blake, with attention to the historical, intellectual, and social influences and the major literary movements. (Fall) British Literature, the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic poetry, Victorian poetry, Victorian prose and two or three novels of the period. Relationships among these writers and their influence on one another will be emphasized as well as their relationship to their own age and their lasting contribution to the forms of poetry and prose. (Spring) Advanced Expository Writing Designed for the self-motivated writer, the course will emphasize the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. By the end of the course, the student will be expected to write reliable reports and articles of publishable quality. (Prereq: 225 or consent of instructor) Advanced Creative Writing The purpose of this course is to help the experienced student improve creativewriting ina single genre, as announced in theclass schedule. (Prereq: 226 or consent of instructor on the basis of submitted work) American Literature Since 1920 A study of some recent and contemporary writers and literary movements. Attention is given to the dynamics of American society and its intricate relationship to the literature. Special emphasis is given to the city as setting and symbol in modern American literature. 399 423 438 498 499 Internship The Department offers on-campus Internships in teaching writing and ESL, and various off-campus Internships. Interested students should consult the Department Chairperson. Studies in the British Novel A survey of the development of the novel in England from its 18th century beginnings up to the 20th century. Novels studied will be selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bront$ Thackeray, Eliot, and Hardy. Attention will be given to the conditions contributing to the rise of the novel and its emergenceby the 20th century as the dominant literary form. (Alternate years, 1988-89) Shakespeare Study of ten or twelve major plays -comedies, histories, tragedies -with attention to the development of Shakespeare's dramatic and poetic art. Additional plays assigned for reading analysis. Independent Study -Metropolitan Resources Open to junior or senior English majors with a grade of 3.0 or consent of Department Chairperson. Ppvidesdirected Independent Study which makes use of the resources of Augsburg's urban location, such as theaters, poetry readings, and writers' groups. Independent Study Open to junior or senior English majors with a grade of 3.0 or consent of Department Chairperson. Provides directed Independent Study in the area of the student's choice. V First Year Experience (FYE) Patricia Parker (Associate Academic Dean), Diane Pike The initial months after entering college as a freshman are a period of transition. The faculty and staff wish to assist students to make the transition to being a college student successfully and to help them become part of this academic community. Students are introduced to the character of the College, its heritage as an urban liberal arts college of the church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being a college student. The First Year Experience (FYE) is composed of four parts: Summer Registration, Fall Orientation, FYE Seminars, and FYE Interim Term Courses. Participation in the Fall Orientation program and in the FYE Seminars is required of all students who begin Augsburg College as freshmen in the day schedule program. Students who meet the requirement satisfactorily by attendance at and participation in an FYE Seminar will receive a notation of a passing (P) grade for FYE 005 on their official transcript. Students without a P for FIE 00.5 will not be permitted to graduate with an Augsburg degree. 005 FYE Seminar A series of fall term meetings with an FYE faculty adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon readings from a variety of disciplinesand sources collected in The Augsburg Anthology. (P/N grading only; evaluation based on attendance and participation) V Foreign Language Department The Foreign Language Department at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The Department is committed to the view that education should go beyond career preparation. So viewed, foreign language study goes beyond the development of new cornmunications skills to foster an abiding awareness that the splendid diversity of human languages, literatures, and cultures represents a rich historic legacy developed in different ways by many nations to be shared by all in common. The Departmental faculty believe that familiarity with the language and culture of another people is an essential step in the development of global perspective and hence is indispensable in the education of Augsburg students. The Foreign Language Department offers language, literature, and culture courses in French, German, Norwegian, Russian, and Spanish. Courses in Chinese, Japanese, Latin, and Greek are available to Augsburg Students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. A special perspective on language is also available to Augsburg students in the linguistics courses offered by the Foreign Language Department. Linguistics goes beyond the study of individual languages to investigate the general principles which operate in and shape all languages and in this way the study of linguistics affords the student a unique view of one of the most intriguing and central facetsof the human mind. Foreign language skills, perhaps combined with the study of linguistics, are essential in preparing for a number of careers and represent a valuable special qualification in many others. Anticipated careers in a number of fields such as foreign language teaching translation, the diplomatic corps, or international business may require a foreign language major, perhaps combined with a major in some other field. In addition, students pursuing careers in many other fields such as health care, social work, the ministry, psychology, or philosophy, to name just a few, often find that a foreign language minor and/or the study of linguistics qualifies them for special assignments in their chosen field. Foreign languages Faculty: Mary Kingsley(Chairperson),Nancy Aarsvold, Ruth Aaskov, Nancy Giguere, Mary Johnson, Angelika Rauch, Gunta Rozentals, Steve Sakai, Donald Steinmetz Placement Levels: Studentswith previous foreign language study must register in coursessuited to their levelof preparation.Placement is accordingto thenumber of high school semesters one has studied that language: 0-2 = 111;3-4 = 112; 5 6 = 211; 7 = 212; 8 = 311. Students in doubt about their placement level should consult the Chairperson. Be sure to sign placement form. Students should arrangeto take the LanguagePlacement Test if they wish to take a course above the level determined by previous studies in that language. Studentswho elect to take a coursebelow the one in which they are placed by the Department may do so, but grading must be P/N only. The Language requirement will be satisfied onlyby completion of the course in which the student was originally placed. Credit and grading for that course may be traditional. Basic Requirements: Majorsmust take4of theupper Division coursesat Augsburg College and 4 abroad. Minors must take 2 of the Upper Division courses at Augsburg College. 311 is prerequisite to all Upper Division courses. Transfer students intending to major or minor must take a minimum of 1Upper Division course per year at Augsburg. See Department facultyfor limits on nonAugsburg courses and career information. Teaching Licensure: Teacher candidates in French, German and Spanish must consult with the Department of Education for specific information and enrollment in the programas well as for information on Special Methods courses. A 3.0 averagein Advanced Conversationand Compositionis a Departmentalrequirement for teaching majors. Licensure requires successful completion of the Competency Exam. See Requirements for State of Minnesota Licensure for Teaching in Secondary Schools, under Department of Education. Honors Major: Majors seeking Departmentalhonors must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall, and honors thesis dernonstrating ability in Independent Study for one course credit. Consult Department Chairperson for details. + Chinese (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian Studies Director. + French @RE) Major: 8 courses above 212, including 311,312 or 411,331 or 332,350 or 355,351 or 353,450 or equivalents. Study abroad required. Minor: 4 courses above 212, including 1 in conversationcomposition, 1 in civiliiation, and 1 in literature. Interim, Summer, or Semester in France strongly recommended. Teaching Licensure Minor: 5 Upper Division courses beyond 212, including 1 in conversationcomposition, 1 literature, 1 in civilization. Study in France strongly recommended. Recommended Supporting Courses: European History, a second language, philosophy, linguistics, English literature. Also see Interim Catalog. Directed Study Conversational French, readings. Once weekly. No credit. (Spring. On demand) 111,112 Beginning French Aim to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall/ Spring) 199 Internship Lower Division Internship. 211,212 Intermediate French Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall/Spring) 243 French Literature in Translation Major representative works of French literature are read in English translation. ~ h r o u ~individualized h background reading and class discussion, students become acquainted with artistic qualities and cultural-historical 011 significanceof these works. Sophomorestanding.Fulfillsonly literature distribution requirement. Does not count toward a French major or minor. (On demand) Directed Study Independent Study for Lower Division credit. Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. Post-intermediate level. A prerequisite to other Upper Division courses. (Fall) French Expression A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use. French phonology and speech group practice, study of written models. (Prereq.: 311 or consent of instructor. Spring. On demand) French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: 311 or consent of instructor. Alternate years) French Civilization Today Topics in 20thcentury problems, ideas. Cultural manifestations that promote understanding of Frenchspeakingpeople and their contributionto the contemporary scene. Readings, reports, extensive use of audio-visual materials and periodicals. In French. (Prereq.: 311 or consent of instructor. Alternate years) Introduction to Literahue for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Studentsapply the elements of theory through reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) 353 Survey of French Literature The study of major French authors and literary movements in France, through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: 311 or consent of instructor. Alternate years) Twentieth Century Literature A survey of the major French literary movements since World War I, including the novel, the theatre, poetry, the essay, and criticism. Classes, oral and written reports, and laboratory texts in French. (Prereq.: 311 or consent of instructor. Alternate years) Internship Upper Division Internship. Advanced Conversation and Composition By means of reading, speakingand writing on topics of intellectual, social, or 450 499 political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization as individual needs indicate. Provides for self-improvementand self-evaluation. Laboratory assignments. (Prereq.: 311 or consent of instructor. On demand) French Seminar: Novel, Drama, Poetry, Short Story Study in depth of a topic or genre in French literature. Student presentations in French. For advanced students.(Seealso Interim offerings. Prereq.: 311 or consent of instructor. On demand) Independent Sttrdy Individual pursuit of a topic, movement, or genre at an advanced level. Designed to compl&ea balanced program, enhance research, or meet individual interests. In literature a mapr paper and its defense are included. (Consultationswith French teachers required. Junior standing. Fall, Interim, Spring. Subject and plan to be clarified early with study adviser) + German (GER) Major: 8 upper division courses, including 311; 411, 1 in civilization, and 1 in literature. Semester in Germany required. Minor: 4 Upper Division courses, including 311 and 411. Interim, Summer or Semester in Germany strongly recommended. Teaching Licensure Minor: 5 courses beyond 212,induding 1 in conversationcomposition, I in literature, 1in dvilization, and 2 electives. All m u m must be Upper Division course. Study in Germany s~rongIyrecommended. Recommended Supporting Courses: Linguistics, European History, another language, English literature. 111,112 Beginning German Course 111is for students with no previous background; 112is for students who have had 111or equivalentor less than two years of high schoolGerman. Aims at developingbasic skills.Classroompractice in speaking, understanding and reading basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. 199 Internship Lower Division Internship. 211,212 Intermediate German For students with two terms (or two years high school) of previous German. Aims at developingbasic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materialsrepresenting contemporary German life and literature. (211, Fall; 212, Spring) 244 German Literature in Translation Principal works of German literature representing various periods and movements are read and discussed in English. The readings are considered not only in the particular context of German cultural history, but also discussed interms of their relevanceto perennialhuman problems. Credit for this course does not apply to a German major or minor. (Sophomorestanding. On demand) Independent Study Independent Study for Lower Division credit. German Comersation and Composition Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercisesin written composition. Fall) German Civilization and Culture I The Early Background. Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643), with emphasis on the impact of Roman civilization, the re-emergence of German cultural self-awareness during the Middle Ages, and the intellectual and religious upheavals of the Reformation. In German. (Prereq.: 311 or consent of instructor. Alternate years) German Civilization and Culture I1 Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitcal, artistic and scientific history of the German-speaking peoples. In German. (Prereq.: 311 or consent of instructor. Alternate years) Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different a p proaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussingselected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) German Literature through the 18th Century Brief surveyof heroic, courtly, Reformation, Baroque, Auflclarung and Sturm und Drang literature. Extensive readings and dicussions in Classic and Romantic periods. Readings in German, supplemented by lectures on the history of German literature in its cultural and geopolitcal context. Class discussions help to improve students' ability to express ideas in German. (Prereq.: 311 or consent of instructor. On demand) German Literature: The 19th Century Includes later Romanticism, Jung-Deutschland, poetic realism, Naturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of the individual and the rise of materialism, technologyand mass man. Readingsin German. Class discussionshelp to improve students' ability to deal with concepts and express themselves in German. (Prereq.: 311 or consent of instructor) German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed:Kafka, Hesse, Mam, Brecht. Readings in German with class discussions are designed to aid students' self-expression in German. (Prereq.: 311 or consent of instructor. On demand) 399 411 451 452 499 Independent Study Independent Study for Upper Division credit. Advanced German Composition and Conversation Aims at developingand refining the student's use of German as a vehicle for expressing his or her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: 311 or consent of instructor. Fall) German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Leaures treat the development of the epic genre as a mirror of cultural and geopolitical history. (Prereq.: 311 or consent of instructor. On demand) German Drama Representative dramatic works from late 18th century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: 311 or consent of instructor. On demand) Independent Study Independent Study for Upper Division credit. + Japanese WN) Japaneselanguage studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language department. See East and Southeast Asian Studies Director for more information. + Linguistics 199 289 299 311 (LIN) Internship Internship for Lower Division credit. Introduction to Linguistics An introduction to linguistic analysis and general linguistic principles, with focus on linguistic universals (organizationalprinciples and features common to all languages) and psycholinguistics (inquiry in to the mechanics of language learning and the structure of the mind as revealed in language). Theoretical questions will be approached by studying samples of various languages. No prerequisite. Recommended for all language majors and minors. (On demand. ACTC) Directed Study Independent Study for Lower Division credit. Theories of Grammar Comparative analysis of various views of language represented in current linguistic research with the aim of illuminatingunderlying philosophical assumptions, investigational criteria, and explanatorygoals which distinguish them. The theories will be contrasted with those of adjacent disciplinessuch as anthropology, psychology, logic, and communication theory to explore ways in which each theory seeksto overcomethe inadequaciesof traditional grammar. (On demand) 399 499 Internship Internship for Upper Division credit. Independent Study Independent Study for Upper Division credit. + Norwegian (NOR) Major: 8 courses above 211, including 311,312 or 331,353,411. Study in Norway required. Minor: 4 courses above 211, including 1 in conversation-composition, 1 in civilization, and 1 in literature. Study in Norway encouraged. Recommended Supporting Preparation: A second foreign language, linguistics, European history. 111,112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress on spoken rather than literary Norwegian. Laboratory work expected. (111, Fall; 112, Spring) 199 Internship Internship for Lower Division credit. 211 Intermediate Norwegian Continued conversation and composition to improve comprehension and facility of expression. Selected readings in Norwegian used as basis for class discussion and exercises. Laboratory work and some field experience expected. (Prereq.: 112 or equivalent) 299 Directed Study Independent Study for Lower Division credit. 311 Norwegian Conversation and Composition Intensive practice in spoken Norwegian with emphasis on pronunciation and original composition. Some attention given to regional variations in spoken Norwegian and to differences between the two official languages of Norway. Some laboratory work and field experience required. (Prereq.: 211 or equivalent) 312 Old Norse An introduction to the structure of Old West Norse through the study of selectionsfrom Old Norse literature. Some attention given to Old East Norse and aspects of the history of four modern Nordic languages. Knowledge of one of the latter is desired but not required. Norwegian language majors/ minors will have special assignments. (On demand) 331 Norwegian Civilization and Culhue This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwegian as far as possible), the domesticand foreign influencesat work in the comparativelyhomogeneouspopulationof Norway willbe examined.Written and oral reports in theNorwegian language will be required along with some field work. (Prereq.: 311 or consent of instructor. On demand) 350 353 399 411 499 Introduction to Literahue for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Studentsapply the elements of theory through reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) S w e y of Norwegian Literature Selected readings in contemporary Norwegian literature provide a base for the study of original works from earlier periods extendingback to Old Norse literature. All genres are examined, and considerable attention is given to writings in the Nynorsk language, particularly poetry. Ledures, readings, oral and written reports are in Norwegian. (Prereq.: 311 or equivalent. Alternate years) Internship Internship for Upper Division credit. Advanced Norwegian Conversation and Composition Further intensivepractice in spoken and written Norwegian. Attention given to the other Scandinavianlanguagesand to the historical development of the Norwegian language. Laboratory work and field experience required. (Prereq.: 311 or consent of instructor. On demand) Independent Study Independent Study for Upper Division credit. + Russian .(RUS) Two years of Russian are offered at Augsburg. Russian language studies may be continued in the ACTC Russian Area Studies Program, which requires two years of language for the major. See Russian Area Studies Campus Coordinator. 111,112 Elementary Russian A i d to developreading, writing, understanding, and conversational skills through oral classroom practice, developingease in reading, short compositions, and acquaintancewith Russian culture. Extensive use of the language lab. 211,212 Intermediate Russian Continuesdevelopingtheskillsof writing, understandingand speakingwith an added emphasis on reading. Introduction of advanced grammar topics, idioms and the study of word building in Russian. (ACTC) + Spanish (SPA) Major: 8 courses above 212, including 311,411,456 or 457,2 of 352,353,354, and either 331 or 332. Study in Spain or Latin America is required. Minoc 4 courses above 212, including 1 in conversation-composition,1 in civilization, and 1 in literature. Interim or Summer study abroad strongly recommended. Teaching Minor: 5 courses beyond 212, including 1in conversationcomposition, 1 in literature, 1 in civilization, and 2 electives. All courses must be Upper Division courses. Study in Spain or Latin America recommended. Recommended Supporting Courses: Linguistics, another language, Pre-Columbian civilization, Latin-American Area studies. Consult Department for other supporting courses in humanities. 111,112 Beginning Spanish Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of Spanish-speaking world. Laboratory work is an integral part of the course. 199 Internship Internship for Lower Division credit. 211,212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts which stimulate intellectualgrowth and promote cultural understanding, students review all of the basic structures of Spanish, and build conversational skills through class discussions. besigned for students with 2-4 years of high school Spanish or its equivalent. (211 Fall, 212 Spring) 216,316 Intensive Individualized Spanish (See under Program in Global Community) 249 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature representing various periods and movements are read in English translation. Through background reading and class discussion in English the student is acquainted with the salient artistic qualities and cultural-historical significance of the readings. Credit in this course does not count toward a major or minor in Spanish. Sophomore standing preferred. (On demand) 261 Spanish Language (Seeunder Metro-Urban Studies, SAUS and LISLA) 299 Directed Study Independent Study for Lower Division credit. 311 Spanish Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratorywork. This course is a prerequisite for all Upper Division courses. Brereq.: 212 or equivalent. Fall) 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanishand wish to expand them. Intensivepractice to improve oral and written expression with emphasis on conversational facility, stressing idiomatic usage and the finer points of grammar. Readings to stimulate discussion and broaden cultural background from contemporary literary texts and magazine articles. Conducted in Spanish. (On demand) 331 Spanish Civilization and Culhue Study of the Spanishcharacterand of Spanishcontribution to world civiliiation through historical, intellectual, literary, and artisticmovements. In Spanish. (Prereq.: 311 or consent of instructor. Alternate years) Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the Pre-Columbian civilizations to the present. In Spanish. (Prereq.: 311 or 212, with consent of instructor. Altemate years) Introduction to Literature for Language Students 350 Theory and practice of literary studies.A theoretical component (in English) treats the basic principles of literature, Literary genres, and different approaches to literary analysis. Students apply the theory through reading, analyzing, and discussing selected works of literature. Recommended for majors and minors. Open to all qualifed students. Brereq.: 311 or consent of instructor. On demand) 352,353 Survey of Spanish Literature I, I1 A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language. (Prereq.: 311 or consent of instructor. On demand) 354 Representative Hispanic American Authors An introduction to Spanish-American literature. Lebures, discussions, written and oral reports in the language. (Prereq.:311or consent of instructor. On demand) 399 Internship Internship for Upper Division credit. 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, and written compositions and grammatical exercises. (Prereq.: 311 or consent of instructor) 332 456 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reportsin the language. Emphasison theGolden Age and the Modem Period. (Prereq.: One survey course. Altemate years) 457 Spanish Novel Studyof the outstanding novelists of the 19thand 20th century in Spain. Oral and written reports in the language. (Prereq.: One survey course. Alternate years) 499 Independent Study Independent Study for Upper Division credit. General Studies (GST) Joel Mugge and Donald Warren Some courses help to integrate learning around topics in ways which are different from the more traditional disciplines. General Studies include specialized academic enrichment programs, an integrative pro-seminar created by cooperating faculty, and offerings of the Center for Global Service and Education. 009 Cooperative Education Placement in a Co-op Education assignment, satisfactory completion of evaluation process, and participation in seminars conducted by Co-op Education staff. No course aedit. (Fall and Spring) 140,141 Introduction to the Liberal Arts (112course each) An introduction to the philosophy of the liberal arts curriculum and to the philosophy and student services available at Augsburg College. The course also focuses on improving those skills so important to academic success: reading rate and comprehension, note taking and textbook reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning, and making decisions. (140,Fall; 141,Spring) 230 Cultural Issues Seminar (See under Program in Global Community) V Global Education Programs The center for Global Education, a program of Augsburg College, is committed to education which helps citizens expand their world view and deepen their understanding of international issues. The Center believes that firsthand knowledge of other societies and cultures builds international awareness, informs debate on foreign policy, and contributes to a more just and peaceful world. Toward this end, the Center offers a variety of experiential education programs which examine the problems of international development and the dynamics of social change. A unique dimension of the Center's work is that its programs include the perspectives of the poor and disenfranchised as well as the views of decision-makers. + Program in Global Community The Center for Global Education offersa spring semester program, The Program in Global Community, each year in Cuernavaca, Mexico. It is an academic program that explores the history of political change, the dynamics of social justice, and the role of the church in Latin America. Students live together as a community in the Augsburg Study Center, but also with Mexican families. The semester also includes a trip to Central America. The cost is equivalent to full room, board and tuition at Augsburg. Courses are offered for credit in the disciplines as listed. SPA 216,316 Intensive Individualized Spanish Intensive, individualized instructionfor three hours a day for six weeks of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director) INS 311 The Development Process This seminar focuses on specific global and interpersonal developmental processes. Particular theories of development and educational approaches are criticallyexamined. As an integrativeseminar, the courseattempts to pull together the many aspects of the overall program. The seminar provides studentsthe opportunity to reflect criticallyon their own educationalprocess as well. (Required course) GST 230 Cultural Issues Seminar This seminar consists of a series of mini-courses offered in a number of relevant topic areas related to the theme of the program. Each mini-course consists of 12 hours. Any four mini-courses fulfill the requirements of the seminar. (Either this course or HIS 347 required) HIS 347 Mexico: A Historical Perspective Four specific mini-courses together provide a rather comprehensiveview of Mexico's historical development from preColumbian times to the present day. (Either this course or GST 230 required) 299 Directed Study 499 Independent Study This preferably is in a student's major or minor discipline, developed ahead of time in consultationwith a Departmentaladviser on the home campus and the program director. The topic a student chooses should be relevant both to the discipline and the theme of global community. (Optional fourth course) REL 366 The Church and Social Change in Latin America This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination of the emerging 'Theology of Liberation" as articulated by prominent Latin American theologiansas well as by people directly involved in local parishes and development projects in Cuernavaca. (Prereq.: 1course in religion or theology. Optional fourth course) + Human Services in a Latin American Context The Center for Global Education offers a fall semester program, Human Services in a Latin American Context, each year in Cuernavaca, Mexico. Throughout Latin America new models for education and human care have evolved during the last 25 years. The methodologies used attempt to teach critical thinking skills, raise people's consciousness and increase their ability to work together to change their situation. H u m a n Services i n a Latin American Context is a 3 1/2 month study program designed to introduce participants to the central issues currently facing the third world, and to focus on Latin American models of education and service and their contribution to the process of social change. These models have grown out of the sense that the achievement of basic human rights goes hand i n hand with the empowerment of individuals a n d groups to control their own lives. This semester program is co-sponsored with Pacific Lutheran University. The semester includes a trip to Central America. The cost is equivalent to full room and board a t Augsburg College. Courses are offered for credit in the disciplines as listed. SPA 216,316 Intensive Individualized Spanish (Spanish) Intensive, individualized instructionfor three hours a day for six weeks of the semester. Instructionis geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director) SWK 361, SOC 271 Social Policy and Social Justice (Social Work or Sociology) Social policy related to the health, education and well-being of members of Mexican society from an historical perspective. The course will examine the distances between policy and reality, particularly for the poorest groups, the impact of international economics and politics, and movements that have emerged dedicated to bridging the gaps between needs and policies. This course, with a different set of student objectives and a differentbibliography, can be taken for social work or sociology credit. SWK 399 Internship (Social Work) A supervised learning experience in an agency setting with emphasis on acquiring an overviewof how the agency functionsand how populations are served. POL 295 Global Perspectives: The World in Change (Political Science) A survey of global issuesaffectingthe human condition in a rapidly changing and increasingly interdependent world; modernization and development; economic change and international trade; diminishing resources; war and revolution; peace and justice; cultural diversity. Emphasis on the development of a global perspectivewhich recognizes human commonalities as well as diversity in perceptions, values and priorities. EDE /EDS 412 Latin American Models of Education (Education) A comparative approach to learning some basic goals and methods of educational models being developed in Latin America. Students will apply their knowledge of educationalconceptsused in the U.S. to an understanding of basic processes employed by Latin American educators in teaching critical thinking, consciousness-raising and cooperative problem-solving. A focus throughout the course will be on exploring the transferability of these learning models to North America. V Health and Physical Education Department (HPE) Virtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional player will find ample opportunity for athletic and developmental activities. The Physical Education Department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in Physical Education (Lifetime Sports); men's and women's intercollegiateathletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. Department graduates have traditionally found employment in educational settings. Additional career opportunities are possible in YMCA and community services, municipal park and recreation departments, as adult fitness instructors, and in working with people with disabilities. Health and Physical Education Faculty: Richard A. Borstad (Chairperson),Carol Enke, Marilyn Pearson Florian, Paul Grauer, Alvin Kloppen, Joyce Pfaff, Edwin J. Saugestad I + Health Educatjon J Majol: 110,'11<11<, 320.35; 410; BIO 103,108,111; CHM 105or 109;PSY 105; SOC Teaching Major: Same as Health Education mapr plus 355. Students wishing to become licensed teachers should consult with the Education Department for requirements. Teaching Minor: 110,114,115,320 or 410; BIO 103; SOC 231. Personal and Community Health Modern concepts and practices of health and healthful living applied to the individual and the community. (Fall) Internship Internship for Lower Division credit. Health and Safety Education (112course) Principles and practices of safety education in school and community life. Includes information about school health programs and prevalent health needs and problems of school age children, and American Red Cross First Aid course. Health and Chemical Dependency Education (112course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health programs and prevalent health needs and problems of school age children. Human Sexuality A study of the psychological, social, and biological components of human sexuality. Open to all students. Directed Study Independent Study for Lower Division credit. School Health Curriculum Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: All coursesin the major sequencenumbered in the 100and 200 seriesand consent of instructor) Teaching the Exceptional Child (112 course) Education of the exceptional child with special reference to the analysis of functional and organic abnormalities and the role of school health and physical education programs. (Prereq.: 350. Spring) Tests and Measurement (112course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Spring) Internship Internship for Upper Division credit. Administration and Supervision of the School Health Program Historical background, legal bases, school health services, and relationships to community health program and resources. Methods and materials in health education with laboratory experience in classroom and community. (Prereq.: 320. Odd number years, Fall, Interim) Independent Study Independent Study for Upper Division credit. + Physical J3ducation i/ J " 1J "' ' - 1 1 Major: 114,115, 3 5 4 7 ~ 5223,231; ; 232,'243,350,351,471:472,474,475; BIO 103. Teaching Licensure Major: 114,115,354,355; 223,231,232,243,350,351,365,471, 472,474,475; BIO 103. Students wishing to become licensed teachers should consult with the Education Department for requirements. Major with Specialization in Adapted Physical Education: Consult Department Chairperson for individual program planning. Minor: 114,115;223,231,232 or 472,243. Thereisno PE teaching minor inMinnesota Public Schools. Coaching Endorsement: 243,351 (Prereq.:BIO 1031,475 (Prereq.: 350), 1of 476483 (except 481), and practicum in coaching (499 is an optional method for meeting the practicum requirement). Notes: Coaches entering their first headcoaching assignment in Minnesota high schools are required to have a coaching endorsement and a current Minnesota teacher's license. 002,003 Lifetime Sports 199 223 231 232 234 243 299 350 Three hours per week. Two Lifetime Sports meet the general education requirements. (Part-time students should consult with Department Chairperson) No course credit. Internship Internship for Lower Division credit. Team Sports Theory and practice in skills, teaching, and officiating team sports. (Spring) Individual and Dual Sports Theory and practice in skills, teaching, and officiating individual and dual sports. (Fall) Recreational Activities and Rhythms (112 course) . Theory and practice in performing American heritage and international folk dances. Exposure to New Gamesconcepts and activities. Practice in teaching and performing selected social dances. (Interim) Outdoor Education (112 course) This course will look zt a wide variety of outdoor activitiesthat can be taught in a school setting. The following activities will be emphasized: canoeing, back-packing, cycling, outdoor cooking, campingand water safety. Students must be prepared to spend some weekends participating in these activities. (Even numbered years, Spring) History and Principles of Physical Education History, principles, and philosophy of physical education. (Spring) Directed Study Independent Study for Lower Division credit. Kinesiology Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) Physiology of Exercise The mapr effects of exercise upon the systemsof the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103. Spring) Teaching the Exceptional Child (See Health Education) Tests and Measurement (See Health Education) Physical Education Methods (K-12) Procedures, materials, and issues for teaching physical education at the elementary and secondary levels. (Fall) Internship Consult Department Chairperson. Sailing in the Virgin Islands Designed for the beginning and intermediate sailor interested in learning the art and practice of sailboat cruising. The course will focus on taking the participant to a competent level of sailboat handling (anchoring, mooring, helming and crewing). (Interim) Physical Education Programming Procedures and techniques of management, leadership and decision making for physical education and interscholastic athletic programs. Curriculum analysis and preparation. (Prereq.: 243. Fall) Gymnastics (112 course) Theory and techniques of teaching gymnastics. Opportunity to teach and perform in all apparatus events and tumbling. Experience in spotting and skill analysis. (Fall) Swimming and Aquatics (112 course) Theory and practice in teaching swimming, lifesaving, and water safety. Open only to junior and senior Physical Education majors and minors. (Prereq.: Swimming competence as determined by pre-test. Fall) Prevention and Care of Athletic Injuries (112 course) Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical experience in taping and training-room procedures. (Prereq.: 350, Fall, .lst half of term, and even numbered years, Interim) Coaching of Football (112 course) Theory, technique and administrative aspects of coaching football. (Odd numbered years, Fall, 1st half of term) Coaching of Basketball (112 course) Theory, technique and administrative aspects of coaching basketball. (Odd numbered years, Interim) Coaching of Hockey (112 course) Theory, technique and administrative aspects of coaching hockey. (Odd numbered years, Interim) Coaching of Track and Field (112 course) Theory, technique and administrative aspects of coaching track and field. (Odd numbered years, Spring, 2nd half of term) Coaching of BasebalYSof tball(112 course) Theory, technique and administrative aspects of coaching baseball and softball. (Odd numbered years, Spring, 2nd half of term) 481 483 499 Officiating of Basketball (112 course) Mechanics, techniques and practical experience of officiating basketball. Prepares student for certificationby the Minnesota State High School Association. (Interim) Coaching of Volleyball (112 course) Theory,technique and administrative aspects of coaching volleyball. (Odd numbered years, Fall, 1st half of term) Independent Study Directed intensivestudy in an area of physicaleducation.Open only to junior or senior majors. V History Department (HIS) History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished Medievalist J.R. Strayer expresses it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences which makes scattered individuals into a community." A society's history is also a storehouse of human experiences that enables us to deal more knowledgeably with the continuities and changes in current issues. Established disciplines, as history long has been, train the mind by developing concepts and skills that enables one to deal with masses of information. Many have found that history is an entree into the richer enjoyment of travel, cultural events, and the broad reading enjoyed by the educated person. Accordingly, history has long heid a major role in the liberal arts. This is true at Augsburg. The Department has smngth in and requires of its majors work in four main areas: ancient and medieval, modern Europe, United States, and the non-Western world. The Department's graduates are well represented among professional historians; at present, six are in graduate schools preparing for such careers. More have distinguished themselves as social studies teachers in elementary and secondary schools and current projections indicate that there will be growing opportunity in that field for history majors. For most of our students, however, the study of history provides one of the better undergraduate liberal arts experiences, valuable both for personal enrichment and a wide variety of career choices. History Faculty Richard Nelson (Chairperson),James Brothen, Gregory Bruess, Orloue Gisselquist, Donald Gustafson, Khin Khin Jensen, John R Jenswold Major: 8 courses plus 1 seminar. At least 4 of these courses must be Upper Division. A major must have at least 1 course (either survey or upper level) from each of the 4 areas: Ancient and Medieval; Modern Europe; U.S.; and non-Western. Major for Teaching Licensure: Students interested in secondary education may take a History Major in combinationwith specified social sciencecourses and the required educational courses, in compliance with the state requirements. For more information, see the Department Chairperson or the Social Studies Coordinator. Minor: 5 courses, at least 3 of which must be Upper Division. Honors Major: GPA of 3.6 in the major and 3.0 overall; except in special instances, applicationbefore the end of the first term of the junior year; 2 years of a foreign languageat the collegelevel (orits equivalent);an honorsthesis (equalto 1course credit) to be defended before a faculty committee. Notes: First year students should enroll in 1 or more of the 101-104 courses. Distributioncredit is normally given only for courses 101-104.200level courses are normally reserved for sophomore or Upper Division students. Upper Division courses are numbered 300 and up. Lower Division students are normally required to take at least one 100 level course before enrolling for an Upper Division course. There are 16 Upper Division courses (numbered 300 and up) in this Department. Severalare offered each term. Offeriigsdepend upon faculty schedulesand student registration. 101 102 The Beginnings of the Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the middle ages of Europe into the 13th century. The Shaping of Western Civilization A consideration of European institutions and values from the waning of the middle ages through the remodeling of Europe by Napoleon. The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. The Modern Non-Western World An introduction to various centersof cultural and political power in Asia and Africa of the last 200 years. Internship Lower Division Internship. U.S. History to 1877 A survey of Americans from Jamestown through the efforts to reconstruct a nation tom apart by the Civil War. U.S. History Since 1877 An assessment of the century which precedes our time with an effort to consider the various social, economic, intellectual and political forces and events that have created the modern United States. Asian and Asian-American Women in Public Life in the 20th Century An exploration of the experiences and contributions of selected women in China, Japan, India, Korea, Philippines, and the state of Hawaii. Includes crosscultural perspective, responses to impact of modernization and Western education. Scandinavian History Prehistoric to 1750 An introduction to the settlement and development of the Scandinavian countries with emphasis on their impact on and contributions to the development of European society. Scandinavian History 1750 to the Present An introduction to the history of the Scandinaviancountries from the early modern period to the present with emphasis on the place of Scandinavian society in European and world history. Directed Study An opportunity for a student to do readings or study on topics not covered in the scheduled courses. The proposed study must be approved by the directing faculty member and the chairman of the Department before registration. A maximum of one course in directed study may be applied to the major. Modem Southeast Asia A study of the major historical events, personalities and political developments in this area. A comparative analysisof the nationalist movements and the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam. Modern China A selective treatment of Chinese history since the Opium War of 1839. The erosion of China's isolationism and collapse of the imperial system. The Nationalist and Communist revolutions of the 20th century. Modern Japan An examinationof the emergence of Japan as amajor world power in the 20th century. Components of the course will include a study of the distinctive features of the Pre-Meiji era, modernization factors since 1868, interaction and encounter with China, urban development, ecological problems, role of women and Japan's trade in Asia and Africa. Topics in U.S. History Exploration in depth of selected topics in U.S. history (excluding foreign policy; see History 332). The specific topics to be offered will be announced prior to registration. History of American Foreign Policy The relationship of foreign policy to general American development is stressed. Mexico: A Historical Perspective (See under Program in Global Community) The Ancient Near East and Greece to 338 B.C. The development of civilization in the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on the development of writing, achievement in the arts and sciences and-political institutions. Hellenistic Greece and Rome to 330 A.D. A study of the development of Alexander's Empire, the Hellenistickingdoms and the rise of Rome as the world's greatest power. Emphasis is placed on personalities, the arts and sciences and Rome's contributions in law and the political process. The Late Middle Ages to 1560 A study of the scholastic tradition and the role of the Church and state through the changes forced on these institutions during the Italian Renaissance and the early years of the Reformation. Internship in History A limited number of Internships may be available for qualified Upper Division students majoring in history. In this connection, students are encouraged to consider the opportunities available through the Cooperative Education program. England in the Tudor and Stuart Periods A study of Englishhistory from a 15thcenturybackground through 1714.The emergence of modern constitutionalism is the major theme of the course. Emphasis is also placed on 16th and 17th century aspects of England's subsequent role in the world economy and on the Englishliteraryrenaissance of Elizabethan and early Stuart periods. Europe in the Seventeenth Century The study of this century as the most critical period in the rise of the modem state. Emphasis is also placed on the emergence of modern science and its effect on intellectual history. The chronological boundaries may be listed as 1560-1714. Topics in World History This course will investigatetopics in world history which are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. The World and The West This coursebegins with Europe's discoveryof the rest of the world, considers cultural interaction and conflict, and the building of European empires in Asia and the Americas, and concludes with the breakdown of these imperial systems at the end of the 18th century. 495 499 Seminar Selected topics which will be announced prior to registration. This course is designed for history majors of at least junior standing. Admissionbypermission of the instructor. Offered at least once each year. Independent Study Majors with an average of 3.5 or above in history courses are encouraged to apply for directed Independent Study. A maximum of one course in Independent Study may be applied toward the major. V Humanities (HUM) Bruce Reichenbach (Chairperson), John Benson and Richard Nelson The Humanities major provides the opportunity to reflect across departmental lines, to experience the ways in which different academic disciplines approach simiIar questions and issues, and to participate in interdisdplinary learning experiences. You can, in effect, m a t e your own major by choosing a theme or topic you wish to study,and then by taking courses in various departments relating to that theme. The major was created especially to encourage students not majoring in the humanities but in such areas as science, business, or social science to broaden their insights and perspectives by taking a broadly-based second major. Major: g murses, including 275. Elve of the courses must be Upper Division. Courses must be selected fmm at least 4 of these 7 departments- Art, English, Foreign Languages, fTistory,l%3osophy, Religion, and Speech,Communication and Theatre Arts. No more than 3 courses from anyone department can be used to satisfy the requirement. I Note: Each student taking a humanities mapr will focus on someparticular theme or perspective which will constitute the core of the major p r o m . Six ofthe 9 courses must be t a k a in this core.The core adopted and the courses chosen to meet the requirement will be worked out with the student's adviser in the humanities, and must be approved by the Humanities Major Committee. The theme or perspective of the corecan k chosen from those listed in the Humanities Handbook or can be created by the skudent in consultation with an adviser in the humanities. Further information concerning the core can be found in the Humanities Handbook. A student may not list a double major in humanities and in one of the component disciplinesunless the distribution of courses selected in the humanities major is significantly different from the other major. 275 Perspectives on the Humanities An introduction to the humanities which focuses on different themes, depending upon the instructor. The course correlates ideas, principles and values from the perspectives of several of the humanities disciplines. 499 Independent Studies Individual study and w r c h on some intdsciplinary humanities topic, worked out in consultation with an adviser. The study must be approved by the Humanities Committee. V Interdisciplinary Studies (INS) (See Metro-Urban Studies, Global Education Programs, and Women's and Minority Studies) V International Relations Norma C. Noonan, Director International Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of 7 courses and 6 electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for Interim or a Semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to intenational studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, the USSR, the Far East, Southeast Asia, and others. Recent students have had double majors in History, Political Science, or a foreign language. Numerous combinations of majors and minors are possible with the International Relations major. Major: 13courses. (1)7 required courses: ECO 112 or 113;HIS 103or 104; POL 158 or 160; 2 of the following: HIS 332, POL 363,461; POL 490; the fourth term of college work in a modern foreign languae. Q )6 ofthe following electives (not more than 3 from any one disciplinemaybe countedtoward the major);ECO 360, 495; HIS 322,323,324,440,474; PHI 355; POL 330,351,381,382,455,459; REL 356; SOC 336; Interim courses, seminars, Independent Study, topics courses and courses at other colleges/universitiescan be considered here with the approval of the Program Director; fourth term or higher of college work in a second language. Minor: 7 courses and 1year of foreign language. Required ECO 112or 113, HIS 103 or 104, and POL 158 or 160.One come of HIS 332, POL 363 or 4 1 .One year of foreignlanguage. Any 3 courses from the list ofapproved electivesforthe major. Not more than 2 courses horn any department could count toward the minor. Note: Only the fourth or higher term of languages cuurth t o w a d the major; prerequisite courses or competencies mmot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major, for example, a concentration on a gmgraphic area or in one of the major disciplines in the program. V Mathematics and Computer Science Department At least since Socrates, scholars have appreciated the value of mathematics in developing the skills of critical thinking, understanding abstract concepts, and analyzing and solving problems. Coupled with the more modern needs of quantitative thinking, these skills are still essential for any liberallyeducated person. Mathematics and computer science courses at Augsburg are intended to help develop these skills. Mathematical ideas in and of themselves have had a formative impact on the development of civilization, and the development of computers has already begun to influence modern society. To the extent that a liberal education must include a variety of perspectives on our culture and heritage, a study of these influences is important. An increasing number of academic disciplines require a working knowledge of the tools of mathematics and computer science. This Department serves students majoring in a wide variety of fields. Majors within this Department axe prepared for graduate school, work in industry,or semice professions, with opportunities to focus on either the itheoretical or the appIied areas of their vocations. Internship and Coop erative Education options help students takeadvantage of Augsbwg's proximity to the many technically-oriented enterprises in the city. Thus the Department aims to provide its own majors with skills necessary to serve the larger community through a variety of careers. Mathematics/Computer Science Faculty: Ken Kaminsky (Chairperson), Larry Copes, Tarry Crockett, Beverly Durkee, Matthew Foss, Noel Petit, Larry Ragland, Beverly Stratton Mathematics Major: 9 courses in mathematics including MAT 124,125,215,224, 314,324, and 3 electivesfrom MAT courses about 210, at most 1 of which is at the 200 level; participationin Departmental colloquium. Also required: CSC 170.At least 2 Upper Division mathematics courses must be taken at Augsburg. Fm teachinglicensuw, the 3 electives must be 351,373, and 441. Studentswishing to become licensed teachmare advise3 to consult with the Education Department for other requirements. Computer ScienceMaj or: 9 coursesincluding 240,345,350,445,450;270 or BUS 175; and 3 electives from CSC courses above 260 or 1 of SOC 363 or BUS 479; participation in Departmental colloquium. Also required: MAT 174, 175 (or MAT 124,125,171,224and CSC 170);MAT 215; MAT 373 or BUS 279 or SOC 362. At least 2 of the Upper Division courses must be taken at Augsburg. Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall. Independent Study at an advanced level. Mathematics Minor: 5 courses, including 124,125, (or 174,1751,224, and 2 electives from MAT courses above 210, at most 1 of which is at the 200 level. For a teaching minor the2 additional courses must be selected from MAT 215,314,328,351,373, 441. Computer Science Minor: 6 courses including 170,171 (or MAT 174,175), 240,345, 350, and 1 course from MAT 355, BUS 279, SOC 363, or any CSC courseover 260. PrerequisiteslPlacement Exam - Before enrolling in any mathematics course in this Department the student must have scored appropriately on the Augsburg MathematicsPlacement Exam or an equivalent exam, or have completed college courses equivalent to prerequisites. A course must be completed with a grade of 2.0 or higher to count as a prerequisite. The Placement Exam is given during college registration sessions and at other announced times during the year. It is required of all entering students except those who have received a grade of C or better in a college-level mathematics course taken at another college, or have passed the College Board Advanced Placement Exam. These students, and those who place into Group V, should consult with the Department about appropriate courses to take. + Mathematics (MAT) Basic Mathematics A self-paced course for students needing a review of arithmetic and transition to algebra. Topics include integers, fractions, decimal numbers, ratios, percents, metric system,exponents, radicals, and evaluation of algebraic expressions.Counts as one c o w e i n semester%load but d w not give credit toward graduation. Admission only by Augsburg Mathematia Placement T=t. (Prmq.: Placement Group I. P/N grading only) 104 Intermediate Algebra A self-pacedcourseforstudentsnoedinga rwiew ofbasic algebraicskillsand concepts. Topics include operations with polynomialsand rational expressions; exponents and radicals; solving linear and quadratic equations and inequalities;and graphing of linm and quadratic functions. Counts as one course in semester's load but does not give credit toward graduation. Admission onlybyAugsburg Mathematics Placement Exam. (Prereq.: Placement Group 11. P/N grading only) 114 Elementary Functions A study of functions: alpbraic, exponential, logarithmic, and trigonomehic, For students planning to take 124 or 174. Students who have completed 124 or 174 may register f o r d i t edywithconsent of instructor. 104or Plament Group III. Spring) 121 Finite Mathematics Topics of linearity and probability with applicationsto the social and behavioral sciences. (Prereq.: 104 or Placement Group 111) 122 Calculus for the Social and Behavioral Sciences Differential and integral calculus of a single variable with applicationsto the social and behavioral sciences. Students who have completed 124 may not register for credit. (Prereq.: 104 or Placement Group 111. Spring) 124,125,224 Calculus I, 11, HI Differentialand integral calculus, including calculusof severalvariables and series, with applications primarily from the physical sciences, integrated with topics from plane and solid analyticgeometry. Primarily for students in mathematicsor the sciences. (Prereq.:114or Placement Group IV for 124; 124 for 125; 125 for 224.124, Fall; 125, Spring; 224, Fall) 131 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. (Prereq.: 104 or Placement Group 111. Fall) 103 m.: Discrete Mathematics Topics in discrete mathema tics such as seb and logic, combinatorics, probability, relations and functions, vectors and matrices, boolean algebra, and graph theory. (Prereq. 114or 121or Placement Group IV. Fall) 174,175 Mathematics for Computing I, I1 A study of discrete and continuous mathematics with applications to computer science, integrated with learning structured programming. Primarily for students planning to major in computer science. (Prereq.: 114 or Placement Group IV for 174; 174 for 175) 171 Honors Mathematics for the Ijberal Arts Like 131, but for sophomores in the Honors Program. (Prereq.: 104 or Placement Group 111, and freshman honors courses; or permission of instructor. Spring) Number Theory An introductory study of the integers and their properties. (Prereq.: Consent of instructor) Elementary Linear Algebra A study of linear equations, determinants, vector spaces, linear transformations, and matrices. (Prereq.: 224 or 175. Spring) Differential Equations Solutions of ordinary differential equations with applications; solutions by special integral transforms; systems of differential equations with matrix algebra techniques; series solutions. (Prereq.: 224. Spring) Directed Study Independent Study for Lower Division credit. (Prereq.: Consent of instructor) Abstract Algebra A rigorous investigation of the basic structures of algebra, such as groups, rings, integral domains, and fields. (Prereq.: 215. Fall) Analysis An introduction to the study of mathematical analysis. Includes a rigorous study of major concepts used in the calculus and their application to more abstract situations. (Prereq.: 224. Spring) Complex Variables An introduction to complex numbers and functions, limits, differentiation and integration,series, analyticfunctions, conformal mappings, and applications. (Prereq.: 224. Alternate years, Fall 1988) Modern Geometry A study of Euclidean and non-Euclidean geometries by synthetic, coordinate, and transformation methods with projective axioms as abasis. (Prereq.: 122or 125. Alternate years, Fall 1989) Numerical Analysis A study of methods used to solve problems on computers. Analysis of computational problems and development of algorithms for their solutions, applications of a procdureoriented programming language in numerical analysis. Topitsinclude thegeneralconceptof iterativeformulae,solution of equations, Newton's method, l i n w systems,intapolation, numerical differen tiation and integration, Pmeq.:175;or 224, CSC 170. Alternateyears, Fall 1989) Probability and Statistics An analyticstudy of probability and statistics,including probabilitydistributions and densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 224 or 175.Fall) Internship A combined effort of student, faculty, and employer to complete a specific task and learn in a workplace. The Internship often is under the auspices of the Cooperative Education office as well as the Mathematics Internship Supervisor. 441 481 491 499 Foundations of Mathematics Set theory, logic, axiomatic method, and development of number systems. (Prereq.: completionof or concurrent registration in 314 and either 324 or 328; or consent of instructor. Alternate years, Fall 1988) Topics in Mathematics Study of advanced topics selected from real or complex analysis, abstract algebra, topology, probability, statistics, or computer science. (Prereq.: 314 and either 324 or 328; or consent of instructor. Spring) Mathematics/Computer Science Colloquium This colloquium, which has no course credit, meets weekly to keep the mathematics and computer science community informed about contemporary developments in the field and about interesting ideas that don't arise in courses. Junior and senior majors must attend, and others are welcome. All seniors give a talk. Other sessions are presented by faculty members or outside visitors. Independent Study Topics defined through consultation between student and Department. + Computer Science (CSC) Computing for the Liberal Arts An introduction to computers, programming, and computer applications, as well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not applytoward either a computer science major or minor. 170 Structured Programming An introduction to computer languages and algorithms. Applications from mathematics, business, and natural sciences. Programming in a higher level language such as Pascal. (Prereq.: MAT 124. Spring) 171 Discrete Mathematics (See MAT 171) 174,175 Mathematics for Computing I, I1 (SeeMAT 174, MAT 175) 240 Survey of Computer Science An introduction to computer organization and structure, assembly and machine languages, computer logic design, number and character representations, and functions of components of computer systems. Continued development of structured programming concepts. (Prereq.: MAT 175; or both 170 and MAT 124 and concurrent registration in MAT 171. Fall) 261 Electronics (See PHY 261) 270 FORTRAN Study of the FORTRAN programming language. (Prereq.: 170, or MAT 175. Interim) 340 Digital Communications and Computer Networks Principles and methods of data communications, distributed processing systems, network protocols and security, and general computer interfacing. (Prereq. 240. Fall) 145 Computer Systems and Assembly Language Survey of computers, languages, systems, and applications.Developmentof competence in assembly language programming. Elements of computer operation, including input-output, interrupts, and an introduction to operating systems. (Prereq.: 240. Fall) Data Structures and File Processing Concepts and algorithms used in the solution of non-numerical problems. Applications to data management systems, file organization, information retrieval, list processing, programming languages, and storage devices. (Prereq.: 240. Spring) Database Management and Design Structure of database management systems, query facilities, file organization and security, including the development of an elementary database system. (240 is recommended before 352 is taken. Spring) Internship A combined effort of student, faculty, and employer to complete a specific task and learn in a workplace. The Internship often is under the auspices of the CooperativeEducation office as well as the Computer ScienceInternship Supervisor. Operating Systems and Computer Architecture Elements of operating systems, memory and process management, interactions among major componentsof computer systems, and a detailed study of the effects of computer architectureon operating systems. (Prereq.: 345, MAT 215. Spring) Theory of Programming Languages and Compilers Structure of computer programming languages, including data types and control structures, implementation considerations for programming languages, lexical analysis and parsing, and interpretive languages. (Prereq.: 350, MAT 215. Fall) Mathematics/Computer Science Colloquium (See MAT 491) Advanced Topics in Computer Science Study of advanced topics from such areas as computer graphics, artificial intelligence, computability, and automata. (Prereq.: Consent of instructor) Research Project An extensive group or individual project selected in consultation with a faculty member. If directly supervised by a faculty member the course may be taken for credit. (Prereq.: 345,350. Spring) Independent Study Topics defined through consultation between student and Department. V Metro-Urban Studies (INS) Metro-Urban Studies is a transdisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology and other related disciplines. The Metro-Urban Studies program seeks to blend classroom and field experience, theory and Internships which focus the content of liberal learning on the metropolitan community and the process of urbanization. The Metro-Urban Studies major and minor are designed to provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. The program and college-wide urban concerns requirement introduce students to the wide variety of developing careers related to urban and metropolitan affairs, equipping students with the analytical and theoretical tools required to understand the metropolitan community. Cooperative Education and Internships are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACT) enrich the overall program. Metro-Urban Studies Faculty: Gany W. Hesser (Director),Andrew Aoki, Robert Clyde, Norman Ferguson, Orloue Gisselquist, Satya Gupta, John Jenswold, Myles Stenshoel Major: 15 courses, including 10 core requirements: ECO 123,279 or SOC 362; HIS 431; POL 122,384 or SOC363; SOC 211,381; a minimum of 1 course of Internship or Independent Study; 2 non-social science courses with an urban emphasis, at least 1 of which must be in the humanities (currentoptionsincludeART 102, BIO 105, ENG 351, INS 233,260, PHI 362, PHY 111, SPC 342). PSY 356 is highly recommended, as are the HECUA programs. To complete the major, the student has a choice among 3 emphases or tracks: General/Liberal Arts, Planning or Public Administration. These 5 elective courses must include a minimum of 3 disciplines. Options include a wide variety of courses, Int&s, Internships, Independent Studies, and urban courses at other ACTC colleges. Participation in the urban programs offered through the Higher Education Consortium for Urban Affairs (HECUA) is highly recommended. Minor: To be linked with appropriate majors (such as business administration, history, political science, psychology, religion, sociology, speech). Core courses are required for the concentration: ECO 120 or 123; POL 122; SOC 211,381; an approved Social ScienceResearch Course; an approved Internship and/or Independent Study. Other combinations are possible and may be approved by the Director. 199 299 399 498 499 Internship Lower Division Internship. Consult Program Director to determine project. (Fall, Interim, Spring and Summer) Directed Study Independent Study for Lower Division students (Prereq.:Consent of instructor and SOC 121 or 211. Fall, Spring, Summer) Internship Consult theProgramDirector for details. (Prereq.: Consent of instructor. Fall, Interim, Spring) Independent Study -Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, perfomances, hearings. These resources become the core of the course, supplemented by traditional college resources. The course is designed in consultation with and evaluated by a Department facultymember. (Prereq.: SOC 121 or 211 and consent of instructor. FA,Spring, Summer) Independent Study Student must present written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: SOC 121 or 211 and consent of instructor. Fall, Interim, Spring) 4 Urban Studies Options Through HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs (HECUA), a consortium of 16 colleges and universities. Augsburg's Metro-Urban director served as its president from 1982 to 1987. Through HECUA, Augsburg students have access to five interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America, San Francisco and the Twin Cities. I. Metro-Urban Studies Term (MUST) This program focuses upon the Twin Cities metropolitan area. 358 359 399 Readings Seminar: Urban Issues Reading materials are assignedto complement morning field seminartopics. Included are government and institutional publications, journal articles and books. Field Seminar: Twin Cities Metropolitan Area Using the community as a classroom, students visit agencies, talk with specialists in various fields, and investigate current issues in the Twin Cities area. Topics include: geography, government, economics, historic preservation, populations, ethnic communities, transportation, planning and social services. Internship Students are placed in a variety of public and private agencies or businesses for work experience. A learning contract is developed with MUST faculty approval. Students may choose an Internship of one or two courses. 11. Scandinavian Urban Studies Term (SUST) This interdisciplinary field learning program is at the University of Oslo and examines cities and urban life in Scandinavia. 372 377 393 394 Norwegian Language Intensive language instruction at beginning or intermediate levels, with emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Note: For Language credit the student should consult with the Chairperson of the Foreign Language Department. Scandinavia in the World Global perspectives of Scandinavian societies. Exploration of Scandinavian viewpoints as small power nations in a world of super powers and their role in issues of peace, conflict resolution and arms control, East-West relations, European security, trade, and the Third World. Emphasis on Norway with field travel to Scandinavian capitals and to Leningrad for discussions with advocates of competing perspectives. Norwegian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theaters, museums, galleries) and discussions with artists active in a variety of media. Urbanization and Development in Scandinavia Examination of urban economic, social and cultural policies and practices as a reflection of issues of the modern welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to Scandinaviancapitalsfor a comparativeperspective. 499 Independent Study Students with advanced Norwegian language proficiency have the option of conducting Independent study &search, using Norwegian language skills, on a topic approved bytheSUSTProgramDirector and the appropriatehome college faculty adviser. 111. South American Urban Semester (SAUS) This "semester in the city" program is located in Bogota, Colombia. It focuses upon urbanization and development in the Third World. 261 361 362 363 499 Spanish Language Spanish instruction at intermediate or advanced levels. Introduction to Colombia Overview of Colombia and economic development. Proseminar: Urbanization in Latin America Readings, discussions, and lectures in both English and Spanish, with aid of SAUS staff and visiting Colombian urbanists. Field Seminar: Wealth, Poverty, and Community Development in the Latin American City Structured field course focusingon plight and prospects of the urban poor in Bogota, with field trips to other Colombian and foreign cities for comparison. Visits to various types of barrios and to public and private agencies dealing with urban problems. Independent Study In consultation with SAUS faculty, student elects a specific topic for library and/or field research related to subjects of seminar and/or major academic interests. IV. City Arts A program that explores the arena of human creativity by bringing participants directly into contact with the practice, administration, politics, and economics of the art world of the Twin Cities. 300 300 399 Field Seminar: Arts in the Cities Field study of art worlds and their role in the Cities. Topics include the social organization of the arts, doing business in the arts, arts and the urban landscape, making a living as an artist, funding for nonprofit arts organizations, artists and audience, the dispersing city and problem of audience. Research Semina~:The Creative Process An investigation of contemporary studies of intelligence, creativity, and thinking processes that uses both academic literature and discussions with artists and other resource people. Special workshops on topics such as writing and thinking, visual studies and communication, and photography, encourage studentsto try out new ways of working and different approaches to learning. Internship Individually developed Internship or mentoring arrangements with Twin Citiesartists or arts organizations. Students may choosean Internship for one or two courses. V. Literature, Ideology and Society in Latin America (LISLA) This Spring semester program is a n interdisciplinary field study that provides extensive study-travel in Colombia, Nicaragua a n d Puerto Rico. Immersion in Spanish language a n d Colombian culture a r e stressed. 261 360 364 367 499 Spanish Language Spanish instruction at intermediate or advanced levels. Latin American Literature: Perspectives on Social Change Selected works of literature and theatre that express writers' and artists' perspectives on Latin American society and social change. Emphasis on contemporary period with considerable field study, including interviews with community arts and "street" theatre groups, writers, literary critics, composers, performers and filmmakers; small-group field assignments on current arts activities; site visits to museum and gallery exhibits, movies, plays concerns and a variety of community arts events. Latin American Arts and Society Introduces theoretical frameworks for examining the relationships among arts, ideologyand society. Provides historicalbackground through survey of Latin American thought in major artistic periods: Colonial, Republican, Romantic, Positivist, Modernist, "Indigenismo," Realist and Contemporary. Readings and seminar lecture-discussions. Ideologies of Social Change in Latin America Introduction to the study of ideology and .historical o v e ~ e wof Latin American ideologies, especially in relation to issues of development and social change. Comparative study of current ideological debates and their impact, with special attention to diffusionism, "dependencia," Marxism and liberation theology. Field study emphasizes local resources, including interview-discussions with proponents of competingideologies; interviews with government, business, church and community people; site visits to projects reflecting ideology-in-practice. Independent Study By special permission from LISLA faculty, students with advanced Spanish proficiency can be exempted from Spanish and conduct Independent Study research instead. V Music Department (MUS) Throughout the ages, music has been seen as an aesthetic expression of the deepest and highest human emotions and thoughts. Thus music has long been seen as an integral part of a liberal arts education, offering an important component of personal, social, and intellectual development. The Music Department at Augsburg College offers courses in music and music performance to give students access to this essential aspect of human history and culture. In addition, all students of the College community have the opportunity of participating in choral and instrumental ensembles which perform locally, nationally, and internationally. Augsburg College is an institutional member of the National Association of Schools of Music. The Music Department serves the general education needs of students and offers professional training in music. The music major combines a broad education in the liberal arts with preparation for a wide range of graduate and professional opportunities. Student majors may choose from among four majors in three degree programs: Bachelor of Arts-Music Major; Bachelor of Music-Performance Major; Bachelor of Music-Music Education Major; and Bachelor of ScienceMusic Therapy Major. In addition to opportunities as professional musicians, teachers of music, and music therapists, graduates have access to a wide variety of careers. Leaders in the professions and business regard a liberal arts major as an excellent preparation for satisfyingand effective service in many occupational areas. Music Faculty: Robert Karlkn (Chairperson), Robert Adney, Laine Bryce, Wayne Dalton, John Dunham, Stephen Gabrielsen, Merilee Klemp, Angela Kretschmar, Nicholas Lenz, Cynthia Lohman, Adele Lorraine, Steven Lund, Roberta Metzler, Kathryn Mickelson, Patricia Nortwen, Celeste OfBrien, Marlene Pauley, Nicholas Raths, Thomas Rolfs, Thomas Rossin, Pauline Sateren, George Stahl, Mary Wilson Music Coordinator: Mary Ella Pratte Entrance Procedures: Freshmen will enrollin the regular Bachelor of Arts program. Those wishing to become Bachelor of Music candidates must perform (Level I1 repertoire) in their major performance medium for a faculty panel. They must then apply, by petition, to the Department before the end of their second semester of study. Candidate approval is necessary to register for B.M. level performance studies. Transfer students may enter the B.M. program on probation, subject to Departmental approval of performance hearing and petition during their first semesterinresidence. Music Education majors must apply, by petition, to the Department during the sixth term of study. All other music major and minor candidatesmust apply, by petition, to theDepartment prior to registration for Upper Division courses. Additionally, Music Education majors must apply to the Education Department for acceptance into the music education licensure program. Departmental approval and a cumulative GPA of 2.5 in all music courses is necessary for the education licensure program. All transfer students must take the theory placement examination at the first class meeting of 101or 102. Freshmen who wish to be considered for a Freshman Performance Scholarship must perform in their major performance medium for a faculty panel. Auditions for memberships in ensembles are scheduled, following application, during the senior year of high school, summer orientation sessions or at another time preceding initial registration. Honors Major: Candidates for the honors program are nominated each spring from among those juniors who have attained a CPA of at least 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense; an additional senior recital of graduate quality; composition of a work for vocal and/or instrumental ensemble of 15 minutes duration; conducting an ensemble concert; or combinationsof the above. + Degree and Major Requirements Core Curriculum (Required of all Majors): 101,102,111,112,201,211,231,232,311, 341,342 or 344; 8 quarter courses in a major ensemble; Performance studies and recital requirements as given under each specific degree and major. (SeeApplied Music section.) French or German study as stated in general education requirements. Bachelor of Arts Music Major: Offersthe broadest education in liberal arts and prepares the student for the greatest range of graduate, business and professional opportunities. Students who intend to pursue non-performance graduate study, or desire to enter one of the many music-related business fields of employment, most often choose this course of study. Requirements: 13 course credits: Core curriculum plus 1 course credit of music elective;Performance studies -6 quarter courses and 2 half courses in the major instrument or voice, 2quarter coursesin the minor instrument or voiceand a half senior recital 458; keyboard proficiency and passing three Music Repertoire tests. Requirements for the Music Minor: 6 course credits: 101,102,111,112; 231 or 232; 341; 342 or 344; 4 consecutive quarter courses in a major ensemble concurrent with 4 quarter courses in Performance studies. Music minors must pass one Music Repretoire test. Bachelor of Music Music Education Major: Offers students the preparation necessary to become teachers of music in the public schools. This preparation includes coursework which allows the student to become certified to teach at the elementary through the secondary levels. Requirements: 17 course credits: Core curriculum plus 202, 212; Performance studies- 2 quarter courses, 4 half courses, 2full courses in the major instrument or voice; 2 quarter courses in the minor instrument or voice; a half junior recital 358 and a full senior recital 459; improvisation competency on major instrument or voice; keyboard proficiency, passing 3 Music Repertoiretests, and achieving a cumulative GPA of 2.5 in all music courses and in the major performance medium. Vocal emphasis -251,252,253,254,435 Instrumental emphasis -151,155, and 1course credit of music elective Otherrequirements: 10 1/2coursecredits: HPE 114,115,PSY 105,EDS265,354,355, 356,357 or 358,388,478,481,482,483. Consult the EducationDepartment, Music Department Guides and program adviser. Music Performance Major Designed for students who display advanced competence and achievement in music performance. This degree program is chosenby students who wish to become professional performers, private instructors, or who intend to pursue a graduate degree in music performance. Requirements: 20 course credits: Core cumculum plus 202, 212; Performance studie-2 quarter courses and 6 full courses in the major instrument or voice; 2 quarter courses in the minor instrument or voice; full junior and senior recitals 358,459; keyboard proficiency test, passing 3 Music Repertoire tests and achieving a cumulative GPA of 2.5 in all music courses and in the major performance medium. Voice -251,252,253,254,435,l course of music elective, 2 courses of French or German above the B.A. requirements Piano or Organ -301,302,436,456,1/2 course credit of music elective Instrument -301,302,11/2 course credits of music electives Bachelor of Science Music Therapy Major fulfills academic and clinical requirements for registration with the National Association for Music Therapy, and prepares students for the professional certification examination developed by the Certification Board for Music Therapists. This course of study is chosen by students who wish to become registered music therapists. Requirements: 18 course credits: Core curriculum plus 1 course credit of music elective; 2 of 151,155,156; 271,274,275,372,373,374,375,472,473,474,475,479; Performance studies - 6 quarter courses in the major instrument or voice, 2 quarter courses in the minor instrument or voice and a half senior recital 458; keyboard proficiency, guitar proficiency, passing 3 Music Repertoire tests, and achieving a minimum grade of 2.0 in each music therapy course. Other requirements: EDS 282, 356, 357, 358; PSY 105, 362; BIO 103; SOC 362 or PSY 264. Graduates are eligible to take the National Association for Music Therapy certification examination. Applied Music Ensembles (MUE): One quarter course credit per semester is granted to members of major ensembles (MUE 111,112,121,141). Other ensembles carry no aedit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or P/ N grading, or may choose no credit status with audit (V)designation. A maximum of 2 course credits in ensemble may be counted toward graduation requirements. Performance Studies (MUP): All students enrolled in Performance studies for credit with traditional grading arerequiredto satisfy each of the three synergistic elements: lessons, performances, and listening. The general (non-music major or minor) student, taking private lessons for no credit, is not required to fulfill the additional performance and listening requirements. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit -one half-hour lesson and three hours of practice per week. One quarter course credit- one half-hour lesson and four hours of practice per week. One half course credit -two half-hour lessons and eight hours of practice per week. One course credit (B.M. only) - two half-hour lessons and twelve hours of practice per week. Performances: All students registered in performance studies for credit must perform each year in a general student recital, at the end of each semester for a faculty panel, and as additionally required by the instructor. Listening: All students registered in performance studies for credit are required to attend 15designated music events during the academic year and pass the Music Repertoire test. Failure to attend the required number of Faculty Artist Series recitals, major ensemble home concerts, or other designated music events is a factor in determining the final grade received in performance studies. Music majors must pass a total of three Music Repertoire tests; music minors must pass one. (See Music Department Guides for contents of Music Repertoire tests.) Recitals: A committee composed of the student's teacher and two other music faculty members will determine the final grade for all recitals and will conduct a prerecital hearing for senior B.M. Performance major recitals. Concurrent registration in performance studies in the major performance medium is required for recital performance. B.A. and B.S. Candidates -one half senior recital 458 at repertoire level 111. B.M. Music Education Major -one half junior recital 358 at repertoire level 111and full senior recital 459 at repertoire level IV. B.M. Performance Major -full junior (level IV) and senior (level V) recitals 358, 459. Keyboard Proficiency: B.A., B.M. and B.S. candidates must demonstrate elementary keyboard familiarityby passing the Piano Proficiency test. This test may be taken at the beginning or end of Fall or Spring semester.(See Music Department Guide for contents of Piano Proficiency test) Music Courses (MUS) Theory 101 102 111 112 201 202 211 212 301 Materials of Music I (112course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. (Fall) Materials of Music I1 (112course) Diatonic harmony, secondary dominants and simple modulations. (Spring) Aural Skills I (112course) Rhythmic and melodic dictation, interval and triad recognition, sight singing and harmonic dictation to parallel progress in 101. (Prereq.: Concurrent registration in or completion of 101. Fall) Aural Skills I1 (112course) Development of listening and reading skills to parallel progress in 102. (Prereq.: 111and concurrent registration in or completion of 102. Spring) Materials of Music 111 (112course) Continuation of 102with chromatic harmony and modulation. (Prereq.: 102. Fall) Form and Analysis (112course) Musical structures of common practice period and introduction to 20th century practice. (Prereq.: 201. Spring) Aural Skills 111 (112course) Melodic, harmonic dictation and sight singing to parallel progress in 201. (Prereq.: 112 and concurrent registration in or completion of 201. Spring) Aural Skills IV (112course) Further development of listening skills to parallel progress in 202. Brereq.: 211 and concurrent registration in or completion of 202. Spring) Counterpoint I (112course) 16ththrough 18thcentury contrapuntaltechniques includingdoublecounterpoint, pasacaglia, fugue and canon. Brereq.: 201,211. Alternate years. Fall 1988) 302 311 312 341 342 344 Counterpoint I1 (112course) Study of contemporarycounterpoint including works of Schoenberg, Bartok, Hindemith, Stravinsky and Carter. (Prereq.: 301. Alternate years. Spring 1989) Composition I (112course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Fall) Composition I1 (112course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporary techniques, atonal systems, and larger forms are studied and used. (Spring) Basic Conducting (112course) Study of fundamental conducting patterns and baton technique.Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Fall) Choral Conducting (112course) Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class as the choir. (Spring) Instrumental Conducting (112course) Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Spring) The following courses will not be offered until the specific B.M. major in theorycomposition is accredited by the National Association of Schools of Music. 401 Counterpoint 111(112course) Advanced contrapuntal writing. (Prereq.: 302. Fall) 402 Counterpoint IV (112course) Continuation of advanced contrapuntal writing Brereq.: 401. Spring) 411 Composition III (112course) Individual and class instruction in all styles. Brereq.: 312. Fall) 412 Composition IV (112course) Advanced compositional techniques. (Prereq.: 411. Spring) History and Literature 130 230 231 232 330 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For nonmusic majors. Electronics in Music Exploration and creation of sounds heard in 20th century music. The study and application of practical electronic technology used in music will be combined with aesthetic considerationsin the creativeaspects of the art. For non-music majors. History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: 201,112. Fall) History and Literature of Music I1 Continuation of 231 from 1750 to the present. (Prereq.: 201,112. Spring) Ethnic Music Hispanic, Black, Indian, Asian and other ethnic music and its cultural relationship. For the general as well as the music student. (Interim) The followingfour half courses are extensive studies of special eras in the history of music. (Prereq.: 231,232) 331 Music of the Baroque Era (112course) (Alternate years, Fall 1989) 332 Music of the Classical Period (U2course) (Alternate years, Spring 1990) 333 Music of the Romantic Period (112course) (Alternate years, Fall 1989) 334 Music of the 20th Century (U2course) (Alternate years, Spring 1990) 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as themusic and theology student. (Spring) 435 Voice Repertoire (112course) Interpretation, style and programming of the song literature from the 16th century to the present. (Prereq.: 231,232. Alternate years, Fall 1988) 436 Piano Repertoire (U2course) Study of the piano literature from the 17thcenturyto the present by listening, analyzing and performing. (Prereq.: 231,232. Alternate years, Spring 1989) 498,499 Independent Study (U2course each) Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. Technique 151,152 Voice Methods (114course) Fundamentals of tone production and singing. 155,156 Piano Methods (114course) Basic keyboard familiarity, simple accompaniment and music reading skills necessary to meet specific degree requirements. 157,158 Guitar Methods (114course) Beginning techniques of classic guitar. 251 English Diction (U4course) Fundamental course in correct standard English diction for singing. Familiarization with the International Phonetic Alphabet. Open to all students registered for vocal instruction. (Fall semester) The following threequarter coursesare continuationsof 251 with applicationfor the Italian, German and French languages. 252 Italian Diction (114course) (Prereq.: 251. Fall semester) 253 German Diction (114course) (Prereq.: 251. Spring semester) 254 French Diction (114course) (Prereq.: 251. Spring semester) 358 Junior Recital B.M. candidates only. Half recital at repertoire Level 111, Music Education Majorsor full recital at LevelIV, Music Performancemajors. No coursecredit. 456 458 459 Piano Pedagogy (112course) Principles, methods, materials and techniques for teaching piano. Survey of various pedagogical schools of thought. (Prereq.: Consent of instructor. Alternate years, Spring 1990) Senior Recital Half recitalby B.A. or B.S. candidates at repertoireLevelII1. No course credit. Senior Recital (112course credit) B.M. candidates only. Recital must be preceded by a prerecital hearing by faculty committee. Repertoire Levels IV for Music Education majors and V for Music Performance majors. Therapy Music Therapy: A Clinical Overview A survey of the music therapy programs in Minnesota, with field trips to various institutions. An introductory course for the freshmen and sophomores considering music therapy as a major to give students a broad background in the ways in which music is used as a therapy. (Interim only) 271 Music Therapy Techniques and Materials (112course) Study of non-symphonic instruments, Orff-Schulwerk, applications of recreational music activities to clinical settings. 274,275 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 372 Psychological Foundations of Music I An objectiveapproach to musical stimuli and response, with an emphasis on acoustics and sociopsychologicalaspects of music. An understanding of the research process and development of an experimental research project. 373 Psychological Foundations of Music I1 Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. 374,374 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 472 Influence of Music on Behavior A study of human behavior as it relates to music, with emphasis on psychological, cultural, and biological aspects of musical behavior. Understanding of the theory of music therapy. 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings including discussion of professional ethics. A holistic approach to therapy with music. 474,475 Music Therapy Practicums (1/4course each) Volunteer work under the supervision of a registered music therapist, two hours per week. (Prereq.: 3 of 274,275,374,375) 479 Music Therapy Clinical Internship (1/2course) Full-time placement in an NAMT Internship setting for six months. Application for Internship sites must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements) 110 + Ensembles and Performance Studies Ensembles (MUE) These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester. (Special circumstances may permit entering at other times.) Assignment to an ensemble is then made at the discretion of the appropriate faculty. Membership is for the entire academic year which, on occasion, includes Interims. While the Department strongly encourages both formal and informal ensemble experience, only membership in Band, Orchestra, Choir or Chorale will satisfy the major,minor or distribution requirements. Instruments are available for rent. 111 Augsburg Choir (114 course) 112 Chorale (l/&course) 114 Festival Choir (0) 121 Orchestra (114 course) 122 String Ensemble (0) 131Woodwind Ensemble (0) 141 Concert Band (114course) 142 Brass Ensemble (0) 143 Jazz Ensemble (0) Performance Studies (MUP) Private instruction for credit is graded traditionally. AU areas of study are available to the non-music major or minor. Group lessons in piano, voice and guitar are available at a reduced fee. All lessons are adapted to the individual needs of the student and those bearing credit are supplemented by accompanying,ensembIeparticipation and other performanm. Representative programs of study in private insttuction are o u t h e d in Music Department Guides. These repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors enter I and attain 111; B.M. Education Major -enter I1 and attain IV;B.M. Performance Major -enter 11and attain V. Ilx Voice 12x Strings: Violin, Viola, Cello, Bass 13x Woodwinds: Oboe, Bassoon, Clarinet, Saxophone, Flute Recorder, Horn 14x Brass: Trumpet, Trombone, Baritone, Tuba 15x Piano 16x Guitar 17x Percussion 18x Organ Class Lessons: 011 Voice class 015 Piano class 016 Guitar class Note carefully the following provisions: 1. 2. 3. 4. 5. Instrumental rental, practice room reservations and performance study registration occurs the first week of classes in the Music Department office. Seniormusic majorswho haveattained acumulativeGPA averageof 3.0 in their major instrument or voice will be awarded a Senior Performance Scholarship which provides for free lessonsin that major medium during the two semesters preceding graduation. Similar scholarshipsare available to entering freshmen. A semesterof study is 14weeks of lessonsand coaching.Any lessonsduringthe Interim or summer are arranged privately with the teacher. A student who cannot come for a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. The music faculty reserves the right to limit or even prohibit performance outside the Department if it interfereswith musical growth for the student. The Department recommends, and on occasion assigns, the teacher to the student and permission is required for subsequent change. Credit is granted only for study with faculty members of the Augsburg College Music Department. V Natural Science Earl Alton, Coordinator The Natural Science Licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. The program of courses is designed to provide a broad, basic background in science and allow for specializationin an area. The following programs assume that the student will meet the general education requirements of the College, the requirements for appropriate majors, and the courses required in the Department of Education, and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in Education. Early consultation with adviser is essential. Licensure Program f or Teachers: The Minnesota Board of Teaching has approved the licensure program for science teachers and authorized Augsburg to recommend candidates in: Life Science, grades 7-12 Life Science (minor), grades 7-12 Physical Science (Chemistry major or Physics major), grades 7-12 Chemistry (minor), grades 7-12 Physics (minor), grades 7-12 Middle School Science, grades 5-9 Broad Base Requirement: 7courses: 2 in earth science (Astronomyor Meteorology, Geology), 2in GeneralBiology, 3 inPhysicalScience (Physicsfor the Life Sciences or a year of General Physics, and 2 courses of General Chemistry). Biology Major: (For licensure in Life Science) The Broad Base requirement plus 8 courses: 7 BIO courses, including 491 and at least 1from each of the following groups: (I)351 (Invertebratezoology)or 353 (Comparativevertebrate Zoology), (11)355 (Genetics)or 474 (Developmental Biology), (In)361 (PlantBiology)or 481 (Ecology), (IV) 471 (Cellular Biology) or 473 (Animal Physiology), (V)440 Plant Physiology) or 476 (Microbiology), and 1course in Organic Chemistry. Chemistry Major: (For licensure in Physical Science) The graduation major in Chemistry: CHM 115,116 (General Chemistry) (or 105-106), 351,352 (Organic Chemistry),353 (QuantitativeAnalytical Chemistry), 361 (Physical Chemistry), 363 (PhysicalChemistryLaboratory), 1Advanced Chemistrycourse, and Chemistry Seminar. In addition a year of General Physics and 2 additional physics courses above General Physics; Modern Physics and Electronics are recommended. Physics Major: (For licensure in Physical Science) The graduation major in Physics: PHY 121,122 (General Physics), 245 (Modern Physics), 351 (Mechanics I), 362 (Electromagnetic Fields I), 395 (ComprehensiveLaboratory) and 3 additional coursesto be selected from 261 (Electronics),352(MechanicsII),363 (Electromagnetic Fields II), 481 (Thermal Physics), 486 (Quantum Physics D, and 488 (QuantumPhysics 11). In addition, ayear of General Chemistryand 1courseeach of Organic Chemistry and Analytical Chemistry. Licensure with Minor: For Life Science, Broad Base Requirement plus 7 courses in Biology; for Chemistry, the Chemistryminor and an additional Upper Division course; for Physics, the Physics Minor plus 1additional course above PHY 122. Science (For Middle SchoolLicensure- grades 5-9): Broad Base Requirementand an additional 7 Natural Science courses, 2 in Earth Science (Meteorology and Mineralogy or equivalent), 2 biology courses above General Biology, and 3 in Physical Science, at least 1each in Chemistry and Physics above the level of General Chemistry or General Physics. Note: This is not a Natural Science major; it is a program for licensure. Students must still complete a College major. Nursing Department (NUR) Augsburg offers an Upper Division major in professional nursing leading to a Bachelor of Science degree. The program is accredited by the National League for Nursing. Graduates of the program are eligible to apply for Public Health Nurse Certification in Minnesota. Requirements for admission to the major are: completion of an associate degree or diploma program in nursing with a minimum overall grade point average of 2.5; a current license to practice as a registered nurse in the state of Minnesota; and completion of courses in inorganicchemistry, organic ar biochemistry, anatomy and physiology, microbiology, English composition,introductory mciology and introductory psychology. Students must take these courses at Augsburg or another acaedi ted college or university prior to admission to the nursing major. The prerequisite courses in sociology, psychology, English, chemistry and biology listed above may apply toward distribution requirements as well as toward admission to the major. All prerequisite courses must have been completed at the 2.0 level. Courses with grades below 2.0 must be satisfactorily repeated or challenged. In addition, applicants must successfully validate their theoretical knowledge via written testing prior to acceptance to the major. These tests are given at Augsburg through the Department of Nursing. Applicants must give evidence of current nursing clinical practice within the past five years. This may include 1) graduation from a school of nursing, 2) work experience, or 3) completion of a nursing refresher course or an acceptable equivalent. Nursing Department Faculty: Beverly Nilsson (Chairperson), Mag o n e Audette, Marian Enos, Sharon McDonald, Sharon Ostwald, Pam Weiss, Teri Welcher Major: 10 courses in nursing including 305,306,310,311,330,350,403,404,423,427; PSY 355 or an approved Upper Division biology course; and an ethics course, either PHI 380 or REL 483. Courses in interpersonal communication are supportive to the major. A minimum grade of 2.0 in each nursing course and the required biology and ethics courses, and a cumulative GPA of 2.5 at the completion of the courses of study are required. Courses in the nursing major are offered on weekends and are designed so that they may be completed within two to three years. However, more time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with anadviser from the Nursing Department for program planning. Honors Major: GPA of at least 3.6 in the major and 3.3 overall; application to the Department Chairpersonby November 1 of the senior year; recommendationby nursing faculty; honors thesis to be defended beforeafacultycommitteeby April 15. Candidates register for 499 to complete the thesis. 305 Contemporary Nursing I: Communication A transitional course that introduces the componentsof the professional role and begins the professional socialization process. The communicativeprocess is emphasized as one means by which the nurse-client relationship is negotiated. Interactive, group, and learning theories are explored for their applicabilityto changing professional roles and practice. A teaching project is required. (Prereq. or current enrollment: PSY 355) Contemporary Nursing II: Paradigms in Nursing An introduction to theories and conceptual thinking in the process of professional dwdopmmt. The function of theory in guiding nursing p m timis emphasized.Selectednursing conceptual modelsare studied and their applicationto practiceisexamined using the nursingproms format. Clinical application is required. (Prereq.: 305) Community Health Nursing I The focus of this course is on community health delivery systems and the practiceof public health nursing. Concepts of health a m examined as they apply to current cornmunity health problems and issues. Qinical application of course content involves making a health assessment and exploring a community health issue. Ethicalissuesrelatedto community health decisionmaking with aggregate groups are explored. (Prereq.: 330) Community Health Nursing 11: Practicum* This course provides a basis for understanding community characteristics and cultural diversity related to health care. The nurse's role as a generalist and as a member of the health team is explored. This course is primarily a clinical course. The student will demonstrate knowledge of community health concepts in providing care to a selected caseload of clients. 310) Trends and Issues in Nursing This course is designed to investigatethe current responsibilities of the professional nurse. Contemporary economic, social, political, and professional trends and issues are explored in relation to their implications for nursing practice. (Prereq.: 306; PHI 380 or REL 483 or concurrent enrollment) c rer re^.: Introduction to Nursing Research Theresearch process and methods appropriateto nursing arethe focusof this course. Issues of ethics in nursing research are explored. Students critique nursingresearch for its applicability to nursing practice. (Prereq.: 330;maybe taken concurrently with 310) Contemporary Nursing III: Families This course provides a theoretical basis for family nursing care. Content includes family as a primary group and family dynamics in light of situational and developmental events. Consideration is given to the role of the nurse in family health care. (Prereq.: 311,350. To be taken prior to or concurrently with 423) Contemporary Nursing IV: Leadership and Management T h i s course pmvfdm a theoretical basis for leadership and management as emerging professional nurse rules. Conceptsofchange,&nflict,communication and system dynamics are explored. Ethics, accountabilityand advocacy provide the basis for role development and professionalism. (Prey.: 403) Practicum in Nursing I: Nursing of the Family A clinical practicum offering the student an opportunity to apply content from 403 in providing complex nursing care to families in a selected practice setting. (Prereq.: 403 or concurrent enrollment) Practicum in Nursing II: Leadership and Management* This clinical practicum utilizes knowledge and skills from 404. Opportunity is provided to apply leadership and management theory in a selected agency setting. (Prereq.: 404 or concurrent enrollment) 432 499 Topics in Nursing A course designed to provide in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the needs and interests of the faculty and students. (Prereq.: Senior standing or consent of instructor. On demand) Independent Study This learning experience provides the opportunityfor the student to study a selected topic or issue in depth. Students consult with faculty and submit written study proposals, objectives, and methods of evaluation prior to registration. *If the practicums in nursing are not taken concurrently with their respective theory courses, studentsare required to consult with faculty prior to registration regarding review of the theoretical content. V Occupational Therapy Adapting to disabilities and reshaping lives so that they are productive and meaningful are some of the goals of the occupational therapist. Occupational therapy is an applied science that teaches people skills to enable them to perform the tasks of everyday living when a physical or emotional disability has affected them. The ultimate goal of the occupational therapist is to provide people with the necessary skills to develop a sense of wholeness and independence. Given the orientation of this applied science to development of the abilities of the whole person, it is appropriate that such a career preparation be founded in the liberal arts. Augsburg College has a cooperative 32 arrangement with Washington University in St. Louis, Missouri, to allow students to earn a Bachelor of Arts degree from Augsburg College and a Bachelor of Science or Master of Science degree in Occupational Therapy from Washington University. The Bachlelor of Science requires four semesters at Washington University, and the Master of Science requires five. Students spend their first three years at Augsburg College pursuing the academic major of their choice and meeting general education requirements in the liberal arts. A student may choose any major at Augsburg College while gaining the minimum prerequisite courses for the Occupational Therapy degree. Students are encouraged to consult the program adviser and plan their programs carefully since fulfilling necessary requirements in three years may be difficult in certain majors. Majors in Biology, Psychology, and Sociology offer the least complicated alternatives. Students accepted into the 3-2 program are guaranteed admission to the Bachelor of Science program at Washington University provided they have met course requirements, have at least a 3.0 average, and are recommended by the Augsburg College adviser. They will be given preference for admission to the Master of Science program at Washington University if they fulfill the above requirements and receive two additional recommendations from health care professionals, faculty or work supervisors. Prerequisite courses for the Washington University Occupational Therapy Program: ENG111,BIO111,112,and473or353;CHM105or115;PHY103;PSY105, 351,362; SOC 121,241; SOC 362 or MAT 373. V Philosophy Department (PHI) The Philosophy Department assists students in understanding issues raised in the traditional areas of philosophy. To this end, we consider problems of knowledge and questions of truth, the nature of reality, the basis of values, and rules for correct reasoning. Our goals are to instill in students a love of truth, to inspire a curiosity about significance and meaning, and to develop the skills of critical analysis and creative synthesis. The liberal arts curriculum provides an opportunity for students to explore different:aspectsof the world from a variety of perspectives or disciplines. Philosophy plays a central role in the liberal arb by helping students to explore questions about themselves, human experience, right and wrong the world, and God. Beginning with hva Somatic principles: 'The unexamined I i k is not worth living," and 'Know yourself," the study of philosophy assists students in the realization of their unique potential for understanding and self-fulfillment. At Augsburg the philosophy major i s founded upon the princi p1e that philosophy is best learned at the feet of the masters. Therefore, the care of the major consists of four courses in the history of philosophy leading from the ancient Greeks and Romans, through the Medieval and the Renaissance periods to the present. In these courses students are taught how to read, understand, and criticize the great texts of the finest minds in Western civilization.In addition, majors are expected to prepare themselves in the discipline of philosophy by taking the various seminars which the Department offers, as well as exploring the opportunities to study tutorially with the individual members of the Philosophy faculty. This major has been carefully planned so that students can easily supplement the study of philosophy with other studies. Though some majors g o on to graduate school in philosophy, most use the major to prepare for other professional studies such a s law, medicine, or Christian ministry. Many enter the market place, feeling that the study of philosophy has given them the ability to think critically. Philosophy Faculty: Mark Fuehrer (Chairperson), Kenneth Bailey, Bruce Reichenbach, Paul Holmer Major. 9 courses, including 130,141,242,343,344, and a course in the 400's (other than 499). Five of the courses must be Upper Division. Honors Major: Admission to the Philosophy Honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end will consist of an honors thesis on an approved of the junior year. The topic of the student's choice, involving research above the course level, and a defense of this thesis before the faculty of the Department. Minor. 5 courses, including 2 from 141,242,343, and 344. Note: 110,120,130, and 141 are recommended for fulfilling the general education requirement. 110 120 130 141 Introduction to Philosophy: Ideas and Method Though each person has his or her own set of ideas and beliefs, m l y have theybeen critically analyzed or evaluated for rheir consistency, adequacy or truth. One reason for this is that individuals lack the needed skills. Another is that they may have had little opportunity to examine critically some of the ideas basic to w e e m culture.The purpose of this course is to provide the student with someexperienceinexamining ideas, and therebyto sharpen the &ti& and analytical skills required to evaluate and construct a system of ideas arid beliefs. Ethics This course studies moral judgments about personal and social issues, and evaluates possible grounds for making moral decisions. It also investigates the nature of happiness and its relation to the moral life. Logic Suppose someone gives you reasons, and then says you must accept a particular conclusion. Must you? When does a conclusion validly follow from premises? Here we examine the rules which govern valid arguments and work to develop your ability to recognize and construct sound arguments. Introduction to Philosophy Readings in Classical Texts The writings of Plato and Aristotle are the foundations of all philosophical thought in Western civilization. In this course students will read and analyze some of the keyworks by Plato and Aristotle. In addition, other philosophical schools of thought in the ancient world will be studied: Stoicism, Epicureanism and Neoplatonism in order to familiarize the student with the other elements that constitute classical philosophy. An advanced introductory course in philosophy for honor students, those contemplating a philosophy major or minor and those students wishing a more in-depth approach to philosophy at the introductory level. Excludes students enrolled for 110. (Spring) - Internship Internship for Lower Division credit. History of Philosophy: M e d i d and Renaissance PhiIosophy The Middle A g e was a period of great synthesis of elements of m s t i a n metation, classical phiIosbphy and Islamic culture. In this course students will read writings by St. hselm, St. Banaventme, Occam, St. Thomas Aquinas and Nicholas of Cusa In order to understand the process of philosophicalassimihtioninvolved incanstrvcting a Christian philosophy. S i the Remissanm intensified the medieval synthesis, students will.be exposed to the thought of Pico, Ficino and Bruno. (Fall) Directed Study Independent Study for Lower Division credit. Ksfoy of PhiIasophy:Enlightenment and 19th Century FMosophy Does knowledge begirt with innate ideas or with experience? Can we get beyond our own concepts to h o w the world itself? What isan idealist view of the world? This course studies the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant's synthesis of philosophy, and 19th century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested prior course, 141 or 242) History of lhitcsophy: Twentieth Centuiy Philosophy love affair with language? Is What lies k h i n d 20th century philosophy"~ truth that which works? Can we remake philosophy as a ligorous sdence? These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, existentialism,and phenomenology. (Suggested prior course, 141,242, or 343) Philosophy of Religion What is the relationbetween faith and reason?Does God exist, and if so, what can be said about God? Can we reconcile the goodness of God with human and animal suffering? Are we really immortal? Are &des possible? We will conduct a systematic inquiry into these gumions which form the basis of religious beliefs. (Suggest=&: 1prior course in philosophy) (Cross-listed with Religion 350) Oriental Philosophy A study of the basic concepts and philosophies which underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested:1prior course in philosophy) Poli ti& PMIosophy Ey studying the writings af political philosophers from antiquity up to the modern period, students win be asked to examine m c i a l questions concerning the organization of human society. Therelation of thenature of the smte to religion, the home and the city will be took& at through the eyes of Mato, Aristotle, Cicero, Dante and Machiavelli. Philosophy of Science The scientist's knowledge of the world is purported to be profoundly different and better than that of the non-scientist. Is this true? What constitutes scientific knowledge? Are there certain real questions which science cannot answer? How certain are the methods used by the scientist to recover knowledge? In addition to dealing with these questions, students will work in researching and developing philosophical problems in the special sciences. (Suggested prior course, 130 or 1course in natural science) 370 380 399 410 430 499 Existentialism Studies in the writings -both philosophical and literary - of prominent Existentialist authors. We will examine what it means to be a being-in-theworld, and explore such themes as absurdity, freedom, guilt, despair and paradox. (Suggested: 1 prior course in philosophy) Ethics of Medicine and Health Care Application of ethicalprinciples to problems which arise inthe areas of health care and delivery, human experimentation, human engineering, abortion, care for the dying and euthanasia. Internship Internship for Upper Division credit. Topics in Philosophy Advanced studies covering a specificarea of philosophy, such as philosophical movements, the history of an idea or specific problem, or interdisciplinary problems. Seminar format. May be taken more than once for credit. (Suggested prior courses, any from 141,242,343,344 or consent of instructor) Studies in Individual Philosophers Advanced studies in the philosophy of particular philosophers, e.g., Plato, St. Thomas, Marx, Hegel, Kierkegaard or Wittgenstein. Seminar format. (Suggested prior courses: 141,242,343, or consent of instructor) Independent Study Individual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty adviser. - V Physics : -+ b! Department (PHY) Physicists are not only curious about the world, but ambitious as well. Their aim is to understand the fundamental principles which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies, and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinating and expanding area of study and as a basic science, physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science and space exploration. Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing challenge, the Department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met, and stimulate sound thinking, perceptive judgment, and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also serves as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmental science, engineering and medical and health related fields for many physics graduates. In addition, the Physics Program at Augsburg functions in a supportive role for students majoring in mathematics, chemistry, biology and computer science. The Department also supervises the Pre-Engineering program with degree programs available at cooperating universities at both the bachelofs and the advanced degree levels. Cooperative Education, Internship, and Undergmduate Research programs provide opportunities for students to apply fheir physicaI science knowledge and problem solving skills in practical situations in industrial, governmental, and academic settings. Students may participate in alternating term Co-op programs or work part-time during two or more academic terms. Internship opportunities alone generally involve only one semester. The Department serves the liberal arts tradition by offering courses for the non-science students that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some degree of comprehension. Physics Faculty: Mark Engebretson (Chairperson),Nick Arge, Kenneth Erickson, Jeffrey Johnson, William Monsma . . . B.A. Major; 9murres, including 121,122,2k,351,362,363,395and 396 (l/2course each), plus 2 courses above 122. B.S. Major: 12courses, including 121,122,245,261,351,352,362,363,395 and 396 (1/2course each), and 486, plus 2 courses above 122.A yea. of introductory chemistry is also required. B.A. Major with Concentration in Space Physics: 13 courses, including 121,122, 245,261,320,351,352,362,363,395 and 396 (1/2 course each). 420 and 486, plus 1 course above 122. A year of introductory chemistry is also required. In planning their courses of study, students are encouraged to workclosely with members of the physics faculty. Normally, students should have MAT 124,125, and PHY 121,122 the freshmanyear, and MAT 224 and 226 the sophomore year. Teaching Licensure Major: The same as the major. Students are advised to refer to the EducationDepartment sectionof the Catalogand consultwith the Education Department early in their planning. Honors Major: A GPA of 3.6 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the f i s t term of the senior year. Minor: 5 courses, including 121,122, and 3 courses above 122. Soaety of Physics Students: The Augsburg chapter of Society of Physics Students provides students the opportunities of membership ina national physics society and of participating in the physics community on a professional basis. Membership in SPS is open to all students interested in physics. Sigma Pi Sigma: Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. 101 103 106 Astronomy A descriptive course covering our solar system, stars and galaxies that q u i r e s elementaryalgebra-Thenecssaryopticalinstruments areexplained and use is made of a 12-inchreflecting telescope, an Sinch Celesbn, and a 3-in& Questar. Occasional night viewing. (3 one-hour lectures. Prereq.: Mathema tics PIament Group TI) Physics for the Life Sciences An introductory course in which the applications, problems, and experiments are selected not only to illustrate fundamental principles, but also to demonstrate the relevance of physics to the life sciences. The course is designed to serve students in biology, psychology, physical educatisn (therapy programs), medical technology and other health science programs. The course is also a very suitable elective or distribution requirement for the liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.: Mathematics Placement Group 111. Spring) Introductory Meteorology A study of the science and wonders of theatmosphere. The courseis designed to provide a working knowledge of the basic science principles required for understanding weather and climate. Attention will be given to the overall weather patterns of theearth and to themany varied aspectsof weather, some of which include: clouds and precipitation, thunderstorms, tornadoes and hurricanes, weather monitoring and forecasting, the influenceof weather on pollution, fronts and cyclones, and opticalphenomena of the sky. The course is designed to be an elective or to satisfy the distribution requirement for the liberal arts student. (3 one-hour lectures. Prereq.: Mathematics Placement Group 11) 111 Physics, Computers, and Society A study of the historical development of selected topics in physical science. Attention will be given to the interaction of physics and its associated technology with philosophy, religion, and culture. Study of mechanics, electricity, and digital electronics will lead up to discussion of the meaning of 20th century physics and of the role of electronics and computers in modern society. Microcomputers will be used extensively in the laboratory. (3 o n e hour lectures, 2-hour laboratory. Prereq: Mathematics Placement Group 11. Fall) 121,122 General Physics I, I1 A rigorous study of classical physics including mechanics, wave motion, thermodynamics, electricity, magnetism, and optics. Designed for physics majors, pre-engineering students and other specified majors. Must be taken in sequence. (3 one-hour lectures, 3-hour laboratory. Prereq.: MAT 124 or concurrent registration. 121, Fall; 122 Spring) 199 Internship Internship for Lower Division credit. 245 Modem Physics An introduction to modern physics from a historical and experimentalbasis. Relativity, quantum effects, atomic and molecular physics, nuclear and solid state physics. This courseindicatesthe need for, and develops the experimental basis of, quantum mechanics. (3 onehour lectures. Prereq.: 122. Fall) 261 Electronics A review of AC and DC circuits and study of analog electronicscomprisesthe first half of the semester. The second half includes study of digital electronics culminating in analysis and use of microprocessors and microcomputer systems. (Prereq.: 103,111 or 122; and MAT 122 or 125) 299 DirectedStudy Independent Study for Lower Division credit. 320 Introduction to Space Science A s w e y of the earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics. Topics include solar flares, solar corona, the solar wind, the bow shock, magnetopause, radiation belts, plasma sheet, magnetic storms, and magnetosphere-ion* sphere coupling with special emphasis on magnetospheric substorms, current systems, particle precipitation,and aurora. (3onehour lectures. Prereq.: 245) 327 Special Functions of Mathematical Physics at an intermediate level, with A; introduction to mathematical emphasis on functionswhich have been developed to aid in analyzing problems in physics and engineering. Beginning with a review of complex numbers and partial differentiation, topics include Fourier series, series solution of selected differential equations, Legendre, Bessel, and other orthogonal functions, partial differential equations, and functionsof a complex variable. (Prereq.: 122 or consent of instructor; MAT 224 or equivalent) 351,352 Mechanics I, I1 A careful study of classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms.Topics include conservation principles, single particle motion, systems of particles, oscillatory systems, central-force motion, dynamics of rigid bodies, gravitation, kinematics of two-particle systems and noninertial reference frames. (3 one-hour lectures. Prereq.: 122, MAT 226.351, Fall; 352 Spring) 362,363 Electromagnetic Fields I, I1 The classical e l m m a g n e t i c field theory is dweloped using the vector calculus throughout. Electrostatics, rnagnetostatics, solution of Laplace's and Poisson's equations, electric and magnetic properties of materials, and the theory of electromagnetic radiation based on Maxwell's equations. (3 one-hour lectures. Prereq.: MAT 226.362, Fall; 363, Spring) 395,396 Comprehensive Laboratory (112 course each) An emphasis on independent laboratoryinvestigations,including participation in physics seminars. Experiments in the area of mechanics, thermodynamics, vacuum physicrs, electronics, electricity, magnetism, optics, and modern physics. (1 th~+hourlaboratory and 1 seminar hour per week. Prereq.: Junior standing or consent of instructor) 399 Internship Internship for Upper Division credit. 420 Plasma Physics A rigorous study of the fundamentals of plasma physics including plasma parameters, plasma drifts and particle motion, electric and magnetic fields, kinetic theory, and Maxwell-Boltzmanndistribution functionand Boltzmann equation,magnetohydrodynamics, plasmawaves and instabilities,and transport processes. The applications of plasma physics to laboratory and space plasmas will be emphasized. (3 one-hour lectures. Prereq.: 362, 363 or concurrent registration) 481 Thermal Physics The study of properties of systemsand processes for which temperature is an important variable. The subject is developed from two independent yet complementary viewpoints; the experimental, macroscopic classical thermodynamics and the theoretical, microscopic statistical mechanics. (3 one-hour lectures. Prereq.: 351. Spring) 486 Quantum Physics I A development from first principles, including de Broglie's postulates, the Schroedingerequation, operators, wavefunctions, expectation values, angular momentum, and approximation methods. Specific problems studied include potential wells and potential barriers, the harmonic oscillator, and the hydrogen atom. (3 one-hour lectures. Prereq.: 245,351. Fall) 488 Quantum Physics I1 The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics, and particle physics. (3 one-hour lectures. Prereq.: 486. Spring) 499 Independent Study An opportunity for students to explore systematically a problem in experimental or theoretical physics, worked out in consultation with a faculty adviser. Open to juniors and seniors with Departmental approval. I I V Political Science Department (POL) Firmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and significance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several sub-fields of political science, the major supplies the breadth appropriate for graduate work in the discipline, as well as in public adminstration, public policy analysis, law, and other professions.If also serves as a foundation on which to deveIop careers in public service, business, communications, and other fields. Legislative and ofher Internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area; combined with broad, balanced and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg political science students have the benefit of an experienced faculty that brings a balanced expertise to the course offerings, as well as special strengths in interpreting politics in the contexts of the mass communications media, communism, and American public law. The Departmental faculty is committed to the view that the study of politics, involving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of liberal learnings. Political Science Faculty: Norma Noonan (Chairperson), Milda Hedblom, Andrew Aoki, Philip Fishman, Mary Ellen Lundsten, Joseph Goldman, Myles Stenshoel Major: 9 courses, plus Statistical Analysis (SOC 362). Required: 121 or 1220r 160 or 170; 158; 384; and at least 5 other Upper Division courses in 4 out of 5 political science areas. A seminar in 1of the 5 areas may be counted for that area. Honors MajOG The Honors Majm in Political Science includes the requirements Listed above, plus the following:The student's gradcpoirrt averagemust be 3.5 in the major and 3.0 overall. The student must take an Honors Independent Study and a seminar, and must submit, not later than March I of the senioryear, an HonorsTh&sta be defended beforea faculty committee. Students maywork with any member of the Department on their Honors Thesis. For specific requirements,mnsul t the Departmental Chairperson.Students should applyfor the Honors Major no later than the first term of the junior year. Minor: 5 courses, including: 121 or 122 or 170; 158; and at least 3 Upper Division courses in 3 out of 5 political science areas. Political Science Areas: (I) American Government and Politics 01) Comparative Politics and Analysis (111) International Politics (IV) Public Law (V)Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondaryeducation may take a political science major in combination with specified social science courses, in compliance with state requirements. For more information, see the Department Chairperson. See the class schedule for precise listing of terms in which courses are offered. I. American Government and Politics 121 122 325 326 American Government and Politics The politics of American government including the forms of political ideas; the pattern of participation; the dynamics of congressional, presidential and bureaucratic policymaking; and current issues in American society. Metropolitan Complex Politics in the urban setting, including important issues, actors, and structures influencing public policy in the modem urban complex. Discussionlecture, simulation, and meetings with political experts and activists. Public Administration The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion and management, emphasizing political and economic interaction. (Prereq.:1coursein political science or consent of instructor) Political Parties and Behavior The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in non-presidential election years). (Prereq.: 1 course in political science or consent of instructor. Fall term of election years) 342 370 371 421 Mass Communications in Society Effects of mass communicationson individualbehavior; the uses and control of mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming. (Junior and senior students only) Constitutional Law I (See Section IV for description. Alternate years) Constitutional Law I1 (See Section IV for description. Alternate years) Topics in American Politics Selected themes, including legislative, executive or judicial process, and policy process in American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.: 1 course in political science or consent of instructor. On demand) 11. Comparative Politics and Analysis 158 350 351 381 459 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Comparative Democracies The emergence, maintenance and decline of selected democracies, focusing on political behavior, institutions, and processes. (Prereq.: 1course in political science or consent of instructor) Communist Political Systems A comparativeanalysis of the Soviet Union and other Communist states in terms of political behavior, institutions, processes and politics. (Prereq.: 1 course in political science or consent of instructor) Democratic Theory and Practice (See Section V for description) Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, communications, political developments, political change, and revolution. Topic to be included in subtitle. (Prereq.: 1course in political science or consent of instructor. On demand) 111. International Politics 160 363 World Politics Introduction to the processes and issues of international politics, including the dynamicsof the international system, theories of international relations, and a focus on recent problems. Communist Foreign Policies Analysis of the motivation, formulation, and implementation of foreign policies of Communist nations with emphasis upon the Soviet Union and China. (Prereq.: 1course in political science or consent of instructor) 461 490 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision making, simulations of international problems. Topic to be included in subtitle. (Prereq.: 1 course in political science or consent of instructor) Seminar in International Relations Capstoneseminar for studentsmajoring ininternational relations; analysisof some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: 4 courses in the international relations sequence) IV. Public Law 170 370 371 375 Law in the United States A surveyof American law and legal process. Theories of law;law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Constitutional Law I The legal-political-philosophicalrole of the SupremeCourt in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: 170 or consent of instructor. Alternate years) Constitutional Law I1 Constitutionallimitationsof the Bill of Rights and of the Fourteenth Amendment as applied by the SupremeCourt to the protection of human rights and civil liberties of individuals. (Prereq.: 170 or consent of instructor. Alternate years) Media Regulation, Law, and Ethics A study of key issues and contemporary conflicts in media ethics and regulation, including the uses of law to settle disputes about content in the media, access to the media and ownership of the media. Alternative justifications and critiques of mass media systems will be examined. (Prereq.: Lower Division political science course, speech/communications course, SPC/POL 342, or permission of instructor) V. Political Theory and Analysis 158 380 381 Political Patterns and Processes (See Section I1 for description) Western Political Thought A study of influential political philosophers, emphasizingthe values, goals, and assumptionswhich continueto inform and to rationalize humangovernance. (Prereq.: 1course in political science or consent of instructor) Democratic Theory and Practice A study of democratic theory and public policy practice with focus on the emergence of political democracy, capitalism and the welfare state in comparative perspective. (Prereq.: 1 course in political science or consent of instructor) 382 484 Marxist Theory: From Marx to Mao Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on the preferred futures envisaged in the doctrine. (Prereq.: 158 or consent of instructor) Political Analysis Seminar An analysis of different approaches and theories in the study of politics including in examination of the requirements of science as a model for political study; major research required. (Prereq.: Statistical Analysis; 158 and 2 Upper Division courses, or consent of instructor) VI. Seminars, Independent Study and Internships 199 295 299 399 490 495 498 499 Internship Lower DivisionInternship.Consult Internship Supervisorin theDepartment to determine project. (P/N grading only unless Internship Supervisor grants exception. Fall, Interim, Spring) Lower Division Seminar Specialtopics.Consult Department Chairpersonconcerningtermsand subject matter. (On demand) Directed Study Independent Study for Lower Division students. (Prereq.: consent of instructor. Fall, Interim, Spring) Internship Consult Chairperson or Internship Director to determine project. (Prereq.: consent of instructor. P/N grading only unless Internship Supervisor grants exception. Fall, Interim, Spring) Seminar in International Relations (See Section III for description) Seminar Selected topics. Consult Department Chairperson concerning terms and subject matter. (Prereq.: Consent of instructor) Independent Study: Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the Department. (Prereq.: Consent of instructor. Fall, Interim, Spring) Independent Study Topics defined through consultation between instructor and student. ( P r e req.: Consent of instructor. Fall, Interim, Spring) V Psychology Department (PSY) Psychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studying how people cope with their environment and interact with each other. The Department's courses have three basic goals: (1) to introduce the student to the current information and methods in psychology as well as earlier approaches to psychological questions; (2) to develop the ability to analyze, interpret, and evaluate behavioral research, and (3) to provide practice in the application of these principles. The Department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Cooperative Education and Internships are designed to provide students with practical pre-professional experience. On the job experience gives students the opportunity to test career fields and develop professional contacts. Psychologists use a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality and computer applications. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills can be beneficial in careers in business, education and other social services, the church and government, as well as in careers such as research, law, and medicine. Student interns are placed in the metropolitan area where they can acquire practical, pre-professional experience and develop professional contacts. This program mutually benefits the students and the community. Psychology Faculty: Lyla Anderegg, Grace Dymd, Norman Ferguson, Paul Hirdman, Duane Johnson Major: 10coursesincluding 105,264,265,381,399, and 493. A minimum of 5 courses must be from Augsburg. Students are also expected to select 1course from the Developmental/Personalitycourses and other electives to complete the major. Not more than 2 courses from among 299,399 and 499 may be counted toward requirements for a major. It is recommended that psychology majors take additional course work from other areas that will complement and strengthen their particular interests in psychology; for example, areas such as business administration,biology, or communication. All psychology majors MUST have an adviser in the Psychology Department. Honors Major: GPA of 3.5 in the major and 3.0 overall, and completion of a high quality research project culminatingthe major program. Application for honors consideration must be made during the junior year. Please consult the Department Chairperson for more detailed requirements. Minor: 5 courses including 105, with a minimum of 2 courses at Augsburg. Not more than 1course from 299,399, and 499 may be counted toward the minor. Certificate in Program Evaluation: 5 courses including 264 (or SOC 362), 399, CSC 145, SOC 363, and approved elective. These courses are designed to provide the cognitive background and skill development to perform well as a research assistant for agencies or firms which do program evaluations or self-assessment programs. Systematicand periodic assessmentsof programs for social improvement are increasingly expected by government and funding agencies. For further information contact Norman Ferguson. 105 199 General Psychology An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.The structure of the field of psychology, including its major sub-areas, is emphasized. Internship Internship on Lower Division level. Cooperative Education Program may apply here. Students are encouraged to seek an appropriate placement site by registering with the Augsburg Cooperative Education Office. Sensing and Perceiving An ecologically oriented approach to the study of perceptual systems. Emphasis on the processing of environmental information and how this relates to adaptive behavior and subjective experience. Topics include: adaptation to novel environments, machine intelligence, and anomalous perception such as illusions. (Prereq.: 105. On demand) 165 Research Methods: Design, Procedure, and Analysis I, I1 A two-term sequence including experimentation in human learning, problem solving, social psychology, and sensation-perception. Emphasis will be placed on both statistical and experimental design methodology. Research Methods I may be taken for credit without continuing in Research Methods 11. Majors in psychology must take both terms of the Go-term sequence; 264 must precede265;265 should betaken inthe termimmediately following 264. (Prereq.: 105) Directed Study Limited registration by special permission. Specific planning for the study must be completed and approved well in advance of the time of registration. Social Behavior Social factors which influenceindividual and group behavior in naturalistic and experimental settings. Topics include: cooperation, competition, affiliation, conformity and attitudes. Developmental Psychology: Child Emphasis on normal child development and behavior. Consideration of theoretical systems used for viewing the developmental sequence and process. Inquiry into practical implicationsand applicationsof data and theory in respect to the development of children. (Prereq.: 105) Developmental Psychology: Adolescent and Young Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the adolescent and young adult periods of life. (Prereq.: 105) Developmental Psychology: Middle Adult and Older Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the middle adult and older adult periods of life. Includes perspectives on death and dying. (Prereq.: 105) Brain & Behavior A survey of the functions of the nervous system which are responsible for behavior in animals and human beings. Major topics include: sleep and wakefulness, motivation and emotion, learning and memory, and mental disorders. (Prereq.: 105) Additional lab hours required. (On demand) Environment and Behavior A study of the influence which the environment, both natural and manmade, has on behavior. Major topics include: overcrowding and environmental stress, territoriality, defensible space and crime, and built environments such as rooms, buildings and cities. (Prereq.: 105) Learning earning concepts, behavior change principles and psychology of instruction. Behavior change and individualized instruction projects. (Prereq.: 105) Psychological Assessment Theory, principles and examples of tests of personality and intelligence. (Prereq.: 105. On demand) Personality An introduction to the field of personality study with special attention directed toward personality theories and contemporary application of those theories. (Prereq.: 105) Abnormal Psychology An introduction to maladaptive human behaviors from the social, organic and psychological points of view. Visitation to a variety of community service agencies will accompany classroom learning. (Prereq.: 105) Psychology of the Individual: Female and Male A study involvingknowledgeof materials bearing on the developmentof sex differences and roles, the effect of societyupon values and goals, differential legal status of each sex and psychophysiological data bearing upon these differences. (Prereq.: 105or consent of instructor) Organizational Psychology Theoreticalconceptualizations of organizationalbehavior. Factors and practices such as management styles, evaluationand maintenance of workeffectiveness, and social influences. (Prereq.: 105) Psychology in Historical Perspective Historical development of psychological viewpoints and theoretical positions. (Prereq.: 2 psychology courses) Internship Prior to the beginning of the term, interested studentsshould consult with the Departmental Internship Coordinator regarding requirements and permission to register. Grading is on a P/N basis. Program Evaluation The application of scientific research techniques and statistical analysis to programs for social improvement. Designing information systems for the ongoing monitoring of programs. Assessing community needs. Assessing program effectiveness and efficiency. The political and organizational context of program monitoring and evaluation. The role of evaluation research for social policy and program improvement. (Prereq.: 264 or SOC 362; SOC 363. On demand) Counseling Psychology Principles, methods, and attitudes involved in the counseling process. Considerationgiven to goals and ethical guidelinesfor a counseling relationship. (Prereq.: 4 psychology courses) Current Topics in Psychology Study of selected areas and topics in psychology that are not treated extensively through current course offerings. Specific topics will be published prior to registration. (Prereq.: 105and consent of instructor. Alternate years) Seminar: Contemporary Issues Discussion of contemporary societal issues from a psychologicalviewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: 5 psychology courses) Independent Study Limited registration by special permission for advanced studentsin psychology. Students must present a written plan prior to registration including carefully considered rationale and purpose for the proposed study. V Religion Department (REL) Augsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task. The biblical faith and tradition of the Christian church have influenced the Western world to a degree much greater than is sometimes recognized. They have affected and continue to influence language, literature, history, values, and political structures. The student encounters this religious tradition in studying these and other areas. The study of religion and theology is intended to make such encounters more meaningful by a better knowledge of biblical history and that of the Christian church, and by a larger acquaintance with theological thought. While it is true that the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more than is represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from those prominent in the West. The Department of Religion seeks to introduce students to some of these major religious traditions. Courses in religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith and enable them to reflect theologically on their own religious commitment. The College offers both a major and a minor in Religion. Students who wish to work in the church as a parish or youth worker or as a director of Christian Education may find a major in religion appropriate for that purpose. Religion Faculty: Philip Quanbeck (Chairperson), John Benson, Bradley Holt, Curtis Peter, Stephen Pinsky, Eugene Skibbe Major: 8 courses, including 111,221,356,481 and 495, the seminar especially for majors, taken in the junior or senior year. Before taking the seminar, each major must have written 1 formal research paper and placed it on file with the Department Chairperson. Only 1 Interim course may be applied to the major. One Upper Division New Testament Greek course may be applied to the major. Major in Church Staff Work: 9 courses, including 111,221,356,358,360 or 483,362, 399,471 or 473,481. These together with specified courses in other departments can lead to Augsburg certification. Program for Christian Day School Teachers: Students pursue one of the regular teacher education programs in the Department of Education to prepare for licensure by the State of Minnesota. In addition to the licensure program, 5 courses in religion are required: 111,221,362, The Christian Day School (Interim) and The Lutheran Heritage (Interim). Student Teaching experience is required in both a public school setting and in a Christian Day School. This program prepares students who are interested in teaching in Christian Day Schools, particularly those of The Evangelical Lutheran Church in America, although participation is not limited to such schools. Honors Major: GPA of 3.3 in the major and 3.0 overall; research project approved by the Department and colloquium with the Department. Minor: 5 courses. Not more than 1 Interim course may be counted for the minor. Certificate in Church Staff Work: 9 Religion courses (111,221,356,358,360 or 483, 362,399,471 or 473,481); HPE 232; PSY 105,351,352 or 371,485; SOC 211 or PSY 373, SOC 231; SPC 354. This program meets or exceeds the educational requirements of The Evangelical Lutheran Church in America, but certification by the church is a separate function. By adding 2 or 3 courses from appropriate departments, the student can develop special emphases in parish education, business management or diaconal work. Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval is necessary before courses taken in other colleges can be accepted for Religion Department and/or general education course credit. All majors are urged to consult with the Department Chairperson. 111 199 221 Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. Internship Internship on Lower Division level. Biblical Studies The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergenceof the church. Directed Study Independent Study on Lower Division level. Philosophy of Religion (See under Philosophy Department) Denominations and Religious Groups in America A study of the beliefs and worship practices of the major denominations and religious groups. Some contemporary cultic movements will also be considered. (Spring) History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus some discussion of primary documents from these religious communities. (Fall) Survey of Church History A survey of Christian history in the early, medieval, Reformation, and modern periods. Some attention to primary sources, in addition to interpretations of the periods in question. The expansion of the church, its inner life, its relation to the state, and the development of its doctrine will be major elements of the study. Life and Work of the Church Congregationallifein itsvaried character withattention directed to Christian education and curriculum, youth work and parish work. (Alternate years) Religion and Society An examination of theinteraction of religion and societyin terms of sociological analysis with particular emphasis on contemporary sociologicalresearch on religious movements in American society. (Spring) The Church in the First Four Centuries A study of the early Christian Church in the context of the Roman Empire, including such topics as persecution and martyrdom, the development of the creeds, Christianity in conflict with Gnosticism and mystery religions, monasticism and mysticism, early Christian worship; also including the theology of several early Christian leaders and a special unit on the life and thought of Augustine. (Alternateyears, Spring) Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Fall) Religion in America A study of the development of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. (Fall) Scandinavian Immigrant Church History Topics and themes related to church history and Scandinavianimmigration to this country. (Offered as funding permits) The Church and Social Change in h t i n America (See under Program in Global Community) Internship Limited to students who have completed at least four academic courses, have at least first semester junior standing, and satisfy Department guidelines. Church Music and Worship (See under Music Department) Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure and relationships. Attention to the variety of interpretations given the person of Jesus, including the "quest for the historical Jesus." (Fall) Theology of Paul A study of the ApostlePaul including his historical background, his relationship to the early church, and some of the themes to be found in his writings. (Alternateyears, Spring) The Message of the Old Testament The various types of Old Testament literature. The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. (Alternate years, Spring) Judaism A surveyof the history of Judaism from the end of the Old Testament period to modern times, with emphasis placed upon the religious development. A special interest in such modern Jewish thinkers as Buber and Heschel. The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaismoffered in the Religion Department. (Fall) Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematicperspective, in thelight of thecontinuing theological task of the Christian Church. (Spring) Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. (Fall) Psychology of Religion and Theology A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. (Alternateyears, Spring) Seminar Selected topics. Required of majors in the junior or senior year. Others by permission of instructor. (Fall) Independent Study Limited to students who are religion majors and satisfy Departmental guidelines. V Russian Area Studies Norma C. Noonan, Campus Coordinator, Staff Russian Area Studies is an ACTC joint major which seeks to give the student the broadest possible exposure to Russian and Soviet history, politics, literature, traditions and philosophy. The major is interdisciplinary and offers perspectives on Russia both past and present. A minimum of two years of the Russian language is required. This major is a good foundation for students preparing for careers in government, teaching, international business, or law, especially when combined with a second major in a field such as business, economics, history, language, political science or theology. It also is a good foundation for graduate study in history, political science, language and literature or international relations. Major: 11 courses: 4 courses (2 years) of basic college Russian (or equivalent competencies);2 courses in Russian history; 1course in Marxist theory; 1course in Russian literature; 1course in Soviet politics; 2 other courses from approved electives. Minor: 6 courses: 2 courses (1 year) of basic college Russian (or equivalent competencies);1course in Russian history; 1course in Soviet politics; 1course in Marxist theory; 1other course from the approved list of electives. Each student's major program must be approved by the Coordinator. V Scandinavian Area Studies (SCA) Mary Kingsley, Foreign Language Department Chairperson Major: 8 Upper Division courses. Minor: 4 Upper Division courses. Note: Major programs must contain 4 courses listed in the Augsburg Catalog or transferred to Augsburg as Upper Division Scandinavian Area Studies courses, i.e., courses taught by a Scandinavian language department or subdepartment regardless of their content, which may be linguistic, literary or cultural. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian courses under Foreign Language Department. Recommended Supporting Preparation: Study in Scandinavia, elective courses which may lead toward a second major such as English, history, urban studies, business administration. Old Norse (See under Department of Foreign Languages Norwegian) Contemporary Scandinavia A broad survey of Scandinavianculture with special emphasis on conditions and developmentsin the20th century. Knowledge of Scandinavianlanguage desirable but not required. (On demand) The Modem Scandinavian Novel Lectures provide a survey of the Scandinaviannovel. Class discussionbased on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlof, Piir Lagerkvist, Knut Hamsun, Halldor Laxnessand others. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written work in a Scandinavianlanguage. (On demand) The Modern Scandinavian Drama Readingsincludedramatic worksby Ibsen, Bjomson, Strindberg,Lagerkvist, Munk and other 20th century dramatists. Lectures provide a survey of Scandinaviandrama with emphasis on Ibsen and Strindberg. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written work in a Scandinavian language. (On demand) Scandinavian Immigrant Church History (See under Department of Religion) Norwegian Language and Culture (See under Metro-Urban Studies, SUST) Scandinavia in the World (See under Metro-Urban Studies, SUST) Scandinavian Arts (See under Department of Art) Norwegian Art and Literature: Perspectives on Social Change (See under Metro-Urban Studies, SUST) Urbanization and Development in Scandinavia (See under Metro-Urban Studies, SUST) Seminar: Ethnidmmigration Experience (Offered periodically under Department of History 495 Seminar) Independent Study In consultation with a faculty member, student selects a specific topic for study. V Social Science Khin Khin Jensen,Coordinator A student may not list a double major in Social Science and in one of the component disciplines unless the distribution selected in the Social Science major is significantly different from the other major. Non-Western Major: 14 courses: HIS 104; 1 social science methodology course (ECO279, PSY 264, SOC 362 or 365); and 12courses, in at least 4 disciplines, from the following: ECO 112,258; HIS 103,322,323,324,440,474; POL 351,363,382, 461; PHI 355; REL 356; SOC 336; seminars, Independent Studyor Interim courses on relevant topics in History and/or Political Science. The student planning to fulfillthis social sciencemajor should consult the Chairpersonof theDepartment of History in choosing a major adviser. V Social Studies Jerry Gerasimo, Coordinator Students preparing to teach social studies on the high school level must complete, in addition to the professionalrequirements to be met within the Department of Education, a competency-based program designed to provide a broad foundation in the social sciences. SocialStudiesTeachingLicensure: 7 courses(ECO112or113,Geography, HIS222, POL 158, PSY 105, SOC 121 and 336) plus a major in 1of 5 fields -Economics, History, Political Science, Psychology or Sociology. Studentsconsideringa career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordir~ator. V Social Work Devartment The Social Work major program prepares graduates for entry-level professional practice in the field of human services. The program is accredited by the Council on Social Work Education, and leads to a Bachelor of Science degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, communities, and to develop and analyze social policy. The College's commitment to the liberal arts is highly compatible with education for professional social work practice. The liberal arts with its emphasis on breadth of understanding, cultural and ethnic diversity, openness to new ideas, analysis and synthesis, is an ideal foundation for social work education. As Sir Richard Livingston has said, "A technician is a person who knows everything there is to know about his/her job except its ultimate purpose and social consequence." Effective social workers should not be technicians. Augsburg social work graduates are entry level professionals. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Social Work Department. Unique learning opportunities for field work placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services, and a highly-educated populace. Social work opportunities abound. Minnesota is known for the vitality and relevance of its social services. The Twin Cities, as the hub for these services, provides both a plethora of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves and to be enriched by this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. Appropriately, social work students have been involved in a wide variety of community service efforts including helping to develop a Big Brother/Big Sister program on campus, mobilizing students to assist a social service agency in their annual Christmas giving program, and tutoring at a local neighborhood center. The Social Welfare minor and electives in the Department allow students to support another major while gaining knowledge about human needs and growth, human services, and the methods of effective citizenship. Students taking these courses have the opportunity to become knowledgeable about public issues and develop and nurture a perspective that sees the central importance of diversity to the social fabric of this country. But beyond knowledge, students are encouraged to use their talents and skills to address the needs of society in the interest of the public good. Social Work Faculty: Mary Lou Williams (Chairperson),Maria Brown, Francine Chakolis, Edwina Hertzberg, Rosemary Link Major: 11Core Program courses: 361,363,364,461,462,463,465,466,467,469, and SOC365; and 8 SupportingProgram courses:257,260; BIOlO1;PSY 105;SOC 121, 231,265,365,375. (The Sociologysequenceconstitutesa minor in that discipline.) A minimum grade of 2.0 is required for each course in the core program and a 2.0 average is required in the supporting program. Concentration:Concentrationin Aging, ChemicalDependency, Crime and Corrections, Social Ministries, and Youth are possible. Concentration consists of courses descriptive of functional, dysfunctional, and programmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy: Social work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite. A written self-statement, reference letters, and the completion of all Core and Supporting Program courses below the 400 level is necessary for candidacy review. Social Welfare Minor: 6 courses, including 257 (or approved alternative), 361,463; 260 or SOC 375; SOC 265; and 1of 465, POL 121,158,325. School SocialWork Certif ication: StateDepartmentof Education-requiredHuman Relations Certification for school social work is available through successful completion of EDS 388. Elective courses open to all students: 257 260 299 340 361 399 463 Exploring Human Services With faculty approval, student selects a placement for 80 hours per term as a volunteer in a social agency or institution. Opportunity to know human senrice professionals, minority professionals, clients and communities, social service delivery systems, and career aspects of the helping vocations. Especially recommended for freshmen and sophomores. Humans Developing This course provides the knowledge basic to an understanding of human growth through the life cycle, and of the interplay of sociocultural, biological, and psychological factors which influencethe growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturing environment" in relation to human growth, the impact of "sustaining environment," and other special stressesrelevant to growth. Growth related to populations and groups which represent ethnic and/or life-style diversity is also a focus. Students will gain self-understanding through use of their own experiences. Directed Study An opportunity for students to do readings and study on topics of interest. Proposed study must be approved in advance of registration. (Prereq.: 257 and consent of instructor) Policies, Program and Skills for the Aging This course includes the study of the impact of social policy on the older population, the older population's impact on social policy, services planned to address needs of older population, and skills needed to work with this population. Class conducted in senior citizen residence. (Prereq.: Sophomore or consent of instructor) Social Responses to Human Needs This course describes the historical and contemporary systems of human service and the diversity of professionals and client groups. The major assumptions and social movements which have contributed to the charitable and governmental responses to human needs will be emphasized. Guest speakers and agencyvisits highlight the course. (Prereq.: Junior or consent of instructor. Fall) Internship* Provides field learning experience for the non-major and supplements the required field work of majors (Prereq.: Consent of instructor) Community Development and Organization Locality development and social change through community organization, social planning, and social action. Emphasis on: 1)survey of historical forms of communityorganization and social change, 2) understanding the theories, basic issues, and strategies relevant to social protest and change, 3) examination of the role of staff, and of the functions and interrelationships of community organizations, and 4) knowledge of and actual practice in the local community in the essential principles and techniques of organizing. (Prereq.: Senior or consent of instructor) Social Policy: Analysis and Development Includes the study of theories of social policy formulation and methods of analysis associated with needs and services, and analysis of the impact of policy on social work practice. Development and implementation will be viewed firsthand through work with a public policy agency or official. Readings and analytical paper integrate class concepts with practical experience. (Prereq.: 361,463, and senior or consent of instructor) Special Topics (112 to 1 course) Current issues in social work theory or practice. To be announced. (Prereq.: Consent of instructor. Offered periodically in Interim) Independent Study -Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the Department. (Prereq.: 257 and consent of instructor) Independent Study Student must present written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: 257 and consent of instructor) *Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. Cour'sesreserved for Social Work majors only: Methods and Skills of Social Work Basic features of the helping process; theoretical foundations, principles and techniques of social work interventive methods, and practical experience necessary for social work practice with individualsand small groups with a diversity of professionals and client groups; development of the student's repertoire of relationship-buildingskills. Lecture-discussion sessions and/ or laboratory exercises each week. (Prereq.: 361, junior) Field Work P Beginning supervised professional experiencein a social work agency focusing on interviewing experience and relationship building. Ten hours per week, plus one small group supportive/discussion seminar per week. Brereq.: 361, junior, concurrent with 363) Advanced Methods and Skills in Social Work Enlargement and refinement of practice skills recognizing adaptationsof the problem-solving model to diverse populations through lecture, classroom exercise and regular class work. Enlargement of social group work skills, emphasison development of generalist practice skillsand eclecticapproaches with a focus on diversity of professionals and client populations. Lectures and/or laboratory exercises each week. (Prereq.: 2.0 in 363 and in 364, candidacy status. Concurrent with 462) 363 462 466 467 469 Field Work 11* Progressively responsible supervised professional social work experience including work with individuals, families, groups and/or communities in a social service agency. Ten hours per week, plus one supportive/discussion seminar per week. (Prereq.: Candidacy status; concurrent with 461) Field Work I11 (Y2 or 1 course)' Continuation of 462 (1/2 course option during Interim. Prereq.: Candidacy status, 2.0 in 461,462,463) The Social Worker as Professional Ethical practice, bureaucratic survival, professionaljob attainment, affirmative action and sexual harassment issues, personnel policies and practices, organizational theory, and resource development will be studied in the course. The field work practice becomes the laboratory for class exercises. (Prereq.: Candidacy status, 2.0 in 461,463) Field Work IV* Continuation of 466. (Prereq.: Candidacy status, 2.0 in 466, concurrent with 467) *Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. V Sociology Department (SOC) Sociology is a disciplined study of human social behavior. As a relatively young discipline, sociology provides yet another perspective on a theme which is common to many of the disciplines in a liberal arts curriculum, namely the theme that humans are "social animals." Sociology emphasizes the extent to which the human inclination to interact socially comes to exhibit regularized patterns over time. These patterns together form a society or a social structure. Sociology seeks to understand these societal patterns. Sociology also seeks to understand patterns within the great variety of institutions that exist in a society. The Sociology Department at Augsburg is designed to help students think sociologically in terms of obtaining an understanding of society and developing skills in evaluating social institutions and programs. Students are encouraged to select as electives some of the non-traditional learning models available, such a s Internships, Independent Study, Interim courses, and the co-learning courses offered through the Conservation of Human Resources (CHR) program. The Department urges students to use Augsburg's urban setting as a "laboratory" for learning. A major in sociology can prepare one for a variety of careers or for advanced professional studies. Cooperative Education a n d Internships enable majors t o apply the theo.ries and research skills of sociology while they explore career alternatives. Augsburg alumni w h o have majored in sociology a r e currently employed in the personnel departments of both government and private corporations, i n industrial relations work, and in program evaluation. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, and urban planning. The Department of Sociology welcomes students who, in their quest for a liberal education, are looking for new and different ways of understanding and appreciating the often taken-for-granted aspects of our world. Sociology Faculty: Diane Pike (Chairperson), Jerry Gerasimo, Gordon Nelson, Garry Hesser, Barbara Johnson Major: 10 courses including 121,349,362,363,375,485. Highly recommended: a Conservation of Human Resources (CHR) course, Internship, Cooperative Education, Independent Study or Upper Division Interim course in sociology. This recommendation is made in the hope that the student will take advantage of the variety of learning models offered through the Department. Consult Department Chairperson concerning areas of concentration. Honors Major: The student must have a minimum GPA of 3.5 in the major and 3.0 overall. Application for honors in sociology candidacy shall consist of submission of thesis proposal to Department Chairperson before April 1of the junior year. Candidacyis contingent upon Departmentalapproval of proposal by April 30 of junior year. After acceptanceas a candidate, the student will register for 499 to complete work on thesis. Honors in sociology will be granted to a candidate who successfully defends the thesis before March 31 of the senior year and maintains the GPA through graduation. Minor: 5 courses including 121 and 2 Upper Division courses (i.e., 300 and above). Certificate in Program Evaluation: 5 courses including 362 (or PSY 2641,363,399, CSC 145, and approved elective. These courses are designed to provide the cognitive background and skill development to perform well as a research assistant for agencies or firms which do program evaluations or self-assessment programs. Systematicand periodic assessmentsof programs for social improvement are increasingly expected by government and funding agencies. For further information contact Department Chairperson. Principles of Sociology Sociology is a unique way of understanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups, interaction, inequality, and social structure. An essential tool for discovering the world and one's place in it. 199 Internship Lower DivisionInternship.Consult Internship Supervisorin the Department to determine project. (Fall, Interim, Spring, and Summer) 211 Human Community and the Modem Metropolis The cultural and structural dynamics of the modern world viewed from the perspective of the metropolitan situation, with a focus on the possibilities of human community in the context of urban institutions and processes. 231 Sociology of the Family An examination of the family as a social institution. The structures and processes within families are studied within their institutional and cultural contexts. 265 Racial and Minority Group Relations The dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. (P/N grading only) 273 Crime and Corrections This course includes an examination of Corrections programs within the context of the Adult Criminal and JuvenileJustice Systems. Attention is also given to definitions of crime, theoretical formulations as to possible causes and attempts at control. (Aeld visits arranged to correctional facilities.) 299 Directed Study Independent Study for Lower Division students. (Prereq.: 121and consent of instructor. Fall, Spring, Summer) 3001301,302,303,304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests which are not satisfied by regular courseofferings.May be offeredon campus in addition to regular course offerings or off campus in conjunction with Augsburg's Conservation of Human Resources (CHR) Program. (Prereq.: consent of instructor) 336 Introduction to Cultural Anthropology The concept of culture examined in anthropology and in the way we see and live in the world. An analysis of basic assumptions underlying the ideas of "primitive," "civilized," and "progress." The person's relationto culture. An analysis of selected aspects of Western culture. (Prereq.: 121) 349 Complex Organizations Little in contemporary life is unaffected by the existence of organizations. This course examines organizationsas corporate actors, looking at the topics of culture, technology, structure and corporate deviance. (Prereq.: 121 or permission of instructor) 360 Religion and Society An examinationof theinteraction of religion and societyin terms of sociological analysis with particular emphasis on contemporary sociologicalresearch on religious movements and institutions in American society. 362 Statistical Analysis The fundamentals of descriptive and inferential statistics for the social sciences. Designed specifically for sociologyand political science majors, but 121 recommended for others needing a statistical background for social science quantitative analysis.(Prereq.: Group I11Math Placement Test. For majors, to be taken preceding 363. Fall) Research Methods An introduction to the skills involved in research design and data analysis. The practice of social research is learned through class activitiesand individual projects. Focus on learning usable skills. To be taken immediately after 362. (Prereq.: 362 or consent of instructor. Spring) Quantitative Analysis and Program Evaluation Overview of commonly-used research methods, especially experimental designs and applications to program evaluations. Consumer overview of methods of organizing, comparing and interpreting quantitative information. Use of data-processing equipment for statisticalanalysis. Designed for social work majors. Not to be taken by sociologymajors. (Prereq.: Level I11 Math Placement Test. Spring) Social Psychology An examination of the idea of "group," its relationshipto individualbehavior and society. An analysis of the ideas of "self" and "identitf' and what part they play in understanding interpersonal relations and human behavior. A sociological view of mental health. A look at the major assumptions and processes underlying our everyday l i f e a look at the trivial, the ordinary and the taken-for-granted. "Symbolic interaction," an important orientation in social psychology, will be used as a way of dealing with the major issues in the course. (Prereq.: 121, junior or senior students only) The City and Metro-Urban Planning The primary focus of the course is upon the major issues confronting the present and future metropolis. Particular emphasis will center on alternative theories and approaches to shaping the future metropolis. Current developments in the Twin Citiesregionwill be compared and contrasted to urban and regional developments globally and nationally. Resourcesinclude extensive readings, simulations, films, outside speakers and field trips in a seminar format. (Prereq.: 121 or 211 or consent of instructor. Spring) Internship Consult the Department Chairperson or Internship Director for details. (Prereq.: consent of instructor. Fall, Interim, Spring) Modern SociologicalTheory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: 2 courses in sociology including 121 or consent of instructor. Fall) Independent Study -Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the Department. (Prereq.: 121 or 211 and consent of instructor. Fall, Spring, Summer) Independent Study Student must present written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: 121 and consent of instructor. Fall, Interim, Spring) and Theatre Arts Department (SPC) + Communication Speech, communication, and theatre arts at Augsburg are humane studies designed to promote sensitivity and wisdom in the use of communication, since true communication aims to foster informed, responsible choice and shared understanding. The primary aim of the Department is to help students to communicate effectivelythrough both speaking and writing. The courses are designed (1) to promote the intellectual disciplines required for research, exposition, and argument; (2) to develop writing and speaking skills; (3) to build confidence, creativity, and ethical sensitivity; and (4) to provide a wide variety of realistic communication experiences. Communication careers call for a broad liberal arts education, so the communication major at Augsburg begins with a foundation of logic, psychology, sociology, literature, writing, and public speaking. In addition to these preparatory courses, the communication major requires five core courses: advanced writing, interpersonal communication, persuasive communication, mass media, and a communication Internship. With the help of a faculty adviser, the student selects five elective courses pertaining to one of the following communication emphases: journalism, public relations, supervisory management, human relations, broadcast media, speech or theatre arts education. For breadth we rec- ommend double majors, and for practical experience we recommend participation in co-curricular communication activities throughout the college years, climaxing in Internships under professional supervision. This major is also used as preparation for other fields, such as religion, politics, and law. The speech major is designed to prepare students for teaching in the secondary schools. Students should meet with a Departmental adviser as early as possible to plan the major and obtain a copy of the Departmental Handbook. + Theatre Arts Theatre is not primarily an extracurricular activity nor is it merely entertainment. As a laboratory that uses all of the liberal arts, theatre enhances a liberal arts education. By reliving how other people throughout history were thinking, feeling and struggling, actors have a greater understanding of their own humanity. Theatre enables students to experience the beauty, mystery, and ambiguity of life. Minneapolis-St. Paul is an ideal place to study theatre, because it is one of the major theatre centers in the United States. Augsburg students expand their knowledge of theatre not only by attending, but also by working in the professional and community theatres of the Twin Cities. Our theatre faculty has professional experience which enables them to provide realistic guidance to students. The Augsburg program encourages students to participate in all aspects of theatre production while providing each student the opportunity of emphasizing one specific area, such as acting, directing, or design. While the program is primarily designed to prepare students for educational theatre, graduates go into many other fields, such as professional theatre, television, film, advertising, business, and religion. Speech, Communication and Theatre Arts Faculty: Julie Bolton (Chairperson), Raymond Anderson, Deborah Bart, David Lapakko, Martha Johnson Honors Major: GPA of 3.5 in the major, 3.0 overall, 2 Independent Study projects of honors quality, distinguished performance in at least one of the communication arts, comprehensive examination in field of concentration. Application to be made early in the senior year. Communication Courses (SPC) Prospective majors should contact the Department as early as possible to work out a plan for the major and a personal career action plan. Freshmen should take 111,PSY 105, SOC 121 or a literature course. Communication Major. 10 courses, including 342,351 or 352,354,399 and ENG 223 or 225 or 226 or 227, and satisfactory performance on competencytests in writing and typing. Supporting coursesrequired but not countingtoward the major: PHI 130; PSY 105; SOC 121 or 336,375. Communication Minor: 5 courses approved by the Department. Speech Major For Teaching Licensure: 10 courses, including 111,241 or 343,350, 351, 352, 354, 360; participation in forensics, and a minor in English. Recommended: 366, courses in theatre, participation in drama. Speech Minor For Teaching Licensure: 111 and 6 of the following: 241 or 343,350, 351,352,354,360 and participation in forensics. Note: Students preparing to teach speech in secondaryschools may specialize in any of three majors: speech, theatre arts, and speech-theatre arts. Any of these must be combined with at least an English minor, preferably a major. The communication major or minor does not qualify one for teaching speech. Consult with the Department of Education for requirements in Education. 116 is strongly recommended for students in elementary education. Public Speaking Theory and practice of effective speaking and critical listening. Students have the opportunity to give several speeches and receive feedback about their performance from the class and the instructor. The course focuses on such topics as developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical thinking and listening. 132 Photography (See under Department of Art) 227 Journalism (See under Department of English) 225,330 Visual Communications I, I1 (See under Department of Art) 241 Introduction to Cinema Art (See under Department of English) 299 Directed Study Independent Study for Lower Division credit. 342 Mass Communications in Society (See under Department of Political Science)Junior and senior students only. 343 Broadcast Production I Introduction to video production with an emphasis on creative concept development, script-writing, directing and producing for video. Students will work in production teams and will gain experience in operation of equipment. 345 Organizational Communication An examination of the dynamics of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, formal and informal communication networks, management styles, power and authority, motivation of employees, organizational culture, performance appraisal, effectiveuse of meetings and sourcesof communicationproblems 111 in the workplace.Designed to enhance communicationskillsof both managers and subordinates. Students both investigate the literature on organizational communicationand attempt to apply it to their own experiencesin organizations. Voice and Diction A study of vocal skills including tone production, breathing, resonating, articulating, listening, introduction to phonetics and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes and individual coaching. (Alternateyears, Fall) Argumentation Application of standards for sound evidence and reasoning in public speaking, discussion, and debates. Key objectives include increasing skill in analyzing argumentative claims, being able to distinguish between strong and weak arguments, understanding tests for evidence and fallacies in reasoning, and learning to apply principles of argumentation to contemporary public issues. Students have the opportunity to enhance their skills in debate and discussionand also learn to analyze and critique arguments they encounter in their daily lives. Persuasion Theory of how people are influenced to change attitudes and behavior. The course deals with a broad range of topics, including obstacles to persuasion; cultural dimensions of persuasion; the use of logical and psychological appeals; empirical research in persuasion;how persuasion is used in politics, sales, advertising, and interpersonalcontexts;the nature of mass movements and campaigns; the impact of the mass media on persuasion; and ethical issues related to persuasion. Students analyze persuasive messages in contemporary society, with practical work in speech and promotional projects. Interpersonal Communication A study of the dynamics of human interactionthrough verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. This course combines theory and practice to help the student understand and manage communication problems more effectively. Small Group Communication A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership, and conflict management. This course combineslecture with practical experienceto help the student become a more effective and productive member of a task-oriented small group. Organizational Psychology (See under Department of Psychology) Media Regulation, Law and Ethics (See under Department of Political Science) Internship (Consult the Department Chairperson for details) Independent Study in Communication Selected topics in speech and communication, with emphasis on the use of primary sources and methodology of research. Independent Study Independent Study for Upper Division credit. Theatre Arts Courses (SPC) Majors should take part in dramatic productions every year. Freshmen planning to major in theatre arts should begin with courses 111,116,222,232 a n d 228.111 is not part of the major. Theatre Arts Major: 10 courses (222,228,232,361,362,366, and 4 of the following: 116,229,343,350,360,367,428,429,432); plus 111,l Internship, 1theatre Interim course, and 10production units in 3 or more of the following areas: acting (2 required), technical crew work (4 required), playwriting, direction, design, and theatre management. This major should be supported by courses in dramatic literature including Shakespeare and Modern Drama or Scandinavian Drama. Strongly recommended: courses in movement, dance, art, and media art (cinema, radio, television, video). Theatre Arts Minor: 5 courses, including 222,228 or 229,232,361 or 362,366, and 5 production units in the following areas: acting (1 required), technical crew work (2 required), playwriting, direction, design, and theatre management. Theatre Arts Major For Teaching Licensure: 10 courses: 116,222,228,232 241 or 343,350,360,361,362,366, plus 111,a minor in English, and 10 production units in 3 or more of the following areas: acting (2 required), technical crew work (4 required): playwriting, direction, design, and theatre management. Theatre Arts Minor For Teaching Licensure: 5 courses: 222,228 or 229,232 or 116, 361 or 362,366, plus 111,and 4 production units in the followingareas: acting (1 required), technical crew work (1 required), playwriting, direction, design, and theatre management. Speech-Theatre Arts Major For Teaching Licensure: 12 courses, 111,222,228 or 229,232 or 116,241 or 343,350,351,352,354,360,361 or 362,366, a minor in English, and participation in 2 activities (forensics, theatre, media). 116 222 228 Creative Dramatics A study of various forms of dramatic play by activity, reading, observation, and discussion. Emphasis on improvisationaltechniques and active participation. Development of dramatic pieces from written, verbal, visual, and audible sources. Introduction to Theatre A survey of dramatic art: major historical periods, plays, artists; dramatic structure, principles, and values; basic concepts and techniques of the play production process. (Fall) Technical Production I Introduction to the backstage world of the theatre: its organization, crafts, magic, and art. Technical production experience, practical projects, and theatre tours. Crew work required in addition to normal class time. Open to all students. Should be taken in freshman or sophomore years. Lab fee. (Alternate years, Fall) Stage Design I Introduction to technical design for the theatre. Emphasis on scenery and lighting design. Practical projects in drafting, drawing, painting, and design theory. Open to all students. Should be taken in freshman or sophomore years. (Alternate years, Spring) Acting An introduction to the art of acting. Focus on physical, mental and emotional preparationand exploring the creative approach to sceneand character study in American drama. Directed Study Independent Study for Lower Division credit. Interpretative Reading Basic principlesof oral interpretation of literature.Study, understanding and practice in reading prose, poetry and drama before small and large groups. Theatre History and Criticism I An overview of theatre history from its classical Greek origins through Elizabethan theatre. We examine plays and attend local theatre productions in order to understand and experience theories of drama, dramatic production and criticism. Theatre History and Criticism I1 An overview of theatre history from French Neoclassical through contemp* rary theatre. We examine plays and attend local theatre productions in order to understand and experience theories of drama, dramatic production and criticism. Brereq.: 361) Stage Direction I Basic directorial techniques: choice of plays, play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of a short production required (one-act or excerpt from full-length play). Upper Division students or consent of instructor. (Spring) Stage Direction I1 1n-depth analysis and practical experience in directing different play forms and styles: serious, comic, period, experimental, musical. Direction of a short production required (one-act or excerpt from full-length play). (Prereq.: 366 or consent of instructor. Spring) Internship (Consult faculty in area of emphasis.) Technical Production 11 Advanced constructionand problem-solving techniquesin technical areas of scenery, props, lighting, sound, costumes, and make-up. (Prereq.: 228 or consent of instructor. Lab fee. Alternate years, Fall) Stage Design I1 Advanced projects in technical design. Introduction to costume design. (Prereq.: 229 or consent of instructor. Alternate years, Spring) Advanced Acting This course explores the elements of characterization through character analysis and extensivescene study. Emphasis is on a variety of roles from the classics, including Shakespeare,French Neoclassicism, Restoration Comedy, Realism and Non-Realism, Epic and the Absurd culminating in preparation and presentation of a professional audition. 499 Independent Study in Drama Individual projects in oral interpretation and theatre. V Transdisciplinary Students wishing to develop their own majoiby combining appropriate portions of two majors may consider the Transdisciplinary Major. The Transdisciplinary Major enables students to respond to a particular career interest. While such an individually developed major may satisfy the particular interests of a student, broad majors may not be suitable for those wishing to pursue graduate study or preprofessional programs in some academic fields. Students wishing to develop a TransdisciplinaryMajor are to observethe following: A. The major program should include at least two-thirds of the courses required in the normal major programs of two major fields offered at the College. B. The student should design and sign a contract for such a major prior to the end of his or her sophomoreyear (contract forms are availablein the Office of the Registrar). C. The contractmust be approved by the student's adviser and bythe Faculty Committee on Student Standing. V Women's and Minority Studies (INS) Women's Studies and Minority Studies courses fulfill the Urban Concerns, or Women's Studies, or Minority Studies distribution requirement. In addition, Augsburg offers students an opportunity to minor in Women's Studies. + Minority Studies 231 Religion i n African-American History An examination of selectedtopics related to the Blackexperience,e.g. African backgrounds, religion under slavery, evangelicalism. Meets 1 religion requirement or the Urban Concerns, Women's and Minority Studies requirement. 232 233 260 Blacks in America: An Introduction to African-American Studies An interdisciplinary course providing an ovemiew of the major issues related to the Black experience in terms of the family, education, religion, art, economicsand politics. It is designed to heighten the student's consciousness regarding the African retentions in Black culture, the evolution of Black culture and the impact of Black culture on American society. Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the biological, evolutionary and historical origins of women's roles and status in human society.Emphasiswill be placed on the comparativeroles of womenin different cultures. This comparison will include such North American models as the Navajo, Ojibwe, and Iroquois, African models such as the Pygmies and other tribal groups, and the peasant societies of eastern Europe, Mexico, and the Middle East and rural China. Offered periodically through CHR and the American Indian Program office. Contemporary American Indians The situation of Indians in the United States since the Indian Reorganization Act (1934) with an emphasis upon current issues, e.g. tribal sovereignty, treaty rights, and education. Examples of the persistence of religious/ cultural traditions among selected Indian tribes today. + Women's Studies Beverly Stratton, Coordinator Women's Studies values the experiences and perspectives of women by placing them at the center as it branches out to critically examine women's contributions in life and learning. Women's Studies seeks to complement other disciplines by expanding knowledge about women, addressing misconceptions, and raising new questions which spark further investigation. It seeks to empower students for leadership. Women's Studies tries to be explicit about its goals and issues. It seeks to raise awareness of diversity, to critically examine all disciplines and existing social practices, to recover past achievements of women and encourage the work that women now do, to expand perspectives and to provide a basis for decision making and critical evaluation of future learning. Minor: 5 courses which must include INS201,3 electives, 1of which must be Upper Division, and INS 495 or 499. Courses may be taken from the ACTC colleges as well as Augsburg. Each student's program must have the written approval of the Women's Studies Coordinator. 201 Introduction to Women's Studies This multidisciplinary course will introduce students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts and to how the questionsand methodologies of these disciplinesdiffer when seen from women's perspectives. Students will also study the history of the women's movement, diversity of women's experiences in terms of race, sexual orientation and class, and other contemporary issues raised by feminists. 233 265 495 499 Women: A Cross-Cultural Perspective (See description under Minority Studies) Women in American Culture Through a discussion of works by women historians and selections from women's journals, speeches, articles, short stories, poems, plays and other aesthetic creations, the class will collectively assess the position of Black and white women in American culture from the founding of the colonies to the present. Contributions by Indian women, Chicanas and other "invisible" women minorities will be included. Seminar Selected topics. Required of minors who do not elect to do an Independent Study. To be completed after the introductory course and electives. (Alternate years, Fall 1989) Independent Study In consultationwith a facultymember and with the approval of the Women's Studies Coordinator, a student selects a specific topic for study. Required of minors who do not elect to participate in the seminar. Approved electives from other academic departments including: ART 352 ENG 282 or 482 HIS 226 POL 421 POL 459 Women's Art History (see Art Department listing) Topics in Literahue (see English Department listing) Asian and Asian-American Women in Public Life in the 20th Cenhuy (see History Department listing) Topics in American Politics (see Political Science Department listing) Topics in Comparative Politics (see Political Science Department listing) H H H Regents ELCA Directory Administration H H H H Faculty Emeriti Academic Calendar Faculty Maps V Board of Regents (as of June 1988) The year in parentheses after each name is the expiration date of current term. i; &- Chair Donald R. Grangaard Secretary Charles W. Amason Vice Chair The Reverend Harris W. Lee Treasurer Raymond A. Grinde -- Charles W. Amason, J.D. (1988) Paul B. Batalden, M.D. (1990) Nancy H. Bottemiller Rodney P. Burwell (1992) (1988) H. David Dalquist, I11 (1990) Darrell J. Egertson (1988) Julian P. Foss Barbara C. Gage Donald R. Grangaard, J.D. Richard R. Green, Ed.D Raymond A. Grinde Carolyn T. Groves (1990) (1992) (1990) (1992) (1990) (1990) Elling B. Halvorson (1990) Lawrence 0. Hauge (1988) (1990) Catherine E. Johnson George 0.Johnson, Ph.D. (1990) Harris W. Lee, D. Min. (1988) - - Attorney, Head and Truhn, Minneapolis, MN Vice President for Medical Care, Hospital Corp. of America, Nashville, TN Homemaker, Wadena, MN Chairman, Xerxes Corporation, Minneapolis, MN President, Northland Aluminum Products, Inc., St. Louis Park, MN Executive Vice President/Chief Financial Officer, Apache Corp., Denver, CO Retired Businessman, Mesa, AZ Homemaker, Long Lake, MN First Bank System, Inc., Minneapolis, MN Chancellor, New York City Public Schools Partner, Klohn Design, Inc., St. Paul, MN Administrator, S. J. Groves and Sons Company, Minneapolis, MN Chairman of the Board, Halvorson Osborne Construction Co., Kirkland, WA Chairman, Suburban National Bank, Eden Prairie, MN Homemaker, Minneapolis, MN Associate Professor & Director, Hospital & Health Care Admin., Minneapolis, MN Senior Pastor, Lutheran Church of the Good Shepherd, Minneapolis, MN Mr. Gary H. Lohn (1988) Mildred I. Mueller, Ph.D. (1990) Rev. Maynard L. Nelson (1990) Ms. Roselyn J. Nordaune, J.D. (1988) Mr. Howard E. Olson Mr. Donald G. Oren (1990) (1988) Mr. Harvey M. Peterson (1990) Mrs. Inez M. Schwarzkopf (1988) Gladys I. Strommen Merton P. Strommen Leland N. Sundet (1990) (1996) (1990) David L. Swanson (1990) Stanley W. Thiele (1992) William A. Urseth (1992) Control Data Business Advisors, Mankato, MN Director of Education Statistics, MN Dept:of Education, St. Paul, MN Senior Pastor, Calvary Lutheran Church, Minneapolis, MN Partner, Nordaune & Friesen, St. Louis Park, MN Businessman, St. Paul, MN President, Dart Transit Company, St. Paul, MN President, Catco Company, St. Paul, MN Director for Community and Organizational Development, Women of ELCA, Chicago, IL Homemaker, St. Paul, MN Founder, Search Institute, Minneapolis, MN Chairman & Chief Executive Officer, Century Manufacturing Co., Bloomington, MN Vice President, Grudem Brothers Co., St. Paul, MN Senior Vice President, Administrative Services, 3M, St. Paul, MN Chief Executive Officer, U.S. Communications, Minneapolis, MN V Division for Education The Evangelical Lutheran Church in America (ELCA) Board Chair: Rev. Dennis H. Dickman Secretary: Solveig Gregory Vice-Chair: Mary Ellen H. Schrnider Executive Staff Executive Director: Rev. W. Robert Sorensen Assistant Director for Finance: Beata H. Sorenson Director for Colleges and Universities: James M. Unglaube Assistant Director for Colleges and Universities: Naomi E. Linnell V Directory Augsburg College 731 21st Avenue South Minneapolis. MN 55454 Area Code: 612 President ............................................................................................. 330-1212 Academic Affairs ..............................................................................330-1024 Admissions ......................................................................................330-1001 Alumni Programs .............................................................................330-1179 Business Office (Fees and Accounts).............................................. 330-1029 Campus Ministry (College Pastor) ................................................. 330-1107 330-1162 Career Services .................................................................................. College Center Manager/Coordinator, Special Events ............... 330-1121 College Relations (News and Publications) ..................................330-1180 Development (Financial Gifts to the College)............................... 330-1171 Facilities Office .................................................................................. 330-1120 Financial Aid (Scholarships) ........................................................... 330-1046 General Information (Other office numbers; business hours only) .................................................. 330-1000 Evenings........................................................................................ 330-1234 Graduate Program ......................................................................... 330-1787 Ice Arena Manager ...................................................................... 330-1251 Interim Office .................................................................................. 330-1025 Library ................................................................................................ 330-1017 Parent Programs , . .................................................. .330-1179 Personnel Office ................................................................................ 330-1058 Registrar ...................................................................................... 330-1036 Student Activities Office .................................................................. 330-1111 .... ..................................... .330-1160 Student Affairs ..................... Student Government Office ............................................................ 330-1110 Student Life (Housing).................................................................... 330-1109 Summer School Office ...................................................................... 330-1025 Weekend College ............................................................................ 330-1782 ........... ....... . . .. . . The College has designated the following persons as coordinators for discrimination inquiries or grievances: Mary Lou Williams, Assistant Professor, Social Work Department (612/ 33@1157)Affirmative Action Coordinator (matters based on race, creed, national or ethnic origin) Vern M. Bloom, Director, CHR -Memorial Hall (612/330-1133) 504 Coordinator (matters based on physical or mental handicap) William R. Rosser, Vice President for Student Affairs, Memorial Hall (612/330-1168) -Title lX Coordinator (matters based on sex or marital status) Sandra Jacobson, Director of Personnel, Ground Floor, Memorial Hall (612/330-1023) -Employment All correspondence should be addressed to the designated individual, at Augsburg College, 731 21st Avenue South, Minneapolis, MN 55454. Formal grievance procedures are described in the Staff Handbook. Copies are available from the Personnel Office. V Administration Office of the President President .......................................................................... Charles S. Anderson Executive Secretary to the President .........................Carolyn S. Magnuson College Pastor ......................................................................... David T. Wold Director, Church Relations ..........................................................Curtis Peter Director, Admissions ............................................................... Carol A. Stack Academic Affairs Vice President for Academic Affairs and Ryan A. LaHurd Dean of the College ................................................... Executive Secretary to the Academic Dean ........................ Lois M. Nielsen Associate Dean of the College and Director of Special Programs ................................Patricia A. Parker c h a r d J. Thoni Director, Weekend College Operations Manager, Weekend College ......................... Laurel Orthmeyer Graduate Program Coordinator ........................................o n e Karvonen Registrar .............................................................................Burdett Parsons Institutional Research Analyst ............................................ Robert W. Clyde Head Librarian ............................................................... Margaret Anderson Director, Audio-visual Center .......................................... Brian P. Hackney Director, Black Student Affairs ................................................M. Anita Gay Director, American Indian Support Program ................Bonnie A. Wallace Interim Director ............................................................. Donald R. Gustafson Kathleen Lutfi Coordinator, International Programs ............,... Director, Faculty Development ....................................... Edwina Hertzberg Director, Cooperative Education ........................................ Garry W. Hesser .................... R Student Affairs Vice President of Student Affairs and Dean of Students ........................................................ William R. Rosser Executive Secretary to the Vice President ................................... Casey Levi Associate Dean of Students .................................................. James B. Grubs Co-directors, Counseling Services ......Nancy G. Medcraft, Joan W. Slater Director, Academic Enrichment .....................................Donald M. Warren Director, Career Services ..................................................... Tina M. Wagner Coordinator, Off-campus Student Employment ................... Lois A. Olson Director, Student Life and Housing ................Linda K. Schrempp-Alberg Director, Student Activities .................................................. Brian Cockayne Coordinator, Urness Tower ...................................................... Ava J. Young Coordinator, Mortensen Tower ........................................ Sue J. Hohenstein R Development and College Relations Vice President for Development and College Relations ............................. Executive Secretary to the Vice President ............................... Betty Arnold Director, Development ............................................................. Gordon Olson Director, Planned Giving ...................................................Thomas I. Benson Jeroy C. Carlson Senior Development Officer Director, Corporate and Foundation Relations ..............Victoria J. Hoshal Director, Alumni/Parent Relations ....................................Jeffrey Swenson Director, College Relations .......................................M a Adams Forsberg Director, Publications ................................................................... Ka I. Cady Publications Specialist....................................................... Morgan K. Brooke Development Officer/Annual Fund ............... Donna McLean ............................................. Finance and Management Vice President for Finance and Management ....................Michael Ranum Executive Secretary to the Vice President Assistant Vice President for Student Financial Services ...................................... Herald A. Johnson Financial Aid Counselor ......................................................... Karen D. Flom Director, Personnel ............................................................... Sandra Jacobson Controller ........................................................................................ Koepke Director, Administrative Computer Center ............................ Steve Terrien Manager, College Center .................................................Mildred A. Nelson Manager, Central Services..................................Charles E. Christopherson Director, Purchasing/Bookstore .......................................... Robert P. Gores Director, Marriott Corp. Food Services ................................ Randy McNeal Director, Plant Services ........................................................ James Weninger Supervisor, Maintenance ....................................................... Robin A. Curtis Manager, Ice Arena .................................................................. James J. Carey ...................................................... V Faculty Emeriti Courtland L. Agre, Professor Emeritus of Chemistry. Ph.D., University of Minnesota. Ernest W. Anderson, Professor Emeritus of Health and Physical Education. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary;L.L.D., Concordia College, Moorhead. Valeria Baltins, Professor Emerita of Foreign Languages. Magister der Philosophia, University of Latvia. Carl Chrislock, Professor of History. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. L. Gracia Christensen, Professor Emerita of English. Ailene Cole, Professor of Theatre Arts/Speech. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. K. Berner Dahlen, Professor Emeritus of English. M.S. University of Minnesota. Edgar E. Eklof, Professor Emeritus of Music. M.M. Manhattan Music School. Sheldon P. Fardig, Professor Emeritus of Education. B.A. Carleton College, M.M., Ph.D., Northwestern University. Theodore J. Hanwick, Professor Emeritus of Physics. Ph.D., New York University. Katherine Hennig, Professor Emerita of Music. M.A., University of Minnesota. Einar 0 . Johnson, Professor Emeritus of Education. Ph.D., University of Washington. James D. Johnson, Professor Emeritus of Music. Ph.D., University of Minnesota. Bernhardt J. Kleven, Professor Emeritus of History. Ph.D., University of Minnesota. Edor C. Nelson, Professor Emeritus of Physical Education. M.Ed., University of Minnesota. Anne Pederson, Professor Emerita of English. M.A., University of Minnesota. LaVonne J. Peterson, Professor Emerita of Health and Physical Education. M.Ed., University of Minnesota. Martin Quanbeck, Professor Emeritus of Education. Ph.D., University of Minnesota. Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D. Mus., Lakeland College. Paul T. Steen, Professor Emeritus of Sociology. Ph.D., University of Minnesota. Joel S. Torstenson, Professor Emeritus of Sociology. Ph.D., University of Minnesota. V Academic Calendar Fall 1988 Labor Day recess .......................................................................................... M Sep 5 Upperclass validation ................................................... . , ....................... Tu. Sep 6 Freshmen registration ....................................................................................Tu. Sep 6 Classes begin ................... , . . , ............................................................................W Sep 7 Last day to register, designate grading option. add a class, drop a class without notation on record, move Upper/Lower Division course to Upper .. .. Division or Lower Division .................................................................................... Tu, Sep 13 Mid-term break ................................................................................................ F Oct 28 Interim registration ....................................................................... M. Oct 31 .F. Nov 4 Spring term pre-registration ....................................................... M Nov 14 .F. Dec 2 Last day to withdraw from a class ............................................................... F Nov 18 Thanksgiving recess begins ........................................................................ T h Nov 24 Classes resume .......................................................................................... M Nov 28 Classes end ...................................................................................................... F Dec 9 Final examinations begin ........................................................................ M. Dec 12 Final examinations end ................................................................................ T h Dec 15 Final grades due and Incompletes due from spring and summer '88 ............................................................... W Dec 21 Interim 1989 Classes begin ...................................................................................................... T Jan 3 Last day to register. add a class. drop a class without notation on record or move Upper/Lower Division course to Upper Division ................. W. Jan 4 Last day to designate grading option or move Upper/Lower division course to Lower Division ................ M. Jan 16 Last day to withdraw from a class .................................................................. F. Jan 20 Classes end ......................................................................................................... F Jan 27 Interim grades due ............................................................................................ F Feb 3 Spring 1989 Validation of registration ...................... . . .................................................... T Jan 31 . Classes begin ..................................................................................................... W Feb 1 Last day to register. designate grading option. add a class. drop a class without notation on record. move Upper/Lower Division course to Upper Division or Lower Division ......................................................................................T Feb 7 Mid-term break begins .................................................................................... F Mar 24 Classes resume .................................................................................................. M Apr 3 Easter break begins ........................................................................................ F. Mar 24 Classes resume .................................................................................................. M. Apr 3 Last day to withdraw from a class ................................................................ F Apr 21 Early registration for fall ............................................................. M Apr 24 .F. May 5 Classes end ....................................................................................................... F. May 12 Final examinationsbegin ............................................................................. M, May 15 . Final examinations end ................................................................................ May 18 Baccalaureate and Commencement ...................................................................................... S May 21 Final grades due and Incompletes due from fa11 '88 and Interim '89 .............................................................. W May 24 - A . Summer School 1989 Term I ......................................................................................... T May 30 .F, June 23 Term I1 ........................................................................................... M June 26 .F. Aug 4 Fall 1989 Labor Day recess ............................................................................................... M Sep 4 Upperclass validation and Freshmen registration ...................................... T u Sep 5 Classes begin .................................................................................................... W Sep 6 Last day to register. add a class. designate grading option. drop a class without notation on record. or move Upper/Lower Division course to Upper Division T . Sep 12 or Lower Division .................................................................................... Mid-term break ................................................................................................. F Oct 27 Interim registration .................................................................... M. Oct 30 .F. Nov 3 Spring term pre-registration ....................................................... M Nov 13 .F. Dec 1 Last day to withdraw from a class ................................................................ F. Nov 17 Thanksgiving recess begins ..................................................................... Th. Nov 23 Classes resume ...............................................................................................M Nov 27 Classes end .......................................................................................................... F Dec 8 M. Dec 11 Final examinations begin ............................................................................... Final examinations end ................................................................................. T h Dec 14 Final grades due and Incompletes due from spring and summer '89 .................................................................. W Dec 20 Interim 1990 . . ...................................................................... Tu. Jan 2 Classes begin ...................... Last day to register. add a class. drop a class without notation on record or move Upper/Lower Division course to Upper Division .................. W. Jan 3 Last day to designate grading option or move Upper/Lower Division course to Lower Division ............... Tu. Jan 16 Last day to withdraw from a class ............................................................... F. Jan 19 Classes end ......................................................................................................... F Jan 26 Interim grades due .............................................................................................F Feb 2 Spring 1990 Validation of registration.............................................................................. T Jan 30 Classes begin ................................................................................................. W Jan 31 Last day to register. designate grading option. add a class. drop a class without notation on record. or move Upper/Lower Division course to Upper Division T Feb 6 or Lower Division ...................................................................................... Mid-term break begins ............................................................................... Sa. Mar 24 Easter break begins .......................................................................................... F Apr 13 Classes resume ................................................................................................ M Apr 16 Last day to withdraw from a class ................................................................ F Apr 20 Early registration for fall ............................................................. M Apr 23 .F. May 4 Classes end ....................................................................................................... F May 11 Final examinations begin ............................................................................. M May 14 Final examinations end ................................................................................Th. May 17 Baccalaureate and S May 20 Commencement ...................................................................................... Final grades due and Incompletes due from fall '89 and Interim '90 .................................................................. W May 23 V Faculty Correct as of May 15,1988. (beginning year of service on faculty in parenthesis) 1 Charles S. Anderson (1976). President, B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. 1 Ryan A. LaHurd (1985). Vice President for Academic Affairs and Dean of the College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph-D., University of Wisconsin-Madison. Nancy I. Aarsvold (1986). Instructor of Foreign Languages. B.A., Pacific Lutheran University; M.A., University of Minnesota. Ruth L. Aaskov (1960). Associate Professor of Foreign Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Robert W. Adney (1979). Studio Artist/Percussion, part-time. B.A., University of Minnesota. Earl R. Alton (1960). Professor and Department Chairperson of Chemistry, B.A., St. Olaf College; M.S., Ph.D., University of Michigan. (On leave Interim and Spring, 1989) Brian R. Ammann (1988). Instructor and Head Basketball Coach, Health and Physical Education. B.A., Augsburg College; M.S., North Dakota State University. Lyla Mae Anderegg (1959). Associate Professor, part-time, Psychology, B.A., University of Minnesota; M.A., Northwestern University. Barbara Andersen (1969). Associate Professor of English. B.A., Northwestern College; M.A., Northwestern University. Edwin D. Andersen (1987). Instructor, part-time, Mathematics, Weekend College. B.A., Macalester College; M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota. Kristin M. Anderson (1984). Instructor, part-time, Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Margaret J. Anderson (1%7). Associate Professor, Head Librarian. B.S., M.A., University of Minnesota. Raymond E. Anderson (1949). Professor of Speech, Communication and Theatre. B.S., M.A., Ph.D., University of Minnesota. Sheldon Anderson (1988). Instructor, part-time, History. Weekend College. Andrew L. Aoki (1988).Assistant Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., Ph.D., University of Wisconsin-Madison. Charles N. Arge (1987). Lecturer, part-time, Physics. B.S., University of Arizona. Marjorie Audette (1986). Assistant Professor, part-time, Nursing, Weekend College. B.S., Marquette University; M.A., University of Iowa. Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Catherine Bakken (1985). Lecturer, part-time, Psychology. B.A., Concordia College; M.A., University of North Dakota; M.A., United Theological Seminary; M. Div., Luther-Northwestern Seminary. Deborah Bart (1980). Instructor of Speech, Communication and Theatre. B.A., M.A., University of Minnesota. John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vern M. Bloom (1971). Director of CHR Program and College of the 3rd Age. B.A., M.S.W., University of Minnesota. Joseph C. Bodziock (1986). Lecturer, part-time, English. B.A., St. Joseph's College; M.A., University of New Hampshire. Julie H. Bolton (1975). Assistant Professor and Department Chairperson of Speech, Communication and Theatre. B.S., M.F.A., University of Minnesota. Richard Borstad (1977). Associate Professor and Department Chairperson of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. John Bosma (1985). Instructor, part-time, Speech, Communication, and Theatre, Weekend College. B.A., Concordia College, St. Paul; M.A., University of Minnesota. Michael Brand (1979). Studio Artist/Trumpet, part-time. B.S., M.F.A., University of Minnesota. James A. Brothen (1988). Visiting Assistant Professor of History, part-time. B.A., M.A., Ph.D., University of Minnesota. Maria Brown (1980). Assistant Professor in Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Laine Bryce (1978). Studio Artist/Bassoon, part-time. B.A., University of Minnesota. Priscilla K. Buffalohead (1983). Lecturer, part-time, Sociology and Women's and Minority Studies. B.A., M.S., University of Wisconsin-Madison. Diane F. Busico (1986). Assistant Professor of Business Administration and Economics. B.S., Youngstown State University; M.B.A., Kent State University. Thomas L. Busico (1988). Instructor, part-time, Business Administration and Economics, Weekend College. B.S., Youngstown State University; M.B.A., Kent State University. John Cemto (1983). Assistant Professor in Business Administration and Economics. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. James Cleary (1986). Lecturer, part-time, Psychology, Weekend College. B.A., University of Wisconsin-Eau Claire; M.A., Ph.D., Western Michigan University. Robert W. Clyde (1967). Associate Professor of Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Lawrence E. Copes (1980). Associate Professor of Mathematics/Computer Science. B.A., Illinois Wesleyan University; M.A., Ph-D., Syracuse University. (On leave, 1988-89) John Cosgrove (1983). Lecturer, part-time, Business Administration and Economics, Weekend College. B.A., University of Minnesota. Larry Crockett (1985). Assistant Professor of Mathematics/Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary. Wayne A. Dalton (1984). Studio Artist/Voice, part-time. B.A., University of Redlands; M.Th., Ph.D., School of Theology at Claremont. Jan Davies (1987). Instructor, part-time, Education, Weekend College. B.F.A., Illinois Wesleyan University. John Dunham (1987). Visiting Instructor and Studio Artist/Cello, part-time, Music. B.A., Syracuse University; M.M., University of Michigan-Ann Arbor. Beverly C. Durkee (1965). Professor of Mathematics/Computer Science. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. (On leave Fall, 1988 and Interim, 1989) Mary G . Endorf (1986). Assistant Professor and Department Chairperson of Education. B.A., Hamline University; M.S., SUNY-Cortland; Ph.D., University of Minnesota. Mark J. Engebretson (1976). Associate Professor and Department Chairperson of Physics. B.A., Luther College; M. Div., Luther Theological Seminary; M.S., Ph-D., University of Minnesota. Marian S. Enos (1987). Lecturer, part-time, Nursing. B.S.N., M.S., Ph.D., University of Minnesota. Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Sheldon P. Fardig (1962). Lecturer in Education. B.A., Carleton College; M.M., Ph.D., Northwestern University. Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Ronald E. Fine (1987). B.A., University of Maryland; M.A., American University. Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., University of Minnesota. Marilyn Pearson Florian (1980). Instructor in Health and Physical Education. B.A., Augsburg College; M.A., St. Cloud State University. Mathew Foss (1988). Visiting Instructor of Mathematics/Computer Science. B.S., B.S.E., M.A., Northeast Missouri State University. Stephanie C. Franz (1984). Lecturer, part-time, Physics, Weekend College. B.A., Augsburg College; M.S., University of Minnesota. Robert Friederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel College; M.A., Pennsylvania State University. Mark L. Fuehrer (1969). Professor and Department Chairperson of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. 1 Greta Gaard (1986). Instructor, part-time, English, Weekend College. B.A., Pepperdine University; M.A., Claremont Graduate School. Stephen M. Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. David L. Garrison (1986). Lecturer in English, part-time. B.A., Appalachian State University; M.A., Baylor University; Ph.D., University of Minnesota. M. Anita Gay (1987). Director, Black Student Affairs. B.S., Southern University, Baton Rouge; M.A., Howard University. Jerry Gerasimo (1971). Professor of Sociology.B.A., Lake Forest College; M.A., Ph.D., University of Chicago. (On leave Interim and Spring, 1989) Richard Germundsen (1987). Assistant Professor of Education. B.S., Mankato State University; M.A., American University; Ph.D, University of Minnesota. Nancy J. Giguere (1987). Instructor, part-time, Foreign Languages, Weekend College. B.A., University of Arizona; M.A., Middlebury College; Ph.D., University of North Carolina. Peter Gillen (1988). Instructor, part-time, Business Administration and Economics, Weekend College. B.S.B., University of Minnesota. Orloue N. Gisselquist (1956). Associate Professor of History. B.A., M.A., Ph.D., University of Minnesota. Gerald Glatzmaier (1986). Lecturer, part-time. Business Administration and Economics. B.A., St. Cloud State University; M.A., University of Minnesota; M.A., Northeastern University. Joseph R. Goldman (1986). Visiting Lecturer in Political Science. B.A., M.A., Ph.D., University of Minnesota; Ph.D., University of Kansas. Paul H. Grauer (1979). Assistant Professor, part-time, Health and Physical Education. B.S., Concordia College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota. Douglas E. Green (1988). Assistant Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University. Joan L. Griffin (1986). Assistant Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Satya P. Gupta (1976). Professor of Business Administration and Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History, Interim Director. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1974). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Brian P. Hackney (1983). Assistant Professor, Director of Audio-Visual Center. B.A., University of Wisconsin-Eau Claire; M.A., University of WisconsinStout. Paul P. Halvorson (1985). Lecturer, part-time, Business Administration and Economics. B.A., Augsburg College; M.A., The American University. Mark Hassenstab (1988). Instructor, part-time, Business Administration and Economics, Weekend College. B.A., Augsburg College; M.B.A., University of Minnesota. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Kathy Heikkila (1984). Lecturer, part-time, Education. B.S., University of Wisconsin-Lacrosse; M.A., The College of St. Thomas. Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Edwina L. Hertzberg (1977). Associate Professor of Social Work, Director of Faculty Development. B.A., Cedar Crest College; M.S.W., Ph-D., University of Minnesota. Richard C. Henog (1984). Assistant Professor of Business Administration and Economics. B.S., Washington University; M.B.A., St. Louis University. Garry W. Hesser (1977). Associate Professor of Sociology, Director of MetroUrban Studies, Director of Cooperative Education Program. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Paul T. Hirdman (1985). Assistant Professor of Psychology. A.A., Waldorf Junior College; B.A., Augsburg College; M. Div., Luther Theological Seminary; M.A., Ph.D., University of North Dakota. Norman D. Holen (1964). Professor of Art. B.A., Concordia-College, Moorhead; M.F.A., University of Iowa. Bradley P. Holt (1981). Associate Professor of Religion. B.A., Augsburg College; B.Q., Luther Theological Seminary; M. Phil., Ph.D., Yale University. Paul L. Holmer (1986). Distinguished Visiting Professor of Philosophy. B.A.,M.A., University of Minnesota; Ph.D., Yale University. John R. Holum (1957). Professor of Chemistry (and Acting Department Chairperson, Interim & Spring, 1989).B.A., St. Olaf College; Ph.D., University of Minnesota. I. Khin Khin Jensen (1955-56,1959). Professor of History, Director of East and Southeast Asian Studies. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. John R. Jenswold (1985). Lecturer, part-time, History. M.A., University of Connecticut-Storrs. Barbara E. D. Johnson (1985). Lecturer, part-time, Sociology. B.S., Gustavus Adolphus College; M.S., Ph.D., University of Minnesota. Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College; B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Jeffrey E. Johnson (1985). Assistant Professor of Physics. B.S., M.A., and Ph.D., University of Minnesota. Martha B. Johnson (1988). Assistant Professor of Speech, Communication, and Theatre. B.A., M.A., and Ph.D., University of Wisconsin-Madison. Mary E. Johnson (1962). Associate Professor of Foreign Languages. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota. Amin Kader (1974). Associate Professor and Department Chairperson of Business Administration and Economics. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Kenneth S. Kaminsky (1987). Associate Professor and Department Chairperson of Mathematics/Computer Science. A.B., M.S., Ph.D., Rutgers State University. Jane Kammerman (1986). Lecturer, part-time, Business Administration and Economics. B.A., University of California; J.D., University of Minnesota. Robert KarlCn (1973). Professor and Department Chairperson of Music. B.M., New England Conservatory; M.A., University of Minnesota. Mary A. Kingsley (1965). Associate Professor and Department Chairperson of Foreign Languages. B.A., St. Olaf College; M.A., Middlebury College. Merilee I. Klemp (1980). Instructor and Studio Artist/Oboe, part-time. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Robert Kramarczuk (1983). Instructor, part-time, Business Administration and Economics, Weekend College. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Angela Wyatt Kretschmar (1981). Studio Artist/Clarinet, part-time. B.A., St. Olaf College. Edith V. Kromer (1983). Librarian, part-time, Weekend College. B.A., Hamline University; M.A., University of Minnesota. Joan C. Kunz (1987).Assistant Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. Roy H. LaFayette (1972). Lecturer, part-time, Business Administration and Economics. B.S.B., University of Minnesota. David V. Lapakko (1986). Assistant Professor of Speech, Communication and Theatre. M.A., University of Minnesota. Nicholas A. Lenz (1980). Studio Artist/Voice, part-time. B.A., Southwest State University; M.F.A., University of Minnesota. Ronald L. Libertus (1985). Lecturer, part-time, CHR Program and Women's and Minority Studies. B.A., University of Minnesota; M.A., Windham College. Lynn Lindow (1985). Visiting Instructor of Education. B.S., Mankato State University; M.S., North Dakota State University. Rosemary J. Link (1986). Assistant Professor of Social Work. M.Sc., London University; Ph.D., University of Minnesota. Cynthia Dunbar Lohman (1985). Studio Artist/Voice, part-time. B.A., M.M., University of Minnesota. Steven Lund (1983). Studio Artist/Trombone, part-time. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Lecturer, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. Janet M. Mathison (1986). Instructor, part-time, Religion, Weekend College. Associate Director, Center for Global Education. B.A., Alverno College; M.A., Ed.D., University of Pennsylvania, Philadelphia. Jerie McArthur (1983). Instructor in Speech, Weekend College. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Dan McNamara (1984). Lecturer, part-time, Business Administration, Weekend College. BSIE, University of Dayton; M.S., Ph.D., University of Wisconsin. Marie 0.McNeff (1968). Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska. Roberta Kagin Metzler (1974). Assistant Professor of Music. B.A., Park College; B. Music Ed., M. Music Ed., University of Kansas. Fekri Meziou (1987). Assistant Professor of Business Administration and Economics. B.A., University of Tunis, Tunisia; M.A., Ph.D., University of Minnesota. Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College; M.A., University of Minnesota. Kathryn S. Mickelson (1985). Visiting Lecturer, part-time, Music. B.S., Augsburg College; M.M.T., Southern Methodist University. Jan Miner (1984). Instructor, part-time, Speech/Communication, Weekend College. B.A., Lycoming College; M.A., Bowling Green State University. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. William Monsrna (1987). Lecturer, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary; Ph.D., University of Colorado. Karen Morgan (1987). Instructor, part-time, Education, Weekend College. B.S., St. Cloud State University; M.Ed., University of Minnesota. Thomas Morgan (1983). Assistant Professor of Business Administration and Economics. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon. Elizabeth Proctor Murphy (1984). Studio Artist/Cello, part-time. B.A., Cleveland Institute of Music. Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson (1968). Professor and Department Chairperson of History. B.A., University of Nebraska; M.A. Ph.D., University of Minnesota. Catherine Christie Nicholl(1973). Professor and Department Chairperson of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson (1977). Associate Professor and Department Chairperson of Nursing. B.S., M.S., University of Minnesota. Norma C. Noonan (1966). Professor and Department Chairperson of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Patricia Nortwen (1985). Studio Artist/Piano, part-time. B.A., B.S., M.A., University of Minnesota. Celeste M. O'Brien (1975). Studio Artist/Piano, part-time. B.A., Harnline University. Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Sharon K. Ostwald (1986). Adjunct Assistant Professor of Nursing. M.S., Ph.D., University of Minnesota. James F. Palmer (1987). Instructor, part-time, Mathematics and Computer Science, Weekend College. B.A., Illinois State University, Normal; M.A., University of Minnesota. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B. Div., Bethel Seminary; M.A, Ph.D., University of Minnesota. Marlene J. Pauley (1983). Studio Artist/Clarinet, part-time. B.A., St. Olaf College; M.M., Michigan State University. Lauretta E. Pelton (1970). Associate Professor of Education. B.A., Briar Cliff College; M.Ed., Marquette University. Paul Pender (1985). Instructor, part-time, ~ u s i i e s Administration, s Weekend College. B.A., M.B.A., University of Wisconsin. Douglas D. Peny (1976). Instructor, part-time, Social Work, Weekend College. B.A., M.S.W., University of Minnesota. Curtis Peter (1983). Lecturer, part-time, Religion. B.A., Wartburg College; M. Div., Wartbug Theological Seminary. Noel J. Petit (1984). Associate Professor of Mathematics/Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Joyce Pfaff (1966). Associate Professor of Health and Physical Education and Director of Women's Athletics. B.A., Augsburg College; M.Ed., University of Minnesota. (On leave 1988-89) Diane I,Pike (1981). Associate Professor and Department Chairperson of Sociology. A.B., Connecticut College; Ph.D., Yale University. Stephen H. Pinsky (1983). Lecturer, part-time, Religion. B.A., Franklin and Marshall College; B.H.L., M.H.L., Hebrew Union College. Philip A. Quanbeck (1957). Professor and Department Chairperson of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Ph.D., Princeton Theological Seminary. Larry C. Ragland (1985). Associate Professor of Mathematics/Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Studio Artist/Guitar, Music. B.M., M.M., University of Minnesota. Bruce R Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. David Riley (1987). Instructor, part-time, Business Administration and Economics, Weekend College. B.A., St. Mary's College; M.B.A., College of St. Thomas. C.P.A. Thomas D. Rossin (1986). Assistant Professor of Music. M.F.A., University of Minnesota. Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella (1961). Professor of Business Administration and Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Hikaru S. Sakai (1987).ACTC part-time Instructor in Japanese. B.A., University of Osaka; Ed.S., M.A., College of St. Thomas. Hamed Sallam (1988). Instructor, part-time, Business Administration and Economics. B.S., Ein Shams University, Cairo; M.S., Cairo University; Ph.D., Tbilisi State University, U.S.S.R. Pauline Sateren (1974). Lecturer, part-time, Music Education. B.A., Northwestern College; M.M.Ed., University of Colorado. Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education and Director of Men's Athletics. B.A., Augsburg College, M.A., University of Minnesota. Milo A. Schield (1985). Assistant Professor of Business Administration and Economics. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. Eugene M. Skibbe (1964).Professor of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Stanley H. Solnick (1984).Assistant Professor of Business Administration and Economics. B.A., M.B.A., University of Northern Colorado. Donald B. Steinmetz (1968).Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Myles Stenshoel(1965). Professor of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Stuart M. Stoller (1986). Assistant Professor of Business Administration and Economics. B.S., M.S., Long Island University. Beverly J. Stratton (1986).Assistant Professor of Mathematics/Computer Science. B.A., M.A., Boston University. Marie Stmss (1988).Instructor, part-time, Education, Weekend College. B.S., Mankato State University; M.S., Mankato State University. Mary Jo Stump (1988).B.A., Ball State University; M.A., Northern State College. Grace K. S d e m d (1966).Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud (1964). Professor of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Gerald Swanson (1988). Instructor, part-time, Art, Weekend College. B.A., M.F.A., University of Minnesota. Kathryn Swanson (1985).Assistant Professor of English. B.A., St. Olaf College; M.A., University of Minnesota. Philip J. Thompson (1959). Professor and Department Chairperson of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Neal 0.Thorpe (1967).Professor and Department Chairperson of Biology. B.A., Augsburg College; Ph.D., University of Wisconsin. Calvin Vraa (1988). Instructor, part-time, Psychology, Weekend College. B.A., Concordia College; M.A., Northern Colorado University; Ph.D., University of North Dakota. Donald M. Warren (1978).Lecturer, part-time, Intro to Liberal Arts. B.A., M.A., University of Minnesota. Pamela Weiss (1983).Instructor of Nursing. B.S.N., University of Nebraska; M.P.H., University of Minnesota. Theresa Welcher (1986). Assistant Professor of Nursing. B.S., and two M.S. degrees, South Dakota State University. Mary Louise Williams (1978; 1984). Assistant Professor and Department Chairperson of Social Work. B.F.A., M.S.W., University of Pennsylvania. Dorothy J. Williamson (1970).Instructor, part-time, Art Education. B.A., Asbury College; M.A., University of Minnesota. Mary E. Wilson (1969). Studio Artist/Flute, part-time. B.A., B.M., Macalester College. Departments and Programs: ......................................................... .................................................. ........................................ ............................................. .................. ..,... ........................................ ................................................ ....................... ............................ .........,. ............. ........ ................................................ ......................................... .................. ..................... ........................139 ..................................................144 ..................................153 ...............................................154 ......................157 ..........................................158 ................................................161 ................................. 166 ........................................171 .,.., ..... .,. ..175 ........................179 ...............179 ............180 ..................................... 181 ........................................ 181 Art 73 76 Biology Business Administration and Economics 80 Chemistry 88 East and 93 Southeast Asian Studies 97 Education Engineering 101 103 English 108 First Year Experience Foreign Languages 109 ,. ..119 General Studies 120 Global Education Programs Health and Physical Education 123 History 127 131 Humanities 132 Interdisciplinary Studies 132 International Relations Mathematics and Computer Science133 Metro-Urban Studies Music Natural Science Nursing Occupational Therapy Philosophy Physics Political Science Psychology Religion . Russian Area Studies Scandinavian Area Studies Social Science. Non-Western Social Studies Social Work Sociology Speech/Communication and Theatre Arts Transdisciplinary Studies Women's and Minority Studies Academic Adviser ................................. 49 Academic Calendar ....................... 48. 206 Academic Enrichment .................. .42. 119 Academic Information ......................... 47 Academic Organization and Programs .50 Academic Policies and Procedures .......61 Academic Progress ................................ 69 .................. 10 Accessibility ................... , Accounting Specialization ....................81 4 9. 11 Accreditation ................................. Adapted Physical Education ...............125 203 Administration .................................... Admissions ...................................... 12 15 Advanced Placement Program .............. 67 American Indian Program ............... 10.42 Annex Housing ................................ 13. 45 Application for Financial Aid ...............26 Application Procedures ......................... 16 Art History ............................................ 75 Assessment of Previous Learning (APL) ....................-...........*.. .-...... 67 Associated Colleges of the Twin Cities (ACTC) ........48,52,55, 56 Athletics ............................................ 4 1 Audio-visual Services .......................... 49 Auditing Courses...................................66 Audit Fee ............................................... 22 41 Augsburgian .................................... . . . ....-...-..- 185 ...................................189 .................195 .......195 - ... Black Student Program ................... 10. 43 Board ..................................................... 22 Board of Regents ................................. 210 Books and Supplies ...............................23 Business ................................................ 81 Calendar. Academic ......................48. 206 Campus Minishy ................................... 40 Campus Tours ....................... ..........16 Cancellation of Courses ........................ 62 . . ..........43 Career Services ................... . Center for Global Education ...........12. 60 Certification Programs Art ............................................... 52. 74 Church Staff Work ............................ 52 Program Evaluation .................. 52. 172 Chemical Dependency Program ............55 Chinese .............................................. 111 Chin Wag ..............................................45 Christian Day School Program ........... 176 City Arts .............................................. 142 Classification .........................................67 CM.A. Certification ............................. 82 Coaching Endorsement ....................... 125 College Center ................................. 12. 41 College Level Examination Program (CLEP) .............................................. 68 . ............. 40 College Pastor ................... . College Work Study Program ...............29 Commons ......................., . . ...............44 Communication ................................... 189 Computer Resources ............................. 50 Computer Science ...............................137 Conservation of Human Resources (CHR) ................................................ 55 Continuing Education ........................ , . 60 Cooperative Education ............ 10. 58. 119 Costs ...................................................... 22 Counseling Services ..............................43 Course Descriptions ..............................71 C.P.A. Certification ...............................81 Credit Assessment Program (CAP) .......68 Credits ................................................... 72 . . Dean's List ............................................ 70 Degrees .................................................. 48 Departmental Comprehensive Exams ...68 Departments by Division ...................... 50 Departments and Programs ................... 71 Deposits ................................................. 23 Directed Study ....................................... 59 Directory ............................................. 202 Disabled Student Programs ...................43 Dismissal .........................,.....................69 Distinction. Graduation with .................70 Distribution Requirements .................... 64 Divisions ............................................... 50 Dual Degree Programs (Engineering) ......................52 53. 101 . E Early Admission of Freshmen ...............17 Early Decision for Freshmen ................17 Echo ...................................................... 41 Economics ............... ............................ 85 Elementary Education ...........................96 Employment ..........................................28 English as a Second Language (ESL) ......................................... ,105 Enrollment ...............................................4 Evaluation and Grading ........................65 Facilities ................................................12 Facts and Figures .................................., 4 Faculty ........................................4 9 2 0 9 Faculty Emeriti ....................................205 Fairview Pharmacy ............................... 4 4 Fees ....................................................... 22 Finance Charge ..................................... 24 .FinanceSpecialization ..........................81 Financial Aid ......................................... 25 Financial Policies .................................. 24 Financing Your Education ....................21 Fine Arts ................................................41 First Year Experience (EYE)..43.63. 108 Food Service ......................................... 44 Foreign Study .................................. 44. 56 Foss. Lobeck. Miles Center for Worship. Drama and Communication .............. 12 French .................................................. 111 Full-time Student .................................. 22 George Sverdnrp Library ..........13.49.55 German ................................................113 Gift Assistance ......................................27 Global Education Center .................12. 60 Global Education Programs ................120 Grade Point Average (GPA) .....18.63.67 Grading ..................................................65 Graduate Program .....................10 60. 61 Graduation Requirements .....................62 Graduation with Distinction ..................70 Grants ....................................................27 . Learning Disabilities Program ..............43 Leave of Absence ..................................62 Library .......................................13.49. 55 Life Science........................................-153 Lifetime Sports .............................. 64. 125 Linguistics ...................... ................ 115 Literature. Ideology and Society in Latin America (LISLA) ..................143 Living on Campus .................................45 Loan Assistance .................................... 28 Location ..................... .......11. 223 . . . . . . Majors and Minors (Also see Courses) ......................51. 71 Management Specialization .................. 81 Management Information Systems (MIS) Specialization .........................81 Map ..................................................... 223 Marketing Specialization ...................... 81 Married Student Housing ......................45 Master of Arts in Leadership ..........10 60 Mathematics ........................................ 135 Melby Hall ............................................ 12 Memberships ..................................... 4. 11 Metro-Urban Studies Term (MUST) ..141 Minnesota State Work Study Program ..29 Ice Arena ............................................1 2 Minority Scholarships/Grants ...............31 Independent Study .................................59 Minority Studies .................................. 195 Information Request Card ...................225 Minors ........................................51 71 Intercollegiate Athletics ....................4.41 Mission Statement ...................................6 Interim .......................................4 56. 61 Mortensen Tower ............................12. 46 Inter-InstitutionalPrograms ..................55 2222 Murphy Square .............................13 InternationalBaccalaureate Program ....67 Music Education ............................... 144 InternationalBusiness .....................56.81 Music Ensembles ..........................41 152 International Students .....................19. 44 Music Hall .............................................13 I n t m h i p Program ................................58 Music Performance ............. 146. 147 152 Intramural Athletics ..............................42 Music Therapy .................................... 151 Health Service .......................................44 Health Education .................................124 Higher Education Consortium (HECUA) ............................55.56. 140 History of Augsburg College ..................8 Honors Major (See Departmental Listings) 57 Honors Program .................................... Housing .............................. 12. 23.44.45 Human Services in a Latin American Context ...................................... 5 6 121 . . . Japanese ........................................9 115 KCMR Radio ................ ....................... 41 Kindergarten-Elementary Education ........................................96 Kueffner Apartments .............................13 Norwegian ...........................................116 Numbering of Courses ..........................72 Off-Campus Programs ............................4 Old Main ...............................................13 Orientation ............................................. 43 P Part-time Students ................................. 2 2 1 Payment Options ................................... 24 Physical Disabilities .............................. 43 Physical Education ..........................,.. 125 Physical Science ..................................153 Pre-Professional Programs .................... 53 Pre-Registration.....................................61 Prerequisites ......................................... 72 Probation ........................................ 69 Program in Global Community .....56. 121 1 -: ' . 7 R Refunds ........................... . . . .........3 Registration ........................................... 61 Residence Requirement ......................... 63 Room and Board ..................... ..........22 ROTC ..............................................55.56 Russian ........................................... 117 ,. Scandinavian Urban Studies Term (SUST) ............................................ 141 Scholarships ..........................................29 Science (Grades 5-9) ...........................153 Science Hall ........................... 13 Secondary Education ....................... .95,98 Semester Fees ........................................ 24 Sigma Pi Sigma ................................... 163 Smiley's Point Clinic ............................ 44 Social, Cultural, Reaeational ...............41 Social Welfare Minor ..........................183 Society of Physics Students ................ 163 South American Urban Semester (SAUS) ............................................142 South Hall ................................. 13, 45, 46 Spanish ............................................ 117 Special Education ................................101 Special Interest Houses .........................46 Special Students (Non-Degree) .............19 Speech .......................................... 189 Sponsored Scholarships ........................ 29 Student Activities ............................... 44 Student Affairs Division .......................42 Student Employment .................,.......... 28 Student Government .............................41 Student Life ...........................................39 Student Project for Amity Among Nations (SPAN) ................................57 Student Publications ..............................41 ............... . Student Rights ...................................... 46 Student Teaching ..................... 57, 97, 100 Studio Art .............................................. 74 Study Abroad .................................. 44, 56 Summer Sessions ................................ 57 Sverdrup-OftedalMemorial Hall .......... 13 Teaching Licensure (Also see majors) ..52 Test Scores ........................................... 16 Theatre Arts ......................................... 189 Transcripts ....................................... 16, 18 Transfer Students .................................. 18 Tuition ....................... ............ ........... 22 .. Urness Tower .................................. 13. 46 Veterans ................................................70 Weekend College ...................... 10. 60. 61 13. 46 West Hall ...................................... Withdrawal from College ................24. 62 Women's Studies ................................ 196 Work Study ........................................... 29 Campus Guide 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Admissions House George Sverdrup Library Science Hall Old Main West Hall Mortensen Tower Umess Tower Christensen Center Sverdrup-Oftedal Memorial Hall Music Hall 2222 Murphy Place Melby Hall Ice Arena Stage I1 Theatre Center for Global Education Scandinavian Center Foss, Lobeck, Miles Center for Worship, Drama and Communication Youth and Family Institute 19. Office Annex ~ o u i e 20. Tutor House 21. American Indian Support and Minority Education Partnership A. B. C. D. E. F. G. Admissions Parking Student Parking Visitor Parking The Quad Faculty/Staff Parking Murphy Square Anderson-Nelson Athletic Field H. Fairview/St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only Accessible Entrance Campus Location To Find Augsburg From Minneapolis Interstate 94 east to 25th Avenue exit, left to Riverside Avenue, left to 2lst Avenue South, left at Augsburg sign. From St. Paul Interstate 94 west to Riverside exit, right on Riverside Avenue to 2lst Avenue South, left at Augsburg sign. Parking All posted Augsburg College parking lots are free and open for student use from 430 pm Friday through Sunday evening. Lots are located on 7th Street between 2lst and 22nd Avenues and south of 8th Street on 2lst Avenue. Most street parking is 2 hour parking, seven days a week. Additional parking is available in the St. Marfs Hospital ramp, or U of M parking lots on the north side of Riverside Avenue.
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OFFICIAL
PUBLICATION OF AUGSBURG
COLLEGE
731 2 1 AVENUE
~ ~ SOUTH,M ~ u s MN
, 55454
:I1
yI
..
'
b:
612-330-1000
in.
This catalog should answer most questions students have'
about Augsburg College and its curriculum. Although
information was current at the time of publication, it is...
Show more OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 731 2 1 AVENUE ~ ~ SOUTH,M ~ u s MN , 55454 :I1 yI .. ' b: 612-330-1000 in. This catalog should answer most questions students have' about Augsburg College and its curriculum. Although information was current at the time of publication, it is subject to change without notice. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult a faculty advisor, the Dean of the College or the Registrar. Key offices are listed at the back of the catalog for correspondence or telephone inquiries. ': I i , k 1 I ; Location -Augsburg College was founded in 1869in Marshall, Wisconsin. The College moved to Minneapolis, Minnesota,in 1872 increase awareness and provide assistance for students with disabilities. cal Lutheran Church in America Financial Aid -Over 80 pacent of the students receive some form of financial aid from the College and many other sources. (ELCA).Although a strong plurality of students are Lutheran, two in 10 represent other Protestant denominations while approximatelytwo in 10 are Roman Catholic. Libmy -Over 175,000 items, access to over 5,000,000 through CLIC, the Twin Cities private college library consortium, and Minitex, the regional library network Accreditation -North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by American Chemical Society,Council on Social Work Education, National Assodation for Music Therapy, Inc., National Association of Schoolsof Music, National League for Nursing. School Year -Septemberto May, 4-14 calendar, with January Interim. Two summer school sessions. Augsburg Weekend College-trimesters, September to June. Augsburg Graduate Program -trimesters, W b e r to June. Member -Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, registered with the Minnesota Higher Education Coordinating Eoard,as d d b e d on page 11. Off Campus Programs-Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA), Minnesota Studies in InternationalDevelopment (MSID), Study Abroad, International Business Program, Upper Midwest Association of Intedtural Education (UMAIE) and extensive cooperative education P'ogram. Athletic Affiliation -Minnesota Intercollegiate Athletic Conference 0, and National Collegiate Athletic Assodation (NCAA), Division III. Religious Affiliation -The Evangeli- Enrollment (1990-'91) -2,%5 from 26 states and 28 nations. Graduates -10,781 from 1870 through August 31,1990 . StudentlFaculty Ratio -15.6 to 1. Class size averages 20-30. Campus -15mapr buildings. Mapr renovation 1979-'80 with special emphasis on accessibility. Accessibility -Augsburg is now one of the most accessible campuses in the region. A skyway-tunnelelevator system provides access to 10 major buildings without going outside. In addition to building modifiaations, Augsburg has a student-run program to Majors -More than 45 in 22 departments. Policy -Augsburg College does not . . . on the basis of race, creed, e-t national or ethnic origin, age, marital status, sex or handicap as requiredby Title D( of the 1972EducationalAmendments or Section 504of the Rehabilitation Act of 1973,as amended, in its admission policies, educational pmpms, activities and employment practices. Fads and Figures ................................................................................. 2 Introducing Augsburg ........................................................................ 7 Admissions ......................................................................................... 15 .................................... 21 Financing Your Education ...................... . College Costs ................................................................................. 22 Financial Aid ................................................................................. 25 Scholarships . ................................................................................... 30 Student Life ........................................................................................ 47 Academic Information .....................................................................-59 General Information .................................................................. 6 0 Academic Organization and Programs .................................... 63 Majors and Minors ....................................................................... 63 Academic Policies and Procedures ............................................76 General Education CurriculumRequirements .........................81 Evaluation and Grading .......................................................... -89 Departments and Programs (including course descriptions) .....97 Art ................................................................................................... 99 Biology ........................................................................................104 Business Administration and Management Information Systems (MIS).............................108 Chemistry .....................................................................................116 East and Southeast Asian Studies ............................................121 Economics ............................ . . ............... 123 Education .....................................................................................127 Engineering..................................................................................136 English .........................................................................................138 First Year Experience ..................................................................144 Foreign Language Department .................................................145 General Studies .................................-........ 156 Global Education Programs ......................................................157 Health and Physical Education ...............................................161 History ..................................................................................... 165 Humanities ................................................................... 169 . . Interdisciplinary Studies............................................................170 American Indian Studies .................................................... 171 Ethnic Studies .........................................................................172 Women's Studies ................................................................... 173 International Relations .............................................................174 Mathematics and Computer Science .......................................175 Metro-Urban Studies.......................... . . . ............................... 182 Music ..... ............ .............................................................. 188 Natural Science ................................ 198 Nursing ....................... , . . ..................................................... 1 9 9 Philosophy ................................................................................... 203 Physics ..........................................................................................207 Political Science ........................................................................... 212 Psychology ...................................................................................217 Religion ......................................................................................222 Scandinavian Area Studies........................................................ 227 Social Science .............................................. 228 Social Studies..................................................... ....*. .....228 Social Work ..................................................................................229 Sociology ...................................................................................... 234 Soviet and East European Studies ............................................238 Speech/Communication and Theatre Arts .............................239 College Information ........................................................................ 247 Board of Regents ......................................................................... 248 ELCA Education Division .........................................................249 Directory ......................................................................................250 Administration ................ ........................................... 251 Faculty Emeriti ............................................................................ 253 Academic Calendar ....................................................................254 Faculty ..........................................................................................Z 6 Index .................................................................................................. 269 Maps ..................................................................................................274 ..... .................... ... ....................... . . . . ............ .. A GREETING FROM THE On behalf of the entire college community, I welcome you to Augsburg College. It is a pleasure to introduce the College to prospective students and to use thisopportunity to welcome new and returning students. Augsburg has earned a reputation as an affordable, quality liberal arts college of the church. The mission of the College, its academic programs and its metropolitanlocation attract a wide variety of students, a diversity which is actively encouraged. Whether from a small town, a large city or another country, all students enjoy the sense of community here at Augsburg. The College continues to grow at a mnarkable pace, building on a tradition of excellence in its programs, faculty, students and facilities. It is a place where community, national and world leaders meet to discuss issues and ideas. I invite you to become part of this tradition of excellence -Augsburg is an exciting and challenging place to prepare for your future. I look forward to meeting you on campus. President Augsburg College is grounded in traditions -the traditions of its founders, of the church and of higher education in the liberal arts. From this framework springs a dynamic, challenging and evolving institution that rises to the challenges of today's -and tomorrow's -changing world. Augsburg is committed to educating the whole person, encouragingand respecting diversity and serving the larger community. Through education, understanding and service, Augsburg faculty, staff and students can affect the future in positive ways. The phrase, 'Think globally, act locally, rings true at Augsburg. The College's location in the heart of the Twin Cities provides rich opportunities for experiential education, volunteer service, internships and cultural enrichment. In a sense, the cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the Mission of the College: To dmelopfuture ltnders of service to the world by proznding high quality educational oj?prtunifies which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872.The first college students were enrolled in 1874 and the first graduation was in 1879. August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway -Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college1' studies that would prepare students for theological study. In 1874 they proposed a three part plan: First, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (18761907), required students to get pre-ministerial experience in city congregations.Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free-Church.The church was a group of independentcongregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. But the college division was still important primarily as an attachment to the seminary. This attitude began to change after World War I. In 1911, George Sverdrup, Jr. became President He worked to develop college departmentswith an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the College as a teacher and administrator. The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Quistensen, an erudite and scholarly teacher, to be pmident (1938-1%2).His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War JI, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary, and received the most attention. Augsburg added departmentsessential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a long effortto become accredited. The College reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 definedthe College's mission now as serving the good society as a whole first and the interests of the Lutheran Fnx Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary)in St. Paul in 1963. President Oscar A. Anderson (19&1980) continued Augsburg'semphasis on involvement with the city. He wanted to reach out b non-traditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Urness Tower, the College Center, Ice Arena and Murphy Place. Dr. Charles S. Anderson has led the College since 1980.He guides Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs and a curriculum that draws on the resources of the city as extensions of campus and classroom. Augsburg continues to grow under his leadership. Some of the accomplishments during his tenure include instituting Weekend College and three Master of Arts degree programs, hosting national and international figures at College-sponsoredforums and events, increased accessibility and the addition of the Foss Center for Worship, Drama and Communication. Augsburg continues to reflect the commitment and dedication of the founders who believed: An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens; The city, with all its excitement, challenges and diversity is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metre politan center. There are now more than lO,W Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a differencewhere they live and work. Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical centers -Riverside Medical Center -are adjacent to the campus, with the Mississippi River and the Seven Comers theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertahment and recreation opportunities, are minutes west and east via Interstate 94, which forms the southern border of the campus, or on bus routes that also conned with the suburbs. (See map in back) Reaching the Twin Cities is easy. Most airlines provide daily service to Minneapolis-St. Paul Internationalm r t and bus or train connections can be made from all areas of the United States. It is the policy of Augsburg College not to discriminate on the basis of race, d, national or ethnic origins, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Ad of 1973, as amended, in its admissionspolicies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinatorslisted in the directory in the back of this catalog, or to the Director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Augsburg College is accredited by the North Central Association of Colleges and Schoolsand the National Council for the Accreditation of Teacher Education (Secondary and Elementary).Our programs are approved by the American Chemical Society, the Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schoolsof Music (NASM). We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsementof the institution. Registration does not mean that &its earned at the institution can be transferred to other institutionsor that the quality of the educational programs would meet the standards of every student, educational institution or employer. Instruction facilities and student housing at Augsburg are conveniently located near each other.A tunnel/ramp/skyway system connects the tower dormitories, the five buildings on the Quadrangle, plus the Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama and Communication Admissions Office -The central admissions office is located at 628 21st Avenue South and pmvides offices for the admissions staff and reception area for prospective students and their parents. American Indian Support Program and International Center -Located at 620 21st Avenue South, these programs provide support services and information to American Indian and international students, as well as others who wish to spend a term studying abroad. Christensen Center -Center of non-academic activity, with spacious lounges and recreational areas, dining areas, bookstore and offices for student government and student publications. (1%7) Center for Global Education -Located at 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. Foss, Lobeck, Miles Center for Worship, Drama and Communication-The newest building on campus establishes a new "front doof' for the College on Riverside Avenue. The Foss Center is named in recognition of the gifts of Julian and June Foss and those from a great number of alumni and friends of the College. The Tpmhom-Nelson Theater is also housed in this complex, which contains space for the campus ministry pmgram, drama and communication. Augsburg's computer lab is located in the lower level of this facility. (1988) Ice Arena -Two large skating areas for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. (1974) Melby Hall -Named in honor of J. S. Melby, Dean of Men from 1920 to 1942, basketball coach and head of the Christianity Department, provides facilities for the health and physical education program, intercollegiate and intramural athletics, chapel services and general auditorium purposes. (1961) Mortensen Tower - Named in honor of Gerda Mortensen, Dean of Women from 1923to 1964, has 104 one and two-bedroom apartments that house 312 upperclass students, plus conference rooms and spacious lounge areas. (1973) Music Hall -Contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. (1978) Old Main -Home for the Foreign Language and Art Departments, with class- rooms used by other departments. Extensively remodeled in 1980, and made accessible in 1990, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. (1900) Science Hall -Houses classrooms, wellequipped laboratories, a medium-sized auditorium and faculty offices. (1949) In 1960 the Lisa Odland Observatory on the roof was completed. South Hall and Annex Houses -All located in or near the campus area,provide additional housing accommodations for students, faculty and staff. George Sverdrup Library -Named in honor of Augsburg's fourth president, contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg archives, classrooms and faculty offices. (1955) Sverdrup-Oftedal Memorial Hall -Named in honor of Augsburg's second and third presidents, provides space for administrative and faculty offices. (1938) Tutor Center -This house at 2011 South Seventh Street has rooms for individual tutoring sessions, quiet study and assistance with study skills. 2222 Murphy Place -Houses offices for Weekend College, Graduate and Special Programs, and Cooperative Education, as well as classroom space. (1964) Urness Tower -Named in honor of Mr. and Mrs. Andrew Umess, who have given several generous gifts to the College, provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. (1967) West Hall -Apartment housing for upperclass students. (1966) Inter-Race: The International Institute for Interracial Interaction - InterRace facilitates interracial understanding in families, schools, places of work, communities and society. The Institute provides training and consultation, research, education, resource centers, publications, public policy and legal study in five centers. Inter-Race is located at 600 21st Avenue South. Minnesota Minority Education Partnership ( M M l T ) -A program that encourages the retention and graduation of students of color. The program coordinates the existing resources of schools, families and communities and also develops new resources. Located at 2018 South Eighth Street. Scandinavian Center -Coordinates the efforts of individuals and groups interested in the five Nordic nations. Located at 2400 Butler Place. Youth and Family Institute -Designed to help churches better serve the changing needs of youth and families. The Institute at 2018 South Eighth Street offers academic programs at both undergraduate and graduate levels, as well as seminar/workshops, a resource center and counseling services. A u g s b ~ college r ~ is looking forstudents with intelligenceand characler. We want people who can ben+t from and contribute to their community -the College community and the community at large. Becausefirsthand appraisal qf programs, facilities and academic*a sphere is valuable,fieshman and transfer applicants are encouraged to visit the campus and me& with an Admissions Counselor. Arrangements may be made to meet with a member 4 the jkulty and to attend classes when schml is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Just call the Admissions Ofice any weekday behoeen 8:00 a.m. and 4:30 p.m. -(612)330-1001, or toll-free (800)788-5678. They will answer your questions and arrange a tour@ any duy (including Saturhy mornings during the school year). The @ce is on the northwest corner qf Seventh Street and 21st Avenue South in Minneaplis. (Pleasecall first.) Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achieuemmt, psonal qualities and interests,participation in activities and employment and potential for development as a student and a graduate of Augsburg College. lle Collegeselects students on individual merit without regard to race, creed,disability, national or ethnic origin, sex or age. Application for Admission -Applicants should complete the application for admission and essay and return them to the Admissions Office together with the non-refundable $15.00 application fee. Transcripts-An o f f i d transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transuipt upon graduation. Graduate Examination Degree scores (G.E.D.) may be presented instead of the high school tramaipt. Test Scores -Freshman applicants are required to submit results from the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), or the American College Test (ACT).It will suffice if test scores are recorded on the official high school transcript. Additional Information -If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an Admissions Counselor. Academic recommendationsmay be required by the Admissions Cornmittee before an admissions decision is made. On occasion, the AdmissionsCommittee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semesteis coursework, additional letters of recommendation or writing samples may be requested by the Committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Studentsare notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission -Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Diredor of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit. Those students who wish to live in College housing must also submit a $100 housing deposit. Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendationsfrom the high school faculty and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorilycompleted at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions and to require that certain courses be taken at Augsburg. Augsburg College limits transfer from two-year colleges once a student has reached junior status. If all transfer work has been taken at a two-year college as freshman or sophomore, a maximum of 18Augsburg courses, or % quarter credits, will be accepted toward the minimum of 35 Augsburg course credits required for the baccalaureate degree. A cumulative grade point average (GPA)of 2.0 (on a 4.0 scale) or better is required on previous college work. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Office and departmental catalog section to see if admission to the major is necessary. Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return must apply for readmission through the Registrais Office. Students who have attended any other institution(s1during the absence from Augsburg must have an official transcript sent from each one to the Registrar's Office. Returning students do not pay the application fee. In some circumstances,people may be admitted as special students (nondegree) and granted the privilege of enrolling in courses for credit. Usually part-time students, they may subsequently become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree).A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree)status is available from the Admissions Office. A u g s b e welcomes students from countriesaround the world. Intemational students from more than 47 countries have attended Augsburg since 1954. Studentsshould contact the Admissions Office for an International Student Application and informationon the application pracedm. Applications must be d v e d two months prior to the start of the semester: July 1 for Fall,November 1for Spring. For more information, call (612)33@1001or write to: InternationalStudent Admissions Augsburg College 731 21st Avenue South Minneapolis MN 55454 A l l students re~eiiw~nancial k l p iindrecttly, since a quality liberal arts education costs more than tuition and fees cover. The College r a k that difference in -fim alumni,faculty, stafi parents, church,^, foudutions and endowment income. Howeuer, the primay responsibilityfor paying@ a college education r ~ ton s students and theirfamilks.Financial aid is intended to supplement those resources. sffs The Board of Regents has approved the costs listed for the 1991-'92 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditionsnecessitate. Tuition (full-time enrollment) ..........................................................$10114S.00 This rate applies to all full-time students entering in September, 1991. Studentsare considered full-time when they take three or more courses during the semester terms with a total of seven or more courses in the school year. The charge includes tuition, general fees, facility fees and admission to most College-supportedevents, concerts and lectures. The amount is payable in two equal installmentsat the beginning of each semester. ,.-..-. -.-.... ..... Tuition (part-timeenrollment)per course , , . , $768.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. .................................... Audit Fee (for part-time students) per course $384.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. .......................................................$2,00400 Full Board (19 meals a week)...............................................................$1,828.00 Room Rent (includes telephone) Other board plans are available as defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) ...................... Flex 5 point plan -...-.l-l.ll.$l1776.00 ....................................................................................$1,616.00 Fees Billed on Student Account Fees Payable by CheddCash ACTC Bus (full-time $ 12.00 students only) Late Registration (per day after classesbegin) $ 50.00 Registration Change after first 5 days (cancel/add/change/grade option, or combiition $ 5.00 at one time) Music Therapy Internship (one half course credit) $384.00 Private Music Lessons, per semester (14 lessons) $225.00 Student Teachiig (per course $ 30.00 for full-time students) Student Teaching (per course for part-time students) $326.00 Study Abroad (in approved non-Augsburg programs) $150.00 Student Activity Fee $ 85.00 Student Activity Fee (parttime students) $ 4250 Application (new and/or special students) $ 15.00 Nursing Credit Validation Tests $110.00 Nursing Comprehensive Exam $ 10.00 Locker Rental (commuters) $ 15.00 Student Parking Lot Permit -~ar $ 55.00 -motorcycle $ 25.00 Transcript Fee (per copy after first, which is free) $ 2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registra/s BOOKS AND ~ U P P w) ~ These costs are estimated to be $500.00 per year. ................................................. $100.00 Enrollment Deposit (Non-refundable) Required of all new studentsafter acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated.Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. ...................................................................... $100.00 Housing Damage Deposit Required of all resident students at the time of signing a contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines)at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by following the conditions delineated in the housing contract. The resident will be respon- sible for all costs i n c u r d due to late cancellationor lack of proper notification. If the new contrast is cancelled prior to July 1for Fall semester or January 1for Spring Semester, $50 will be forfeited from the $100 deposit as a service charge. The entire deposit will be forfeited if cancellationis after these dates. Semester Fees -Rior to the start of each semester a 'Statement of Estimated Qlarges" showingbasicchargesandfinancial aid dtsdesignatedbythe Student Financial !%rvices Office is sent to the student from the Business Office. Payment Options -(1)Annual payments, due August 15 as billed; (2) Semester Payments, due August 15and January 15as billed; (3) Payment Plan -upon application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter; (4) lGmonth Payment Plan -upon application, College approval, and payment of a $50 administrativefee, the annual charges may be paid in 10equal installmentsbegmung June 15 and ending March 15. No finance charge will be assessed on accounts which are current. An application will be sent upon request. I A finance charge is applied at a simple rate of one percent per month on any account with an open balance of 30 days or more or on a IGmonth payment plan in which payment is not current. Tuition is set on an annualbasis, payable in two equal installments at the begmmng of each semester. W t r a t i o n is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Perkins Student Loan and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Students fill out Withdrawal from College forms available in the Office of Student Affairs.They must be filled out completely, signed and turned in to the Reg~~trar's Office. Students who properly withdraw, change to parttime, are dismissed or ~IPreleased from a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule: 100%90%80%70%60%50%- through the first five days of classes (less$100 administrativefee) from the 6th through 10th day of classes from the 11th through 15th day of classes from the 16th through 20th day of classes from the 21st through 25th day of classes from the 26th day of classes through the mid-point of the term No refund will be made after the middle class day of the term. Board refunds are made on a proportionate basis. If a student is forced to .withdrawdue to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of a report from the attending doctor stating the inability or inadvisability of continued enrollment. Students who elect to omit an Interim or to graduate in December are not entitled to a refund of Interim tuition, room and board charges. Students who participate in an approved off-campus Interim are eligible to apply for a board refund and room sublease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustmentsfor aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. Financing higher education could be the most significant investment a person or family makes in a lifetime. So,proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistanceto protect access to a quality education in spite of i n m i n g costs. Financial assistance awarded through Augsburg is a combination of scholarships,grants, loans and part-time work opportunities. The College cooperates with federal, state, church and private agencies in pmviding various aid programs. For the 1989-'90 academic year approximately 83 percent of all students at Augsburg received xholarships, grants, loans and part-time employment totalling over $11,500,000 from all aid sources. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Family Financial Statement (FFS)of the American College Testing Program (ACT) or the Financial Aid Form (FAF) of the College Scholarship Service (CSS)helps determine the amount of assistance for which a student is eligible. This analysis estimatesthe amount a student and family can be expected to provide for college expenses, taking into account such family financial factorsas current income, assets, number of dependents, other educational expenses, debts, retirement needs and special considerations. How AND WHENTO APPLY New Students - Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for admission. 2. Obtain the Family Financial Statement (FFS)or Financial Aid Form (FAF) from a high school or college financial aid office. Complete the application and send it to the processing agency after January 1but before April 15 for priority consideration. Minnesota residents must complete the FFS, which includes the application for the Minnesota State Scholarship/Grant Program.Augsburg's code on the FFS is 2080. For non-Minnesota residents using the FAF, Augsburg's code is 6014. 3. Within four to six weeks, Augsburg will receive the analysis. If at that time you are accepted for admission, the Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid. 4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriateloan forms and/or work applications will be sent to you. 5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered. The financial aid transcript forms are available through the Admissions Office or Fiicial Aid. Returning Students Eligibility for assistance must be re-established each academic year by the applicationand Family Financial Statement (FFS).Renewal is based on the familfs financial eligibility, the student's satisfactory academicprogress and fund availability. A student applyingfor aid from Augsburg applies for assistance in general rather than for a s@c scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans that might be available in their own communities. It could be worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs and fraternal organizationsfor information on aid available to students meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children and others. Gift Assistance President's Scholarships-President's Scholarships,which assuxe gft assistance equal to tuition, are awarded annually to the most academically qualified full-timefreshmen students. These scholarships are awarded without regard to need. The awards are renewable for three years based on academic performance at Augsburg. Ekcause this is a d e d programffull tuition is assured; that is, the College guarantees the differencebetween non-Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due February 15. Details from the Admissions Office. Dean's Scholarships-Dean's Scholarships, which assure gift assistance equal to tuition, are awarded each fall to the most academicallyqualified full-time students who are direct transfers to Augsburg College following completion of an A.A. or AS. degree, having maintained a 35 GPA on a 4.0 scale. These scholarships are awarded without regard to need and are renewable for an additional year. Because this is a unified programffull tuition is assured; that is, the College guarantees the differencebetween non-Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due April 1.Details from the Admissions Office. Paired Resources in Ministry and Education (PRIME) Awards -Augsburg College will match the first $300 a year of a student's scholarship or grant from a Lutheran congregation. The scholarship or grant check from the congregation must be received at Augsburg by October 1. Augsburg Tuition Grants -Available to students who have shown academic potential and have financialneed. A student's academic performance, financial need and high school and community involvement are taken into consideration. Minnesota State Scholarships and Grants -Awarded by the state to Minnesota residents who have financial need. For 199G91, they ranged from $100 to $ 5 3 3 . All applicants from Minnesota are expected to apply. SupplementalEducational Opportunity Grants -A federal program administered by the College. To be eligible, a person must: (1)be a U.S. citizen or permanent resident; (2) have exceptional financial need as defined by the program; (3) be capable of maintaining satisfadory academic standing at the College; and (4)be accepted for admission Pell Grants -Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1991-'92 is $2,400. Application is made by filing the FFS (or FAF) and requesting on the application form that the necessary information be sent to the Pell Grant Program. Bureau of Indian Afâ¬airs/Tribaland State Indian Scholarships-Bureau of Indian Affairs/Tribal and State Indian Scholarshipsand Augsburg American Indian Scholarshipsare available to Indian students (both full- and part-time) who meet speclfic criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships,studentsmust be 1/4 degree American Indian ancestry and be enrolled with a federally recogruzed tribe. Eligibility criteria for Augsburg American Indian Scholarshipsvary; contact the American Indian Support Rogram office. Indian grants supplement all other forms of financial aid. Questionsmay be directed to the American Indian Support Office or to your local BIA, Tribal or State Indian Education Office. Loan Assistance Perkins Student Loan -A joint Augsburg College-federally funded program administered through the College for students who demonstrate financialeligibility. Loans are interest-free during your education. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time. Simple interest of 5 percent and repayment of the principal (at the minimum of $30 a month) begn nine months after you leave school. Repayment may extend up to 10years. The loan carries a teacher cancellation clause. The maximum which may be borrowed for undergraduate study is $9,000, ($18,000 including graduate school). Sta£ford Student Loans -Loan funds are obtained directly from a local lender or state agency in states which provide such programs. While the student is attendingat least half-time, there is no interest charge. Simple annual interest of 8 percent (10 percent after the first four years of repayments) on the loan balance and repayment of the principal begins six months after you leave school. Repayment may extend up to 10years. The maximum loan is $2,625 for the first two years and $4,000 for the remaining years of undergraduate study with the cumulative undergraduate maximum of $17,250. Applications are available at the College, and some banks. The Student Educational Loan Fund (SELF)-SELF is administered through the Minnesota Higher Education CoordinatingBoard. Applications are available from the Office of Student Financial Services. Undergraduates may borrow up to $4,000 per year minus any other student loan indebtedness. Maximum undergraduate borrowing is $16,000. The minimum loan amount per year is $1,000. The interest rate is variable. Interest payments begn 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begm the 13th month after you leave school. There are no deferments. Nursing Student Loan -Federal program with provisions similar to the Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. SupplementalLoans for Students (SLS)-SLS is a federally sponsored loan program which permits independent students to borrow to finance their cost of education. Students can borrow up to $4,000 per year. Interest is variable with a 12 percent cap and interest payments begin 60 days after the loan is disbursed, but in many cases, can be allowed to accrue and add to the principal. Repayment begms 60 days after you leave school or cease to be enrolled at least half-time. Deferments exist for continued education or disability. Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to $4,000 per student per year with an aggregate maximum of $20,000. Repayment begm within 60 days of check disbursement at a variable interest rate not to exceed 12 percent and a minimum payment of $50 per month. Application forms are availableat Augsburg College or the lending institutions Applicationsare normally filed with the bank or thrift institutionwith which your family has an account. Student Employment Augsburg College provides work opportunities for students with proven finand need who a~ at least one-half time students. Assignment is made on the basis of need and potential competence in the duties assigned.Part-time work provided by the College is considered financial aid, just like scholarships, loans and grants. A maximum of 15hours of oncampus employment per week is recommended. All oncampus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Students should make application to both the Financial Aid and Personnel offices for work study positions. College Work Study Program and Minnesota State Work Study Program -Under theseprograms the federal or state government supplies funds on a matchingbasiswith the College to provide some part-tine work opportunities. Scholarshipwinners are selected by the Student Affairs Committee of the faculty unless otherwise specified. For departmental scholarships, winners are recommended by faculty of the department involved. Descriptions of awards are from statements of the donors' wishes. *Indicates endowed scholarships. Charles and Ellora AUiss Educational Foundation Scholarships-A number of awards of varying amounts (minimum $500) are made each year on the basis of financial need and ability. Established in 1973by the foundation. The Dain BosworthlIFG Foundation Scholarship -Awarded as funds are made available, to students with demonstrated need for financial assistance. Alma Jensen Dickerson Memorial Scholarship*-Awarded annually to deseming junior/senior students. Established in 1961to perpetuate her memory. Oliver M. and Alma Jensen Dickerson Memorial Scholarship*-Awarded annually to two deserving junior or senior students. Established in 1%9by Alma Jensen Dickerson to honor her late husband and perpetuate their memory. Elias B. Eliason Sr. Memorial Scholarship*-Awarded annually to one or more needy and deserving upper class students. Established in 1979 in memory of their husband and father by Josie Feroe Eliason, Conrad Eliason, E. Bernie Eliason, Mrs. Elizabeth Mauseth and Mrs. Clara Hoelck. M. J. Estrem Scholarship*-Awarded annually to a worthy student. Established in 1965by Maybelle and Malcolm Estrem. EW. Hallet Scholarship-Awarded, as funds are available, to students with demonstrated need for financial assistance. The Tze-Lien Yao-Hsieh, Lenorah Erickson and Mildred Joel Memorial Scholarship* -Awarded annually to an Augsburg student of any class or major, based on academic performance and financial need. Established in 1987by Mr. Joseph Hsieh (6 ' 11, Andover, Ma., in loving memory of his mother, his honorable teacher and his respected advisor at Augsburg College. The Edwin C. Johnson Scholarship*-Awarded annually to one or more students who demonstratepotential and financial need. Established in 1985by Edwin C. Johnson ('25), Powers Lake, N.D. Memorial ScholarshipFoundation Scholarships*-Awarded annually to an able and deserving upper class student. Established in 1964by undesignated memorial gifts. Minnesota Mining and Manufacturing Company Liberal Arts ScholarshipsGiven annually to needy students who are U.S. citizens. Established in 1972. Northern States Power Company Scholarship-Awarded to deserving students in each class year on the basis of financial need and ability. The Marvin T. Nystrom Scholarship*-Awarded annually to juniors or seniors who are U.S.citizens, have a B average or above and qualify for need based aid. Established in 1987by Mr. Nystrom as an expression of his belief in young people and his hope that they will become meritorious leaders. The Rev. Martin J. and Olga S. Olson Scholarship -Awarded annually to a student(s)of any class or major based primarily upon financial need and evidence of personal financial commitment. Established in 1991through a bequest in the will of Rev. Martin J. ('23 Academy; '26, College; '29, Seminary) and his late wife, Olga S. (2' 1) Olson, along with the gifts of many family and friends. John G. Quanbeck Scholarship Fund* -Awarded annually to freshman students who without assistance would be unable to pursue higher education. Established in 1963by a bequest of John G. Quanbeck. The Martin and Esther Quanbeck Scholarship*- Awarded annually to students of any class or major, based upon academic achievement and financial need. Establish in 1990 by Dr. Martin ('29) and Mrs. Esther Quanbeck, Minneapolis, Minn. Readers Digest Endowed Scholarship* -Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964. The Ernest and Vivian Tinseth Scholarship*-Awarded annually to one or more students of any class, based on academic achievement and financial need. Estab lished in 1990 by Ernest and Vivian Tinseth, Edina, Minn. The Robert W. Wauyniak Memorial Scholarship*-Awarded annually to a junior or senior, based upon academic achievement and financial need. Established in 1986 in memory of Robert Warzyniak, ('65) through memorials, supplemented by gifts of his wife, Sharon, and family. The Lea A. and Elsie L. Wildung Endowment Fund* -Awarded annually to one or more students of any class who have potential and financial need. Established in 1986through the gift of Elsie L. Wildung, St. Paul, Minn. A Edward Yokie Memorial Scholarship* -Awarded to an able and deserving junior or senior student. Established in 1962 to honor the memory of their beloved father by his daughters, E. Lorraine Yokie and Doris E. Yokie. *Indicatesendowed schokuships. Aid Association for Lutherans -Awarded annually to able and deserving upper class students who are certificate (policy) holders with Aid Association for Lutherans Insurance Company. Established in 1966. The Charles and Catherine Anderson Diversity Scholarship*-Awarded annually to students who help the College fulfill its mission of being "an intentionally diverse campus community." Awards are based upon financial need and good academic achievement (3.0 or higher G.P.A.), with preference given to students who are planning some form of Christian service. Established in 1989 by Dr. Charles S. and Mrs.Catherine G. Anderson, St. Paul, M i n . The Phyllis M. Baker Memorial Scholarship*-Awarded annually to a student mapring in purnalism or social work. Awards are based upon academic performance and finanaal need. Established in 1990 by Mrs. Ruth M. Baker, Edina, Minn., in loving memory of her daughter, Phyllis M. Baker, a 1952 graduate of Augsburg College. The Jeroy C. and Lorraine M. Carlson Scholarship*-Awarded annually to students of any class, based upon academic achievement, financial need and service to others. kference will be given to a student who is taking private music lessons and a student who shows teamwork in College physical recreation activities. Established in 1991by friends, alumni, faculty and staff of Augsburg College, in honor of Jeroy ('48) and Lorraine Carlson, and in appreciation for their commitment to and expression of the highest ideals of the College. The Carl C. and Kathleen A. Casperson Scholarship*-Awarded annually to science students of any class, based upon academic achivement (32+ GPA), interest and ability in the field of study, and a demonstrated sense of social and spiritual community. Established in 1989by Dr. Carl C. ('59) and Mrs. Kathleen A. ('62) Casperson, Minneapolis, Minn. The Mildred Ryan Cleveland Memorial Scholarship*-Awarded annually to able and deserving student(s) who have physical disabilities and have demonstrated financial need. Est?:olished in 1972by her husband, moyd Cleveland, to honor the memory of Mrs. Cleveland, Augsburg alumna, consecrated Christian leader and devoted wife. The Laura Ann Erickson Memorial Scholarship*-Awarded annuallyto one or more female freshmen students of any major who belong to the Lutheran Church (ELCA) and show evidence of academic achievement and financial need. Established in 1986by Raymond D. Erickson GO), in memory of his daughter, Laura Ann Erickson. David J. Formo Memorial Scholarship*-One or more scholarships are awarded annually to a junior or senior student who has successfully overcome adversity and achieved excellence in academic and extracurricular performance. Established in 1979by members of his family to honor the memory of Commander David J. Formo, 1964 alumnus. The JulianP. Foss Scholarship*-Awarded to a student of any class who has financial need, shows promise, and demonstratesfaith and dedication to overcoming difficult circumstances.Established by Julian P. Foss ('30), Mesa, Ariz. The Hanwick Thanksgiving Scholarship*-Awarded annually to a student at or above the sophomorelevel who demonstrateshigh academic achievement and is preparing for a career in some form of therapy, e.g, physical, occupational, speech, music, psychological. Established at Thanksgiving 1986, by Dr. TheodoreJ. and Mrs. Fern S. Hanwick, in gratitudeto the therapists who aided in the recovery of their son, Theodore T. Hanwick ('66), from a severe accident. The King Harald Scholarship -Established by authorization of the Augsburg College Board of Regents in 1965on the occasion of the visit by Crown Prince Harald, this annual scholarship provides full tuition for a freshman student from Norway. The winner is selected from competition held in Norway by the Norge Amerika Foreningen. The Rev. JohnHjelmeland Endowed Scholarship Fund*-Awarded annuallyto second or third generation freshman or upper class students of any major who have attained a 3.0 grade point average or better. Established in 1986 by Sigvald ('41) and Helen Hjelmeland, and John ('70) and Lynn Hjelmeland. The Hoversten Peace Scholarship*-Awarded annually to students of any class or major, based upon academic merit and financial need. Preference will be given to students who have demonstrated an interest in peace and/or whose personal outlook and career plans show promise of contributingto the cause of peace. Members of the Hoversten family and international students are encouraged to apply. The fund may also provide aid to students or faculty who undertake projects that will contribute to peace and global understanding. Established in 1989 through a bequest and trust of Dr. Lester T. Hoversten, San Jose, Calif. Catha Jones Memorial Scholarship*-Awarded annually to upper class women of high moral character, with preference given to female or male students transferring from Waldorf College who are in music and/or elementary education. Established in 1975in memory of Catha Jones, 1970alumna, by her parents, Mr. and Mrs. Kenneth Jones, other family and friends, and the Augsburg College Senior Challenge Program. The Torgney and Valborg Kleven Memorial Scholarship*-Awarded annually to a junior or senior who is interested in serving others, e.g. majoring in religion, education, music, social work, medicine, and based upon academic achievement and financial need. Established in 1990 through a bequest in the will of Rev. Torgney (1 ' 7 B.A. and '21 B.Div.1 and Valborg (Nydahl)Kleven, and memorial gifts by family and friends. The Harold B. and Laura M. Lanes Scholarship*-Awarded annually to an upper class student of any major, based upon academic achievement (3.0 G.P.A. or higher) and financial need. Preference given to college students who have demonstrated an interest in community service by active participation and whose parents have not achieved a Bachelor's Degree. Established in 1989 by family and friends in memory of Harold Lanes ('11, Academy) and in honor of Laura Lanes. I Lutheran Brotherhood Lutheran Senior College Scholarship-Awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $800.00, maximum $1,500. The scholarship is renewable. McVay Foundation Scholarship*-Awarded annually to students with demonstrated need for financial assistance. Preference given to students majoring in education, religion or social work. Established in 1986by the McVay Foundation. The Forrest T. Monson and Thelma (Sydnes)Monson Scholarship*-Awarded annually to students of any major after their first year, based upon financial need, diligence in scholastic achievement, and active membership in a Lutheran congregation. Established in 1989 by Forrest ('37) and Thelma ('37) Monson, San Diego, Calif. The Rev. Horace E. Nyhus Memorial Scholarship*-Awarded annually to a senior student(s)who has successfullyovercome adversity and has achieved excellence in academic and extracurricularperformance. Established in 1977to honor the memory of the Rev. Nyhus, a 1929 graduate of Augsburg Seminarywho overcame the adversity of early years to earn his own education and who served others with humanity and wisdom. The Ole K. and Evelyn L. Olson Scholarship*-Awarded annually to students with financial need. Preference given to students from Canada or transferring from a public mllege or university who indicate an interest in religion, music or Scandinavian studies. Established in 1988by Mrs. Evelyn Olson and Mr. Gordon Olson ('63), in memory of Rev. Ole K. Olson ('32) and in honor of Mrs. Olson's 80th birthday. The Rosemary J. Shafer Scholarship*-Awarded annually to students of any class or major who show academic potential, financial need and a strong desire to earn a college degree, with preference given to females of high moral character. Learning disabled students are encouraged to apply. Established in 1985, and endowed in 1989by Rosemary J. Shafer, Wayzata, Minn. The John and Agnes Siverson Scholarship*-Awarded annually to students of any class or major, based upon academic achievement and financial need. Preference will be given to students from Madagascar, or if none with financial need, then to students from other developing nations. Established in 1990 by Mrs. Agnes Siverson, Hendricks, Minn., thereby continuing a long tradition of generosity by Agnes and her late husband, John. I The Genevieve E. Stelberg Memorial Scholarship*-Awarded annually to students of any class or major, based upon high personal motivation, rather than high academic achievement or extreme financial need. Established in 1989through a bequest in the will of Mrs. Genevieve E. Stelberg, St. Paul, Minn. * Indiuztes endowed scholarship The Ada Bakken Memorial-American Indian Scholarship*-Awarded annually to American Indian students of any class or major, based upon academic performance and financial need. Established in 1988through the estate and trust of Ada Bakken, St. Charles, M i n . The Kent Anderson American Indian Scholarship*-Awarded annually to American Indian students of any class or major, based upon academic performance and financial need, with preference given to students who are affiliated with a federally-recognized American Indian tribe. Established in 1990 with the proceeds of a benefit perhrmance at Augsburg College by Louie Anderson, a native of St. Paul, Minn., who resides in Los Angeles, Calif. The Asian-Pacific Student Scholarship-Awarded annually, as funds are available, to two Asian-Pacific students with demonstrated financial need and who reside in Minnesota. The Otto Bremer Foundation American Indian Scholarship-Awarded to American Indian Students. Recipients will be involved in a community service project during the year. The Grace Jewel Jensen Buster Memorial Scholarship*-One or more scholarships are awarded annually to sophomore,junior or senior Chinese students who have outstanding academic records and are preparing to work among the Chinese people. Established in 1983by family and friends to honor the memory of Grace Jewel Jensen Buster, a 1922alumna. The Cargill Foundation American Indian Scholarship-Awarded to American Indian Students who either: 1) have been denied or lost tribal funds or, 2) have experienced other unusual circumstances as determined by the American Indian Program Director and the Financial Aid Director. The Hearst American Indian Scholarship*-One or more scholarshipsare awarded annually to an American Indian upper class student(s)who has a cumulative grade point average of 3.0 or better at Augsburg College. Established in 1984by The Hearst Foundation. The Grace Anne Johnson Memorial Scholarship*-One or more scholarships are awarded annually to upper class international students who have overcome adversity and achieved excellence in academic and extracunicular performance. Established in 1981by her parents, Dr. and Mrs. Einar Johnson, and other family members and friends in memory of Grace Anne (Gay) Johnson, a student at Augsburg 1971-1973. The KerridgelMuellerAmerican Indian Scholarship-Awarded annually to an American Indian student of any class or major who demonstrates academic potential and financialneed. Established in 1988by Dr. "Mike" Kerridge) and Dr. Van Mueller, Minneapolis, M i n . Marilyn Petersen Memorial Scholarship*-One or more scholarshipsare awarded annually to upper class Oriental international students. Established in 1978by her parents, family and friends to honor the memory of Marilyn's devotion to sharing and loving people, especially her service to students. Pillsbury, Inc, Minority Scholarship-Awarded as funds are available, to minority students with demonstrated need for financial assistance. The Marlys JohnsonSimengaard Memorial Scholarship*-Awarded periodically to a Black American student. Established in 1964in memory of Marlys Johnson Simengaard and her Christian concern for the problems of social injustice. The St. Paul Companies, Inc Scholarship-Awarded as funds are available, to Minnesota minority students with demonstrated need for financial assistance. The JamesR Thorpe Foundation Scholarship-Awarded as funds are available, to non-traditional and minority students with demonstrated need for financial assistance. 'Indicates endowed schoLzrships Art The Queen Sonja Art Scholarship-Established by authorization of the Augsburg College Board of Regents in 1978to honor the Crown Princess of Norway. Awarded annually to a talented art student with financial need. August Molder Memorial Art Scholarship*-One or more scholarships are awarded annually to upper class students mapring in art. Established in 1982by his wife,family and friends in memory of August Molder, accomplished artist and teacher for more than 20 years at Augsburg College. Athletic Paul Dahlen Memorial Scholarship* -Awarded annually to an able and deserving student on the basis of Christian purpose, athletic and academic achievement. Established in 1966by his parents, the Rev. and Mrs. Lester Dahlen, in memory of their son, a senior student at Augsburg College. Paul DahledGerald Pryd Memorial Scholarship* -Awarded annually to an able and deserving male student on the basis of personality, character, athletic and academic achievement. Established in 1966 by friends to honor the memory of these two Augsburg College students. David Gronner Memorial Scholarship*-Awarded annually to two or more students, participating in athletics or music, who have demonstrated financial need and high Christian character. The athletic scholarship is for a male candidate only, with a preference in basketball. Established in 1975by Mrs. David Gronner and children Richard, Carol, and Paul, and Mrs. Ethel Gronner to honor the memory of David Gronner, an Augsburg College alumnus. Keith Hoffman Memorial Scholarship*-Awarded annually based on academic achievement, personal character and ability in athletics. Established in 1945by Mr. and Mrs. Charles S. Hoffman to honor their son who gave his life in the conquest of Okinawa. Rory JordanMemorial Scholarship-One or more scholarships are awarded annually to upper class students participating in intercollegiate sports, with preference for students in the wrestling program. Established in 1980by the William Jordan and Charles Schulz families in memory of Rory Jordan, an Augsburg graduate and nationally recognized wrestler. Magnus and Kristofa Kleven Scholarship*-Awarded annually to students on the basis of achievement, personal character and promise in the field of physical education. Established in 1958by their children in memory of their parents. The Hovt Messerer Athletic Scholarshiv*- Awarded annuallv to a male athlete of any class or major, upon the recommendation of the Athletic Department. Established in 1987by Hoyt C. Messerer, Cedar Falls, Ia. James P. Pederson Memorial Scholarship*-Awarded annually to a student committed to Christian service, based on academic achievement and financial need. Preference given to students who are interested and participate in athletics and recreation. Established in 1990 by Ralph and Katherine Pederson, Santa Rosa, Calif., in memory of James, a 1934graduate, exceptional all-around athlete and coachathlete director at Augsburg College. The Stan Person Memorial Scholarship*-Awarded annually to one or more male students of any class or academic major who participates in the College's athletic program and shows evidence of academic achievement and financial need. Established in 1986by Glen and Gerald Person, in memory and in honor of their brother, Stan Person. Biology Biology Scholarships-Established in 1972by the faculty of the Biology Department to honor outstanding students who intend to major in biology, natural science or medical technology. The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* -A merit scholarship awarded annually to an upper class student majoring or minoring in biology. Established in 1985by Dr. Kenneth D. ('74) and Mrs. Linda (Bailey) ('74) Holmen. Business Administration/Economics Marianne Anderson Entrepeneurial Scholarship*-Awarded annually to a woman who is interested in entrepreneurshipor engaged in business, based upon academic achievement and financial need. Preference will be given to Weekend College women who are older and have family responsibilities. Established in 1990 by members of the Minnesota Women Entrepreneurs (MINN-WE), in memory of Marianne Anderson, a successful woman entrepreneur, and in honor of all Minnesota Women Entrepreneurs. Augsburg Business Alumni Scholarship Fund* -Awarded annually to sophomore, junior or senior students majoring in any of the areas encompassed within the Departments of Business Administration and Economics and based on academic excellence and financial need. Established in 1984by Augsburg business alumni and other alumni and friends within the business community. The Farmers Insurance Group of Companies Scholarship-Awarded annually, as funds are available, to second, third and fourth year students in the fields of insurance, mathematics, business administration, personnel and other areas related to the insurance industry, based primarily on the basis of financial need. Recipients will be expected to have maintained at least a 2.5 G.P.A. and are expeded to conduct themselves acording to the laws of the United States and the state of Minnesota. First Bank Systems -Awarded each year, as funds are available, without regard to a speclfic mapr, but to students with demonstrated leadership ability and an interest in entrepreneurial development. The Forss-Herr Scholarship*-Awarded annually to a junior or senior business student who has shown academic achievement, has been involved in extracurricular activities and has financial need. Preference will be given to students from families where two or more children are in college at the same time. Established in 1987by Mrs. Grace F. (Forss, '57) and Mr. Douglas P. Herr, Danville, L. Gamble-Skogmo Foundation Scholarship*-Awarded annually to one or more upper class students interested in the field of business. Established in 1965by The GarnbleSkogmo Foundation. The Mildred and Eleanor Krohn Scholarship* -Awarded annually to working women of any class who want to improve their skills and education by attending Augsburg College part-time. The scholarship is designated for women who show potential and have financial need, with preference given to those studying business. Established in 1989 by two working sisters-in-law, Mildred Krohn, Berkeley, Calif., and Mrs. Eleanor Krohn, St. Louis Park, Minn. Gertrude S. Lund Memorial Scholarship*-One or more awards are made annually to a junior or senior student(s)majoring in business administration. Established in 1980 by members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated teacher at the College. The Minnesota Mutual Life Scholarship-Awarded annually, as funds are available, based upon academic promise and financial need with preference given to majors in business or economics. The Norberg Business Scholarship-Awarded achievement to a student majoring in business. annually on the basis of scholastic The David L Shaver Memorial Scholarship*-Awarded annually to business administration students of any class, based upon financial need and academic ' 61, through his performance. Established in 1988by the late David L. Shaver (7 participation in the Senior Challenge Program. The Joan L. Volz Business Scholarship*-Awarded annually to an upper class student of any mapr who intends to pursue a graduate degree in business manage ment. The award is based upon academic performance and financial need. Established in 1987by Joan L. Volz, a 1968graduate. Chemistry Chemistry Scholarships*-Awarded annually to junior and senior students whose academic record indicates promise of achievement in the field of chemistry. Established in 1968by family, friends and the Augsburg College Chemistry Department to honor: Manivald Aldre Frederick C. and Laura E. Mortensen Dr. W.M. Sandstrom Walter Gordon Schnell Walter E. Thwaite, Jr. Covey Hendrickson Carl Fosse Chemistry Scholarship*-Awarded annually to a junior or senior whose academic record indicates promise of achievement in the field of chemistry. Established in 1986by Burton and Peggy Fosse, Burnsville, Minn. The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship*A merit scholarship awarded annually to an upper class student mapring or minoring in chemistry. Established in 1985by Dr. Kenneth D. ('74) and Mrs. Linda Wey)('74) Holmen. Minnesota Mining and Manufacturing Chemistry Scholarship-Awarded to chemistry maprs who are citizens of the U.S. Established in 1979. Conrad Sunde Memorial Chemistry Scholarships*-Awarded annually to junior/senior students mapring in chemistry who have a GPA of 3.0 or above and, prefaably, graduate or professional xhool goals. Established in 1984through the Conrad Sunde estate in memory of a 1915alumnus who was the first Augsburg College graduate to earn a J?h.D. in chemistry. His professional career as educator, researcher and consultant included many inventions, of which the development of lanolin oil was his outstanding work. Education The S. Luther Kleven Family Scholarship*-Awarded annually to juniors and seniors mapring in elementary education, based upon academic achievement and financial need. Preference will be given to Weekend College students. Established in 1990 by family and friends in memory of S. Luther Kleven ('50) and in honor of the Kleven family. David Mathre Scholarship*-Awarded annually to qualified full-time student(s1 in need of financial assistance during the term in which they are student teaching. The Elva B. Lovell Life Scholarship* -Awarded annually to education students of any class who plan to teach. Awards are based upon academic achievement and financial need, with preference given to students who are black, older or single parents. Established in 1991by Mrs. Elva B. Lovell, Minneapolis, Minn., as an expression of her belief in diversity and literacy. The Barbara (Tjornhom) and Richard K Nelson Scholarship*-Awarded annuallyto a student of any class, based upon financial need, with preference given to a person preparing for a career in elementary education. Established in 1986in honor of an alumna, Barbara (Tprnhom) Nelson and her husband, Richard K. Nelson. The St. Paul Companies, Inc., Minority Education Scholarship-Awarded to Minnesota minority students, majoring in education, who have a demonstrated need for finandal assistance. English Anne Pederson English Scholarship*-Awarded annually to junior/senior students who are majoring in English, with preference given to those who plan to teach English as a career. Established in 1971by faculty members of the English Department to honor the 37 years of service of Anne Pederson as English teacher at Augsburg College. Prof. P. A. Sveeggen Memorial Scholarship*-Awarded annually to an outstanding student in the field of English. Established in 1959 by Gerald Sveeggen in memory of P. A. Sveeggen, professor of English at Augsburg, 1915-1952. Foreign Language Mimi Baez Kingsley Modem Language Scholarship*-Awarded annually to junior/senior students who are mapring in modem language, with preference given to those who plan to teach language. Established in 1969 by Mr. and Mrs. James Kingsley. Health-Related Augsburg Nurses Alumni Association Scholarship*-Awarded annually to a registered nurse seeking a baccalaureate degree in nursing. Established in 1983by The Augsburg Nurses Alumni Association. Eleanor Christensen Edwards Memorial Scholarship*-Awarded annually to upper class student(s)preparing for a career in medicine or health. Established in 1978in memory of Eleanor Christensen Edwards' devotion and service in health care by members of her family, Bernhard Christensen, Elsie Christensen Schroeder, Jessie Christensen, Nadia Christensen and Theodore Christensen. History The Rev. and Mrs. 0.J. Haukeness History Award -Awarded annually to a senior student for excellence in history. Established in 1980by Helen Ranck to honor her parents, the Rev. and Mrs. 0.J. Haukeness. H. N. Hendrickson History Scholarshipr -Awarded annually to students mapring in history, with preference given to those who plan a career in the field. Established in 1969by Dr. and Mrs. Carl H. Chrislock and augmented by other contributions to honor the memory of H. N. Hendrickson, professor of history at A u g s b q College, 1900-1952. John R. Jenswold Memorial Scholarship*-Awarded annually to history students of any class, based on academic achievement and financial need. Preference will be given to minority females. Established in 1990by parents, family and friends of Dr. John R. Jenswold, Assistant Professor of History, Augsburg College. The Nydahl History Scholarship*-Awarded annually to juniors or seniors who have potential and financial need, with preference given to history majors. Established in 1986through a bequest in the will of Dr. Theodore L. Nydahl. Mathematics and Computer Science Mathematics Scholarship-Awarded annually to an able and deserving student in the field of mathematics. Established in 1980 by the Mathematics Department. Minnegasco Scholarship-Awarded annually, as funds are available, to able and deserving junior/senior students majoring in mathematics or the sciences on the basis of need and academic ability. Established in 1969 by Minnegasco. Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs*-One or more scholarships are awarded annually to upper class students who actively contribute toward the fulfillment of Augsburg's Mission Statement relating to the College's urban involvement. Established in 1982by colleagues, former students and friends to honor the service and leadership of the Torstensons in community development and urban affairs. Music Peggy Christensen Benson Memorial Scholarship-Awarded annually to a student of choral music. Established in 1965by Thomas I. Benson in memory of Peggy Christensen Benson, an Augsburg College alumna. Sam Coltvet Memorial Choral Music Scholarship8-Awarded annually to a student of any academic class who is a choir member not mapring in music. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey)Holmen, in memory of Mr. Sam Coltvet, who believed in the value of Christian higher education and choral music. The Rev. Clement A. Gisselquist Church Music Scholarship*-Awarded annually to a musically-gifted student, with preference given to a student of organ and/or choral music who desires to serve, professionally or otherwise, in the ministry of music of the Lutheran Church. Established in 1986 by the family. David Gronner Memorial Scholarship*-Awarded annually to two or more students participating in athletics or music, who have demonstrated financial need and are of high Christian character. Established in 1975by Mrs. David Gronner and children Richard, Carol and Paul, and Mrs. Ethel Gronner in memory of David Gronner, Augsburg College alumnus. 0.I. Hertsgaard Scholarship*-Awarded annually to junior/senior students who show promise of academic success and have financial need. Reference given to those who have demonstrated proficiency in choral and/or instnniental music and intaest or potential in conducting. Established in 1966 by 0.I. Hertsgaard. The Bernice Kolden Hoversten Memorial Choral Scholarship*-Awarded annually to a freshman student member of the College Choir, based upon suitable academic performance and financial need. Preference will be given to a choir member who is a minority person. Established in 1990 by Garfield Hoversten ('a), family and friends, in loving memory of Bernice Kolden Hoversten ('501, a soloist with the choir. Leonard and Sylvia Kuschel Scholarship*-Awarded to upper class students seeking to acquire musical and performance skills in instrumental music with preference given to those who have shown proficiency in keyboard instruments. Established in 1975by Leonard and Sylvia Kuschel to honor the beautiful message of music. The Lucille H. Messerer Music Scholarship*-Awarded annually to a music student of any class or major, upon the recommendation of the Music Department. Established in 1987by Lucille H. Messerer, Cedar Falls, Ia. - Kenneth 0.Lower Nordkap Male Chorus Music Scholarship*-Awarded annually to an upper class student mapring in music, based upon academic performance and b c i a l need, with preference given to a person studying choral music. Established in 1986 in memory of Kenneth 0.Lower ('28) and in recognition of the heritage of the Nordkap Male Chorus. Edwin W. and Edith B. Norberg Scholarship*-One or more scholarshipsare awarded annuallyto upper class student(s1preparing for careers in church music. Established in 1980by Edwin W. Norberg to honor his wife's lifelong career in the teaching and conducting of piano, organ and choral music. The Performing Arts Scholarship (Music) -Awarded annually to new incoming freshmen students who will participate in one of the performing arts groups. Up to 10 scholarshipswill be awarded. Faculty will base their awards upon applications and auditions. Deadline for application is February 15 of each year. St. John's Lutheran Church -John Norris Memorial Scholarship*- Awarded annually in honor of St. John's Lutheran Church's faithful sexton for 35 years, Mr. John Norris. Applicants must be U.S.citizens majoring in music who are sophomores or above. The awards are based upon financial need and satisfactory academic progress, with preference given to racial minority students. Henry P. Opseth Music Scholarship*-Awarded annually to a sophomore or junior student of outstanding promise in the field of music. Established in 1953by his family to honor Henry P. Opseth, chairman of the Augsburg Music Department, 1922-1951. Leland B. Sateren Choral Music Scholarship*-Awarded to outstanding students who are participants in the Augsburg Choral Music program. Rev. Mark Ronning Memorial Instrumental Music Scholarship*-Awarded annually to a student of any class who is a member of a College instrumental group but is not studying music. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Ehiley)Holmen, in memory of Rev. Mark Ronning, who dedicated his life to helping young people. Mayo Savold Memorial Scholarship*-Awarded annually to a participant in the concert band, based on talent and academic record. Marilyn Solberg Voice Scholarship*-Awarded annually to an Augsburg student who has music as a major or minor and who shows outstanding promise for achievement in the art of singing. Established in 1955by her parents, Mr. and Mrs. Iver Solberg, and her brother Dorvan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-'53. String Scholarships-Awarded to entering students who demonstrate ability on violin, viola, cello or bass and who intend to pursue their study through performance studies, string ensemble and orchestra. John and Vera Thut Scholarship*-One or more scholarshipsare awarded annually to upper class students who have achieved excellence in performance in voice or piano. Established in 1980by John and Vera Thut, their family and friends. The Thuts cherished lifelong careers in the teaching of music, three decades of which were at Augsburg. Philosophy Kenneth C. Bailey Philosophy Scholarship*-A merit scholarship awarded annually to an upper class student majoring or minoring in philosophy. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey)Holmen, in honor of Dr. Bailey's 20th anniversary as a member of the Augsburg College faculty. Physics Theodore J. Hanwick Physics Scholarship*-Awarded annually to an upper class student majoring in physics. Established in 1976by the Augsburg College Physics Department and friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty. Political Science The Myles Stenshoel Scholarship*-One or more scholarships are awarded annually to upper class students pursuing careers in political science. Established in 1980by Professors Norma Noonan and Myles Stenshoel. The Dr. Bernhardt J. Kleven Scholarship*-Awarded annually to seniors majoring in history k d political science, based upon substantial academic accomplishment and financial need. Established in 1989 by Dr. Bernhardt J. Kleven, graduate of 1922 and Professor Emeritus, History and Political Science. Psychology The Jacob and Ella Hoversten Scholarship*-Awarded annually to students of any class. Preference will be given to students studying psychology, especially family understanding. Established in 1989 through a bequest and trust of Dr. Lester T. Hoversten, San Jose, Calif., in honor of his parents. Religion and Christian Service Scholarships The Norman and Louise Bockbrader Scholarship*-Awarded annually to students preparing for full-time service careers in the church. Established in 1981by Rolland H. Bockbrader to honor the lifelong devotion that his parents have given to the family, congregation, Augsburg College and the community. Andrew and Constance Burgess Scholarship*-Available to both North American and international students to encourage men and women to enter fulltime Christian service. Awards are based on demonstrated academic ability, moral character, and potential for Christian service. Established in 1983by the Rev.and Mrs. Andrew S. Burgess. Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship*Awarded annually to a student(s)in the senior class who is preparing for the ministry. Established in 1960 by family and a churchwide offering to honor the memory of Dr. T. 0.Burntvedt, president of the Lutheran Free Church, 19S1958. The Rev. Donald C. Carlson Memorial Scholarship Fund -Awarded annually to students of any class or major, who plan to enter the ministry, based upon aca- demic performance and financial need. Preference will be given to students who are members of the Normandale Evangelical Lutheran Church, Edina, Minn. Established in 1989by a family of the Normandale Evangelical Lutheran Church, acting through the Normandale Evangelical Lutheran Church of Edina Foundation, in memory of Rev. Donald C. Carlson ('421, founding pastor of the Normandale Evangelical Lutheran Church of Edina. Henning and Sellstine Dahlberg Memorial Scholarship*-Awarded annually to an upper class student preparing for a Christian vocation. Established in 1982to honor the memory of Henning and Sellstine Dahlberg. The Luthard 0. Gjerde Scholarship*-Awarded annually to juniors or seniors who are declared pre-seminary or pre-medicine students or to students mapring in social work or a related field of Christian service. Awards are based upon academic excellence and predicated upon Rev. Luthard Gjerde's commitment to the Gospel of Jesus Christ as central to the ministry of healing and wholeness. Established in 1989by Mrs. Sophia Gjerde, family and friends in memory of Rev. Luthard 0. Gjerde, Augsburg College (3 ' 3) and Augsburg Seminary ('36). The Elias P. Harbo Memorial Scholarship*-Awarded annually to a student(s) in the junior or senior class who is preparing for the ministry, with preference given to those studying history, including church history. Established in 1991by the family to honor the memory of Elias P. Harbo, a graduate of Augsburg College (1886) and Augsburg Seminary (1889), the first President of the Lutheran Free Church, and later Professor of Systematic Theology at Augsburg Seminary, 1909-1927. Iver and Marie Iverson Scholarship*- Awarded on the basis of need, character and interest in Christian service. Established in 1957by Iver Iverson. The Rev. Arnold J. Melom Memorial Scholarship-Awarded annually to one or more students of any class who demonstratepotential and financial need, with preference for those who are preparing for a religious service vocation. Established in 1985by Kenneth and Vera Nelson in memory of their pastor, The Rev. Arnold J. Melom, a 1947 graduate of Augsburg College. Gerda Mortensen Memorial Scholarship*-One or more scholarships are awarded annually on the basis of scholarship, service and devotion to the Christian faith. Established in 1975by the family and Augsburg College in memory of Gerda Mortensen for five decades of service to Christian higher education at Augsburg College. Onesimus Scholarship*-Awarded periodically to students preparing for the Christian ministry. Established in 1962by Mr. and Mrs. James Helleckson. Johan H. 0. Rodvik Memorial Scholarship*-One or more scholarships are awarded annuallyto Augsburg students preparing for a professional career in Christian service. Established in 1976 by Mr. and Mrs. Luther H. Rodvik in memory of Johan J. 0.Rodvik and his deep personal dedication to his calling as a minister, as well as his scholarly research and pioneering thought concerning the Apostle Paul's traditionally misunderstood attitude toward the question of equal rights and equal status for women. The Rev. Olaf Rogne Memorial Scholarship*-Awarded on the basis of need, scholarship and interest in Christian service. Established in 1958to honor the Rev. Olaf Rogne, business administrator of the College, 1940-1952. The Rev. Lawrence and Gertrude Sateren Scholarship*-One or more scholarships are awarded annually to a junior or senior preparing for a full-time vocation in the church.Established in 1980 by their children, families and friends to honor the lifelong devotion that the Rev. and Mrs. Lawrence Sateren gave to the church, Augsburg College, and Augsburg Seminary over a period of 60 years. Morris G. C. and Hanna Vaagenes Missionary ScholarshipFund* -Awarded annually to a junior or senior student preparing for service as a missionary through the World Mission Department of The Evangelical Lutheran Church in America. Established in 1969 by the Rev. and Mrs. Morris G. C. Vaagenes. The Johan L Weltzin Memorial Scholarship*-Awarded annually to upper division Lutheran students. Awards are based upon academic performance and financial need, with preference given to students who would like to serve in foreign missions. Established in 1987 by Pastor H. Alfred Weltzin ('411, Viroqua, Wisc., and Pastor TheodoreJ. Weltzin ('37), Watford City, N.D., in memory of their brother, Johan L. Weltzin ('73). Scandinavian Studies Iver and Myrtle Olson Scholarship*-Awarded annually to an upper class studenfds)with academic ability, in the pursuit of a degree with concentrationin Scandinavianlanguages, literature, history and/or culture. Established in 1983 by their children and their families and friends to honor Iver and Myrtle Olson on the occasion of their golden wedding anniversary. Social Work Stem Family Scholarship Fund for Minority Social Work Students* -Awarded annually to one or more minority social work students, based upon the student's potential and financial need, with preference given to those who are preparing for professional careers in social work Established in 1985 by Dr. Paul and Mrs. Lorene Steen, as representatives of the Steen Family. The Lisa M. Weeding Memorial Scholarship-Awarded annually to a female junior or senior social work student, based upon financial need and suitable academic accomplishment. Established in 1989 in memory of Lisa M. Weeding ('871, by her parents, Donald and Marilyn Weeding, family and friends. Sociology Adolph Paulson Memorial Prize*- Awarded annually to a student in the general field of Christian sociology. Established in 1936 by members of his family to honor the memory of Professor Adolph Paulson, who taught social science at Augsburg from 193W35. SpeechlCommunicationrrheatre Arts Ailene Cole Theatre Arts Scholarship*-Awarded talent, scholarship and theatre participation. to a senior student based on The Performing Arts Scholarship (Drama ) -Awarded annually to new incoming freshmen students who will participate in one of the performing arts groups. Up to seven scholarshipswill be awarded. Faculty will base their awards upon applications and auditions. Deadline for application is February 15of each year. The Esther J. Olson Memorial Theatre Arts/Religion Scholarship*-Awarded annually to a junior or senior majoring in Theatre Arts, Communication or Religion, based upon academic achievement and financial need. Preference will be given to students involved in drama who are preparing for a career in religious senrice. Established in 1989by her daughter, Carolyn Canfield, family and friends in memory of Dr. Esther J. Olson, Professor of Drama at Augsburg College. 'Indicates e n d o d scholarships Experiences in the classroom are an important part college llife, but learning and development also occur in formal and infomral activities @the College and the metropolitan area. Whetherstudents are residents m commuters, the climatefor learning and living at Augsburg will add dirnensiun to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunitieswe encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, fellowship groups, outreach teams, planning committees, retreats, peace and justice forums, concerts and plays are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each day to give thank. and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The College Pastor has an office in the Foss, Lobeck, Miles Center and is available for spiritual guidance, counseling. support or information. Through student government, students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decision-making process at Augsburg. Student government also sponsors and directs student activities, protects student rights and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is orgaruzed into the executive branch, the legislative branch and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible -program planning, writing editing or service opportunities. If you want to get involved, contact the President or Vice Fresident of the Student Body in their officesin the Christensen Center. Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, special dinners, theme events, name entertainment and visiting personalitiesin various fields. The Christensen Center is the focus of leisure-time activity on campus. Officesfor the College newspaper, the Augsburg Echo, and the yearbook, the Augsburgian, are on the lower level. Many of the clubs that unite classroom or non-classroom related interests meet in the Center. KCMR,a studentaperated non-profit radio station senring the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Umess Tower. Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Department and have the opportunity to attend a series of on-campus workshops with visiting artsprofessionals. Augsburg is affiliated with the Minnesota Intemllegiate Athletic Conference (MIAC)and is a member of the National Collegiate Athletic M a t i o n (NCAA) Division 111.Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, tennis, track and field and golf. Women annually compete in volleyball, cross country, soccer, basketball, track and field, softball and tennis. Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. The Student Affairs Division is comprised of a variety of programs, services and activities dedicated to complementing and enhancing students' educational experience and the academic programs of Augsburg College. These programs, services and activities provide students with an enriched collegiate experience which celebrates our rich diversity of student needs and interests; attends to the social, cultural and career development of students; and enhances students' academic performance through direct intervention and environmental management. The following information provides a brief introduction to the major efforts of the Student Affairs Division. When students are concerned about the amount of work facing them, they benefit from the programs of the Learning Center. The Center offers services that cover the basic skills in reading, writing, vocabulary, spelling, test preparation and math, as well as techniques to improve and enrich even the best of study habits. If students need help with test anxiety, procrastination, time management or study skills in general, the Center has programs that help. This office, located at 620 21st Avenue South, was created in 1978 to recruit and retain American Indian students. It is recognized as a national model for success and continues to have one of the highest retention and graduation rates of Indian studentsin the State of Minnesota. The American Indian Support program provides direct services a d assistance in areas that include but are not limited to: Indian student admissions and financialaid procedures, orientation and registration, coursework selection and academic advising, career counseling, community and professional referrals, employment assistance, internships, student housing, personal and crisis counseling. It advises and supports the Interhibal Student Union The program also provides advocacy in areas pertaining to health care, child care, mental health, court services, public assistance issues, chemical dependency and other areas that require or necessitate intervention. An academic component in the form of an American Indian Studies Minor is available (see INS, American Indian Studies). Periodically, cultural activities and exhibitions are coordinated by this office. The Black Student Affairs Office is committed to enhancing the education and personal development of students of African descent, and to providing cultural and historical awareness, academic achievement and social interaction. The Pan-African Student Union provides service to students and holds monthly meetings in the Office of Black Student Affairs. In addition, the Office sponsors events and activities such as Spiritual Life Series, Martin Luther King's Birthday, poetry readings and Augsburg Black Alumni Association meetings. Career Services assists students in many ways. The staff can help students explore interests for majors, find Internships and locate part-time jobs to try out career possibilities. The staff provides seminars on career development, interviewing skills and resume writing. Placement files are developed for each student and sent out to prospective employers and graduate programs. All students have moments of anxiety, difficulty making decisions and confusion about themselves, their values or their relationships. Sometimes students need to talk things out or receive information about the excellent helping services in the Twin Cities. The Counseling Center provides a supportive environment where students may gain greater self-knowledge and are assisted in the self awareness/personal exploration process by experienced counselors. The Center for Learning and Adaptive Student Services (C.L.A.S.S.) has been recognized nationally as a leader in the field of educating students with learning and physical disabilities. The C.L.A.S.S. program at Augsburg is a logical outgrowth of the College's commitment to provide a highquality liberal artseducation for students with diverse backgrounds, experiences and preparation. The staff include three licensed learning disabilities specialists, one physical disabilitiesspeclalist, and support staff members specializing in taped texts and specla1testing arrangements.This favorable staff/student ratio allows Augsbmg to offer an intense level of personal attention that is unique in the college setting. In addition to individual academic support provided by specdists, other services include advising, computer assistance and advocacy both on and offampus. The Minnesota Multiple Sclerosis Society has recognized Augsburg as an outstanding accessible organization in the field of higher education for its unique system of tunnels and skyways. FYE reflects the College's commitment to a meaningful introduction to college for our students -an enriching beginning for a college career. To provide focus for this introduction, FYE is centered on a series of themes. These themes will be reflected in and expanded upon in readings, d i m s sions and other activities. Diversity, tradition, change, ways of knowing and what it means to be an educated person are all themes associated with the Program. The College houses approximately 800 students in a traditional residence hall, aparhnent buildings, 22 houses and a family housing complex The housing staff manages these facilities and creates a wide array of educa- tional and social programming which balances and complements the educational experience of students. The staff is comprised of three professional staff members and 18paraprofessionalswho live and work closely with the resident students to provide a safe environment for living and learning. The Student Activities program creates opportunities for students to enhance their leadership skills through active involvementin developing events, activities and organizationswhich serve the student community. Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. The Tutor Center, located at 2011 S. Seventh Street, arranges for students to meet with tutors for content tutoring in most freshman and sophomore level courses. Study rooms and a graduate student study skills counselor are available at the Center to help students. The International Programs Office focuses on the needs of international students and students interested in studying abroad. It also serves as a resource for those interested in international events and global issues. InternationalStudents -Augsburg welcomes students from countries around the world. International students from over 47 countries have attended Augsburg since 1954. International students receive assistance in meeting their educational objectives through advising on academic concerns, immigration and visa problems, financialmatters, practical matters (taxes, insurance, housing, daycare) and personal concerns (adjustment to U.S. educational system and society). New international students participate in an orientation program before the begnmng of the term which provides practical information on housing, banking, using local transportation and course registration. Students also learn about the U.S. educational system and adjusting to life at Augsburg. i Study Abroad -An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizationsin Mexico, work in a small business or artisan program in Kenya, examine Scandinavian perspechves on world peace in Norway, or thrill to the sounds of "The Magic Flute" at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures and gain knowledge about the increasingly interdependent world. Students intemted in studying offcampus receive advice on selecting programs which best fit their academic, career and personal objectives. Assistance is given with program application, course registration, financing and travel arrangements. Orientation and reentry programs are offered to assist students integrate the experience abroad into their coursework and personal lives. The deadline for application is December 15for offcampus study the following year. All students in good academic standing at Augsburg may apply for permission to study o f f ~ p u sThe . cost for many programs is equivalent to full tuition, room and board for a semester oncampus. Financial aid is granted on the same basis as oncampus study. Students n o d y receive the same number of course aedits abroad as they would if studying on-campus. Courses abroad can fulfill major, distribution/general education and graduation requirements when approved by academic advisers and the International Programs Office before departure. Augsburg Community -The International Programs Office works to utilize the crosscultural perspectives of its international students and students with experienceoverseas to educate the college community on world issues. This is done through faculty, staff and student development programs which include activities sponsored by the Cross-Cultural Club and the InternationalHouse, forumson world issues sponsored by the Global Community and Amnesty International student groups, and seminars focusing on issues of crosscultural communication for faculty and staff. The College has a contract for its student health service with Srnileys Point Chic, a teaching clinic of the University of Minnesota Medical School. The Clinic is located on Riverside Avenue across the street from the campus. Officevisits for illness and injury are free for all Augsburg students. Students must check family health coverage to determine if they ~ I inP cluded; if they aw not, contact the Dean of Students' office for information regarding student health insurance. The Commons-Situated on the top floor of the Christensen Center, this is themain food service facility for students, faculty and staff. This pleasant, spaciousroom feasmall table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions ~ I P generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's -Located on the ground floor of the Center, Murphys features gnll items, soups and salads, desserts and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. Because Augsburg recognizes that a student's ability to respond to the learning environment depends, in part, upon his or her living conditions, a variety of housing alternatives is provided. The residence hall program promotes student growth by asking students to actively participate in group decision-making. Each residence unit has one or more resident staff who facilitatesthe process of group living and discusses personal concerns with individual students. Augsburg requires all freshmen and sophomoresnot living at home to live in College-operated housing. Manied student housing is available in annex housing and South Hall. Studentsrent a room at the beginning of the fall term for the entire school year. New students receive room assignments the summer before they arrive at Augsburg. Upperclass students make housing arrangementsin the spring. All resident students must sign housing contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1in order to secure housing. Students who deposit after June 1will be provided housing only if space is available. AU studentsliving on campus must pay an advance payment when they sign the housing contract. The fee is credited to the students' accounts when they move into the residence. Umess Tower -AU new students and some upperclass students live in Umess Tower. This 11story high-rise houses 324 students. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. In Urness Tower, rooms are furnished except for bed linens, towels, blankets, bedspreads and lamps. Laundry facilities a~ available in each residence. Mortensen Tower -This is the newest residence hall, an alternative to traditional residence hall living. It contains 104 one- and two-bedroom apartments to accommodate 312 upperclass students. Mortensen Tower is carpeted, air conditioned and contains kitchen units. It is otherwise unfurnished. South H all -Contains 12apartments housing 34 upperclass students. West H all -Contains 12 one-bedroom apartments housing 24 upperclass students. Annex Housing -This provides an alternative opportunity for group living. Groups of upperclass men or women share living space, house responsibilities and cooking. Houses are located in the campus area. One way to maximize the living and learning of your housing situation is to bid for a special interest house. Groups of students have created exciting projects by writing and implementing educational impact proposals on such topics as environmental concerns, men's and women's awareness, international living honors program and Scandinavian studies. The College has adopted a statement of student rights and responsibilities and has provided for due process in matters of disciplinary action, grievances and grade appeal. The Judicial Council is elected by students and faculty and serves to conduct hearings and review matters of concern. Any student who wishes to identify appropriate procedures for complaint should contact the Vice President for Student Affairs. The College operates in compliance with the Family Rights and Privacy Act and Title IX.Students have the right to inspect all official records, files and data which pertain to them and which are maintained in the Office of the Registrar and the Placement Officeand to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential letters and statements placed in the record before January 1,1975, or placed under conditions where students have signed a waiver of right of access. Students have the right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, a d ,marital status or age. Persons additional information on these topics should contact the Office of the Dean of Students or the appropriate coordinator as listed in the directory at the end of the catalog. A.ugsburg College constructs its cuwiculum upon the premise that students must be educated as fully human sons -intellechcally, spiritually and physically. To act tff&.vely, human beings must have a broad grasp of the ofthe wmldPam which they have come as well as the m l d in which they live. By prouiding courses in the humanities, natural sciences and social sciences, the general education curriculum introduces students to the breadth and camplmPXIty of knowledge and culture. Required courses in religion are liesigned to acquaint students with the Christian tradition a d encourage them to r$ect upon the importance and meaning of spirituality in their lives. Recreation courses qf2r students the opportunity to deuelop skills for participation in exe~cise and sporting activities. Students choosefrom over 45 majar areas of study to gain a depth of knowledge in a disciplineand to preprefor a career mfurther study. Thus, through a balance of cuwicuiizr activities supported by full pre grams in student life and religious life, an Augsburg College education strim to educate its students in a ral wmldfar the ral wmld. Augsburg offers the Bachelor of Arts,the Bachelor of Music and the Bachelor of Science degrees. The BS. degree is awarded to graduates with maprs in Chemistry (ACS),Computer Science (BS.option), Music Therapy, Nursing, Physics (B.S. option) and Social Work. The B.M. degree is awarded to graduates with majors in Music Education and Music Performance. Graduates with majors in other fields receive the Bachelor of Arts degree. Augsburg also offers a Master of Arts in Leadership, Master of Arts in Education-Leadership and Master of Social Work Augsburg follows the 4 1 4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a 4week January Interim. Full-time students normally take four courses each semester and one course during Interim. A maximum of three courses can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take courses on another campus during the regular term. (SeeRegistration.) January Interim is particularly intended to be a time for both students and faculty to employ different styles of teaching and learning and to investigatequestions and topics in places and ways not possible during the regular t e r n The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classesoffered on campus, Augsburg offers a variety of travel opportunities within the United Statesand abroad. Independent or directed study and internships are among the many Interim options. Augsburg offers two Summer School sessions. The Summer School catalog is published in the winter of each year and is distributed to all students, and is available by contacting the Summer School Office. Augsburg Weekend College and Graduate Programs follow a trimester calendar (see Augsburg Weekend College and GraduatePrograms). The heart of any educational institution is its faculty and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider their teaching to be the f m s of their activity. Faculty are involved in research, including such varied studies as space physics, the history of medieval spirituality, women in the Soviet Union and homelessness in American cities. Music faculty perform professionally on the local and national level and studio artists' works can be seen in buildings, galleries and shows around the country. Augsburg faculty see their research as supporting their teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fieldsbut especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and counselors and participate regularly in campus activities. Every student is assigned a freshman adviser and chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. A relaxed atmosphere, a helpful staff and friendly student library assistants make the library a favorite place to study. The main library houses over 175,000 books,journals, records, sound cassettes, films and microforms. Music, chemistry and art history slide libraries are located within the departmental areas. A service-oriented staff provides students with assistance to meet diverse information needs including instruction in the use of the library, &nce service and guidance in pursuing research. Students have access to a wide variety of local, regional, national and international databases. Arrangements are made for access by students with physical limitationsand special needs. Students have access via a computerized on-line catalog and daily courier service to all the library holdings of the seven private liberal arts colleges of the Twin Cities and the JamesJ. Hill Reference Library. The Library AudieVisual Center houses and supplies media equipment, films and video tapes free of charge for instructionaluse. Audio and video tape duplication within the limits set by copyright law is available. Fees are charged for the production of transparencies and posters as well as for lamination. The Center supplies television sets, VCRs, video cameras, video editing tape recorders, microphones, slide, overhead, filmstrip, opaque and movie projectors as well as screens and carts. Film bibliographies and advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. The fall 1991completion of a new computer classroom and lab is an irnportant addition to the growing list of computer resources accessible to Augsburg students and faculty. Computing clusters located in the dormitories, the Foss Center computer lab, the Library and the Science Building are connected via a campus-wide network that offers a wide range of network services. Augsburg College became a member of the National Science Foundation's Internet in the fall of 1990, connecting Augsburg to hundreds of universities and other institutionsin the US. and around the world. Internet access and a focus on educational technology allows Augsburg to integrate these new electronic resources into many different areas of the learning process. The College curriculum is offered by 22 departmentswhich are grouped into four divisionsfor administrative and instructional purposes. Humanities -Catherine Nicholl (Chairperson) Art, English, Foreign Languages,Philosophy, Religion, Speech, Communication and Theatre Arts, College Librarians Natural Science and Mathematics -Mark Engebretson (chaqmwn) Biology, Chemistry, Mathematics and Computer Science, Physics Social and Behavioral Sciences -Richard Nelson (Chairperson) Business Administration/Management Information Systems (MIS), Economics, History, Political Science, Psychology, Sociology Professional Studies -Marie McNeff (Chairpemn) Education, Health and Physical Education, Music, Nursing Social Work MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division or cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the B.A. degree. Studentsmay contact the Registrar about creating a unique major. Art Art History Studw Art Biology Business Administration Accounting, Finance, International Business, Mi2~gt??nent and Marketing Chemisty (B.A. or B.S.) Communication Computer Science (B.A. or B.S.) East Asian Studies1 Economics Applied Economics Economics-Business Administration Education Kindergarten-Elementary Secondary (non-major, licensure only) Engineering English Foreign Languages Chinese, French, Getman,Japanese, Norwegian, Russian, Spanish Health Education History Humanities International Relations Management Information Systems Mathematics Metro-Urban Studies Music Music Education (BMS Music P e r ~ n c (BM.) e Music Therapy (B.S.1 Nursing (B.S.) American Indian Studies Art Art History Studio Art Biology Business Administration Chemistry Communication Computer Science East Asian Studies East and Southeast Asian Studies Economics English Foreign Languages Chinese' French, German,Japanese, Norwegian, Russian, Spanish Health Education History International Business Phiiosophy Physical Education Physics (B.A. or B.S.) Political Science Psychology Religion Scandinavian Area Studies Social Science social Work (B.S.) Sociology Soviet and East European Area Studies ' speech Theatre Arts Transdisciplinary Management Information Systems Mathematics Metro-Urban Studies Music Phiiosophy Physical Education Physics Political Science Psychology Religion Scandinavian Area Studies social Welfare Sociology Soviet and East European Area Studies Special Education Speech Theatre Arts Theatre Criticism Women's Studies It is possible for studentsto complete other maprs through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a rnapr offered at one of the other ACTC colleges must apply through the Augsburg Registrafs Office. I Cooperative Program of the Assodated Colleges of the Twin Cities and a g r m t s with the University ofMinnesota. It is possible for students to take beginning and intermediate courses in Arabic, Chinese, Hebrm, Japaneseand Russian. Other languages may be milable through special arrangement. Dual degree programs with the University of Minnesota Institute of Technology,Washington Unimsity School of Engineering and Applied Science and Michigan Technological Uniwsity. Teaching Licensure Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education: English-LanguageArts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry or Physics), Science (grades 5-91, Social Studies, Spanish, Speech, Theatre Arts, and in the special areas of Art (K-121, Band (K-12)and Classroom Music (grades5-12), Orchestra (K-12),Vocal and Classroom Music (K-9), Vocal and Classroom Music (grade35-12), and Physical Education (K-12). Students planning to teach on the secondary level have advisers both in the Education Department and the area of their academic major(s). Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, the ministry, veterinary science, pharmacy or engineeringcan profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the Associate Academic Dean early in their freshman year to arrange for help from the appropriate faculty adviser. Pre-Dentistry -These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 111,112; PHY 121,122; CHM 115,116 (or 105,106), 351,352; MAT 124; PSY 105. Requirementsat other universities may vary. Pre-Engineering-This program provides a course of study which enables students to complete introductory core requirementsin mathematics, science and the liberal arts necessary for engineering. Some students in the program choose to transfer after two years to an institution granting degrees in engine* while others elect to participate in a dual degree program. Augsburg College has cooperative arrangementswith three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri, or Michigan Technological University, Houghton, Michigan. The dual degree programs afford students the opportunity to combine a strong background in the liberal arts,including an elected major, with the study of engineering. Pre-Law -Students considering a career in law should examine the handbook published by The Association of American Law Schools and consult the Augsburg prelaw adviser, Dr. Robert Clyde. Students may wish to take the course POL 170 (Law in the United States) to help determine their interest in law. Prelaw students should major in a discipline of their own choosing and will satisfy most law-school entrance requirements with a m r d of solid achievement in the liberal arts. Pre-Medicine -Many medical schools are encouraging a liberal arts education to prepare for study in medicine. At Augsburg, the Biology and Chemistry Departmentshave majors which can fulfill the academic +rements for pre-medical students. Both require CHM 115,116 (or 105,106), MAT 124,125; and PHY 121,122. The chemistry major also requires CHM 353,361, one advanced course, seminar and two or more biology courses. The biology major also requires BIO 111,112,201,491 and at least one from each of five groups -(367,386,471), (355,474), (351,353,473), (361,440), (476,481) -with 353 and 355 especially recommended for medical school. Designed to meet the University of Minnesota (Minneapolis)requirements, both programs also encourage courses in the behavioral sciences and humanities, including psychology and sociology. The University of Minnesota (Minneapolis)requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult with the faculty adviser early in the freshman year. Pre-Pharmacy -Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 111,112; CHM 115,116,351,352; ECO 112or 113; ENG 111and a second course; MAT 124,125; PHY 121,122; electivesfrom humanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary -A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology or religion Recommended preparation includes REL 111,221; at least two semesters of history (Western Civilization); one or more courses in the history of philosophy and Greek in the junior and/or senior yea.. Pre-Veterinary Medicine -To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, two courses; MAT 124; public speaking, one course; CHM 115,116 (or 105,106), 351,352,353; BIO 111,112; PHY 121,122; economics, one course; two courses in art, literature, music, humanities, theatre, or Upper Division foreign languages; and anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the distribution requirements. Requirements at other universities may vary. Honors Program The Honors Program is a set of opportunities designed to challenge the most academicallydistinguished students at Augsburg. Honors combines academic and cultural components with social and intellectual activities. The main components of the program include a one-per-term sequence of honors courses during the freshman and sophomore year, special topics seminars, a senior honors Interim course and a bi-monthly program of speakers and events in the city. Students gain an enriched academic experience with the support and camaraderie of other honors students. Through the program, the College can identify and meet the needs of its very best students. Members normally enter as freshmen, with opportunities for transfers and others. Requirementscenter on full participation in the program components and a GPA of approximately 3.5. Please send inquiries for the freshman and sophomore program to Joan Griffin and the junior and senior program to Larry Gockett. Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media Center -Through CLIC, the Twin Cities private colleges library consortium, and MINITEX, the regional library network, the Augsburg community has access to over 5,000,,000 volumes. Associated Colleges of the Twin Cities (ACTC) -Full-time weekday students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instructionin music and some independent studies. See Independent Study for further details. Students may elect to parbcipate in the cooperative program to gain new perspectives, to get better acquainted with the other schools or to undertake a specific course or mapr not offered on the home campus. The colleges have coordinated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles studentsbetween the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January Interim. Higher Education Consortium for Urban Affairs (HECUA) -Augsburg, in cooperation with 17other colleges and universities in Minnesota, Wisconsin, Iowa and South Dakota, develops and offers off-campus study semes ters in Scandinavia, South and Central America and the Twin Cities. All HECUA programs are interdisciplinaryand address the critical issues associated with social change and the human community. The consortium also facilitatesinnovative curricular endeavors, an interchange and sharing among faculty, cooperative research, international and experiential education and conferences on planning and metro-urban studies. Chemical Dependency Program -A cooperative effortbetween Augsburg College and Minneapolis Community College in downtown Minneapolis has resulted in the establishment of a four-year program in social work, sociology or psychology with a chemical dependency specialty. The program is designed to train specialiststo help professional people in dealing with chemical dependency problems. Courses are taken on both campuses. Air Force ROTC -Augsburg students may participate in the Air Force RO'K program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for 2- and 3-year AFROTC scholarships. For more information,contact the Office of the Registrar. Naval ROTC -Augsburg studentsmay participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Officeof the Registrar. Students are encouraged to consider study abroad as part of their educational program at Augsburg College. Study abroad provides opporhmities to develop critical thinking skills, strengthen language competencies, further career paths, experience differentcultures and gain knowledge about the increasingly interdependent world. Eligibility and Application All students in good academic standingat Augsburg may apply for perrnission to study off-campus. Although foreign language skills are an asset to students studyingabroad, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. Students must apply by December 15to study off-campus for the next academic year. Costs and Financial Aid The cost of many programs is equivalent to full tuition, room and board for a semester on-campus. Financial aid is granted on the same basis an oncampus study. Cost estimates are drawn up to assist the Financial Aid Office in awarding aid to students studying overseas. Academic Requirements and Credit Study abroad is an integral part of several majors at Augsburg but will add an international dimension to any academic program. Students majoring in a variety of disciplines, from the natural sciences and mathematics to the humanities, study abroad each year. Students normally receive the same number of course credits abroad as they would if studying oncampus. Coursesabroad can fulfill major, distribution/general education and graduation requirements when approved by academic advisers and department chairs before departure. I E I A sample of study programs is highhghted below. For information on these or other programs overseas, contact the InternationalPrograms Office. Fall Term Women and Development: Latin American Perspectives This program of Augsburg's Center for Global Education explores the experience of women in Latin America, focusing on their roles in economic development, social change strategiesand the connectionswomen are drawing among issues of gender, race, class and global economics. Students begin at the U.S./Mexico border, live in Cuemavaca, Mexico, for most of the semester, and travel to Central America. Cost is equivalent to full tuition, room and board for one semester on campus. Application deadline: April 1 I Social Policy and Human Services in Latin America Each fall, Augsburg's Center for Global Education offers this program introducingparticipants to the central issues currently facing Latin America by focusing on new models of political organizing,popular education and human services. Students b e p at the US./Mexico border, live in Cuernavaca, Mexico, for most of the semester, and travel to Central America. Cost is equivalent to full tuition, room and board for one semester on campus. Application deadline: April 1 HECUA Augsburg, in consortiumwith other colleges and universities, offers programs through the Higher Education Consortium for Urban Affairs (HECUA)in three different fullsemester programs in Norway, Ecuador or Columbia. All programs emphasize the impact of social change and crosscultural factors on the human community. HECUA programs emphasize intense language experience, internships and field trips. For more information on HECUA programs, see the Metro-Urban Studies listing in this catalog. HECUAlSouth American Urban Semester: Ecuador or Columbia (SAUS) This interdisciplinaryprogram focuses on the relationshipsbetween Third World development and the consequences of urbanization on the growth of cities in South America. Application deadline: March 15 HECUAlScandinavianUrban Studies Term: Norway (SUST) (Also offered Spring Term.) This interdisciplinaryprogram focuses on contemporary Scandinavian societies and issues of the development of cities, urban problem solving and urban life. Field study in Scandinavia and the U.S.S.R. is included. Application deadlines: November 1(Spring term), March 15 (Fall term) Interim Abroad Each January, 25-30courses are offered around the world by Augsburg professors and through the Upper Midwest Association for International Education W A I E ) . Course registration is held during the Spring and Fall terms for the followingJanuary. Application deadline: October 25 Spring Term Program in Global Community This program of Augsburg's Center for Global Education examines the history of political change, the dynamics of social justice and the role of the chwch in Latin America. The program also explores the importance of community and the responsibility of U.S. citizens in working for social and political change. Students begm at the U.S./Mexico border, live in Cuernavaca, Mexico, for most of the semester, and travel to Central America. Cost is equivalent to full tuition, room and board for one semester on campus. Application deadline: October 15 Minnesota Studies in International Development (MSID) Augsburg, in cooperation with the ACTC colleges and the University of Minnesota,offers the opportunity to study development issues in one of seven countries: Ecuador, Colombia, India, Jamaica, Kenya, Morocco and Senegal.The program consists of coursework in the U.S., a development related internship in the country and community outreach upon return. During the Fall semester, two required predeparture courses are offered at the University of Minnesota.Directed study, internship or field research is offered in the country during Interim and Spring terms. Application deadline: May 15 HECUNLiterature, Ideology and Society in Latin America: Educador (USLA) This interdisciphaxyprogram focuses on development and social change in Latin America through the study of ideology, as reflected in literature and arts and the ways in which ideologies shape perceptions of social realities. Application deadline: November 1 HECUNScandinavian Urban Studies Term: Norway (SUST) See description under listings for Fall term. ACTC German Program: Germany and Austria Students participate in intensive language study at the Goethe Institute in Germany during January and February and in a course on AustrdXrman culture, language and civilization in Vienna, Austria. Application deadline: Odober 15 Student Project for Amity Among Nations (SPAN) Augsburg participates in SPAN as a joint venture with other colleges and the University of Minnesota. Each January four countriesare selected and applicationsare accepted during Spring term. Students participate in language study and group meetings during the school year before departure, independent study/research on the topic of one's choice during the summer, and writing a paper and community projects upon return Application deadline: May 15 Student Teaching Abroad Selected Education Department students may participate in the Intemational Student Teaching Abroad program coordinated through Moorhead State University. Students have options for student teaching in dozens of countries through the Internationaland American Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Education Department. EXPERIENTIAL EDUCATION PROGRAMS Internships, Cooperative Education and Service-Learning Through Internships, Cooperative Education and Community Service, Augsburg students integrate and expand their liberal artseducation by embracing the worlds of work and service. Each work or community service placement is closely related to a student's major, course work or career interest. Augsburg's Internship, Cooperative Education and Community Service programs link employers, community organizationsand the academic program in a way that enriches and expands a student's educational experience and personal development. An underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowingand doing" adds breadth and depth to the liberal artscurriculum and assists students in making more informed academic, career and personal decisions. The College's metropolitan location makes possible a wide range of opportunities. Students have gained valuable learning experiencesin small and midsize companies, large corporations, non-profit organizations, schools, government agencies and community-based organizations. Academic Internships An academic internship is a carefully planned work-based learning experience where a student focuses on specific academic and individual learning objectives. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlining the internship objectives, strategies and evaluation methods is required. An academic internship is approved, supervised and evaluated by a faculty member in the department in which the student wishes to earn the Internship credit. Upper Division Internships are numbered 399 and Lower Division Internships are numbered 199. Registration for Internshipsconsists of the following steps: 1. Obtain the Internship registration permission form from the Internship and Cooperative Education Office and secure the signaturesof the faculty supervisor and Director of Internshipsand Cooperative Education. 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be tumed in at the time of registration. (Students may preregister without a placement seared, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available from the Internship and Cooperative Education office) must be negotiated with the faculty member responsible for grading the experience and the work supervisor. The completed original is turned in to the Internship and Cooperative Education Office. Internships are available in all majors and can be taken during a semester (or Weekend College trimester),interim or summer session. For extension of an internship beyond one term see the section of the catalog under grading. A maximum of four courses of Internship may count toward the 35 courses required for the degree. Cooperative Education CooperativeEducation is a college supported and monitored, paid, worklearning experience that is closely related to a student's major or career objective. The goal is to combine theory with practice. Students also earn money to help defray educational costs while gaining important on-the-job experience.Job placements typically are part-time during the academic year and/or full-time summer. Co-op jobs are flexible and can begn and end anytime. Co-op Ed is not aedited in and of itself,but a nonaedit CooperativeEducation transcript entry is available during the academic terms the student is employed. Co-op Ed students are encouraged to complete at least one Internship for credit in conjunction with their Cooperative Education participation. Co-op Ed is available to Augsburg students who have completed their freshman year and are in good academic standing. Service-Learning Augsburg's ServiceL.eaming program combines response to human needs in the community with a conscious awareness and understandingof issues, reflection and educationalgrowth. Augsburg students learn from and about the community and society in which they live by participating in orientation sessions, direct servicelearningactivities and seminarsor class discussions. Through direct service, such as volunteering at a homeless shelter, tutoring building housing for low income people or working with environmental groups, students engage in a dynamic and interactive educational approach which employs reciprocal learning between the student(s1and the community. The Service-I-eamhg Program works with community organizations and organizes @c projects to enhance student involvement and also assists with and supports the integration of service-learninginto departmental courses. The program works closely with the student directed Augsburg LINK program and campus ministry. Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second mapr or pursue a personal interest or skill. Weekend College classes meet on alternate weekends. There are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. Although the Augsburg Weekend College program involves the same courses as the day school program, the cumculum is limited to selected liberal arts courses and the followingmajors: Business Administration (specializationsin accounting, finance, international business, management, and marketing), Communication (concentrationsin human relations, marketing communications, public relations/advertising, and supervisory management), Computer Science, Economics, Elementary and Secondary Education, English, Management Information Systems, Nursing, Psychology, Religion and Social Work. Augsburg College offers three graduate degree programs: the Master of Arts in Leadership, the Master of Arts in Education-Leadership and the Master of Social Work Designed for working adults, the Augsburg Graduate Program operates on alternate Saturdays and alternate Thursday evenings. There are thnx trimester terms during the early September through June academic year. The Master of Arts in Leadership program is based on the subject matter and approaches of the traditional liberal arts.This cross-disciplinary program directs its acadanic content and pedagogical approaches at situations, issues and problems relevant to orpnimtional leaders. AugsbUrg's program recognizes that today's leaders need broad-spectrum abilities to provide them with a more comprehensive understandingof their world. The Master of Arts in Education-Leadershipprogram values the role that good educators play in the lives of students, and operates from the belief that educators need to exercise leadership within the workplace without relinquishingthe role of teacher. The program promotes leadership as a process, promotes productivity within and beyond the organization and works toward progress. The Master of Social Work at Augsburg offerstwo concentrations:Family Practice and Program Development, Policy and Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a developmental and holistic perspective. The Program Development, Policy and Administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and servicesthat respond to human need. Both concentrations are founded on the asumptions that analysis of complex social issues and solutionsmust be based on solid research, and that the world is interdependent in all areas, includinghuman needs and the services to address them. These programs bring working adults to the campus. They are complemented by the College's Cooperative Education Program (begun in 1984) that places Augsburg students into paid work experiences. OrFmPRContinuing Education Program Augsburg College offers selected courses through ContinuingEducation. Inquiries should be addressed to the Office of the Associate Dean for Graduate and Special Programs. Canadian Program The Canadian Program was inaugurated in 1985 with an endowment from the Mildred Joel Bequest for Canadian Studies. The program supports s p e d events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awarenessof the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Milda K. Hedblom, Canadian Program Coordinator Center for Global Education The Center for Global Education, founded at Augsburg in 1985 facilitates crosscultural learning experiences which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the perspectives of the poor and of others struggling for justice and human dignity. Students can participate in semester abroad programs, as well as Weekend College and Graduate Program courses offered at the Center's program sites in Latin America, the Middle East, Southern Africa, and the Asia/Pacific region. A student must be registered for a course to receive credit for it. Full-time students normally register for four courses per semester and one course in the Interim. Students registered for three or more courses in a semester are classified as full-time students. To register for more than 4 5 courses, students must contact the Registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to five days after the semester b e p s , registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees also are charged for cancellingor adding courses or changing grading option after the first five days of a semester. A joint class schedule is published each Spring by the Associated Colleges of the Twin Cities, listing courses and their location at the five colleges for the followingsemesters. As some courses are offeredonly in alternate years, students should also consult with Departmental advisers when planning their class registrations. Separate catalogs of courses are published by the Interim Office, Summer School Office,Weekend College Office and Graduate Program Office for those sessions at Augsburg, listing registration times and procedures. Specificinformationon registration and help with registration on another campus are available from these offices: Office of the Registrar -Science 114, for Fall and Spring Terms Interim Ofice -Memorial 230 Summer School Office -2222 Murphy Place Weekend College Office -2222 Murphy Mace Graduate Program Office -2222 Murphy Place Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. All currently enrolled students may preregister during the fall for the Spring and during the spring for the Fall terms. Class Confirmation All students must confirm their registration at the begnning of each semester and complete financialarrangements. Students who do not confirmtheir registration before the first day of classes (unless s p e d arrangementshave been made) will lose all classes. They may register and confinn during the first five days, but special late fees a= assessed and added to their account. Withdrawal from College Students are urged not to abandon courses for which they are registered because this results in a failing grade on the official record. Cancellationof courses or withdrawal from College must be done in the Registrar's Office. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Student StandingCommittee. Withdrawal from College and resulting adjustments in accounts an? effective as of the date the completed Withdrawal from College form is returned to the Registrar's Office. Leave of Absence Students may request a leave of absence for academic or personal reasons. A request form must be picked up from the Office of the Dean of Students. It must be signed by the Dean of Students, or authorized representative, and by the Dean of the College, or authorized representative. The completed form must be turned in to the Registrar's Office. A leave of absence may be granted for one term or one academic year. If an extension of a leave of absence is needed, it should be requested in the same manner as the original leave of absence, and the completed form must be turned in to the Registrar's Office before the expiration of the previous leave of absence, or readmission will be required. Students on leave are responsible for keeping the Registrar's Office informed of their mailing address. All deadlines for financial aid and housing must be observed by returning students. A leave of absence does not defer repayment of loans or extend incomplete deadlines. The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic Advisers, Department Chairpersons, the Associate Academic Dean and the Registrar are available for counsel and assistance in program planning. Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office. AU degree and course requirements must be completed and verified in the Registrar'soffice prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). See the separate section on Graduation with Distinction to learn about requirements for these honors. 1. Completion of 35 courses -At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13may be in one department, except in certain approved majors -17 (Music Education) or 20 (Music Performance)for the Bachelor of Music degree, and 18for the The course total must include three Interimsfor students whose complete academic work is at Augsburg. For transfer students, the course total must include one less Interim course than the number of years at Augsburg. This is calculatedon each transfer s t u d d s evaluationof transfer credits. No more than these maximums may be applied toward the 35 total courses q d two courses by independent/directed study; four courses of internship; and eight course credits with a grade of Pass (P).Non-traditional grading (PIalso has these limits: two in the major except Elementary Education and Nursing; one in the minor if approvedby the department dxiqxmn Students who enter an academic program with a baccalaureate or higher degree should contact the Registrais Office about specific requirements for a second baccalaureate degree or for the equivalent of a major. 2 Completion of a Major -Requirements for each major are listed under the departmental headings. 3. First Year Experience (FYE) -All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the FYE Fall Orientationand Seminar. See the program section on the First Year Experience for a full description. 4. Grade Point Average -2.0 for most majors. A grade point average of 2.0 is required over all courses taken and over all courses which apply toward the major. Some majors, licensure and certificationrequire higher grades in each course or a higher grade point average. (For example, see licensurein education, music education, music performance, music therapy, nursing, socialwork.) See the departmental section for details. 5. Residence -The last year of full-time study or equivalent (minimum of seven courses for part-time students)must be at Augsburg. Contact the Registrar if an official interpretation is needed. Because a new general education curriculumfakes effkc.3Septemberf 1991,other graduation ~equirementsdiffer depending on a studenYs class$katratrow Former Students Former Augsburg students, readmitted to complete a degree, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of readmission. Regular Students Enrolled Before June, 1991 Students enrolled b e f o June, ~ 1991, have a choice of using all graduation requirements in effect when first enrolled or c h a n p g to the graduation requirements in effect begmmngin September, 1991.No combination of requirements may be made. Students Entering Augsburg September, 1991, or Later Students entering under the followingclassificationswill follow the Distribution Requirements as outlined below. Students entering in 1991-1992 who are classified as Sophomores, Juniors, or Seniors; Those entering in 1992-1993classified as Juniorsor Seniors; Those entering in 1993-94 classified as Seniors . All other entering students will follow the requirementslisted in the section titled "The Augsburg General Education Curriculum Requirements" (see pages 81-89). Writing -A course in writing (English 111)or certification of demonstrated proficiency by the Department of En@k Exemption tests are given during the summer and fall orientation periods. Liberal Arts - An approved course from each of these seven mas: Mathematics-Physics Chemistry-Biology English-Speech, Communication and Theatre Arts (devoted to the study of literature) Psychology-sociology Economics-PoliticalScience History-Philosophy Art-Music A list of approved courses is available from advisers and the Registrar's Office. Foreign Languages-Two courses (111 and 112)of one foreign language at Augsburg. Students who test above the 111level of a foreign language will take one additionalcourse at placement level in that language or two courses (111and 112)of another foreign language. International students should consult with the Registrar. Religion -Three approved courses in religion, of which not more than one may be an Interim course, are required. The number of religion courses required for graduation is adjusted for transfer students. Transfer students should check their Evaluation of Transfer Credit form, or consult the Reglstrar'sOffice. Urban Concerns or Women's Studies or Minority Studies -One course. Courses approved to meet this requirement arr published each t e r n Information is available at the w s t r a f s Office. Lifetime Sports -Demonstrated proficiency in two different Lifetime Sports is required. Lifetime sports are no-credit courses and are not included in the 35-courserequirement. Rationale for the Augsburg General Education Curriculum: The Augsburg faculty has designed a cohesive academic program incorporating general education, major courses, supportingcourses and elective courses leading to the bachelor's degree. The core of the Augsburg curriculum is found in the liberal artsas expressed in the General Education component of the college curriculum. Augsburg, in its Mission Statement, declares the College exists 'To develop future leaders of service to the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." One way which the College seeks consciously to realize this Mission is through its General Education curriculum, which Augsburg has divided under two headings: liberal artsperspectives and skills. The term "perspective" assumes that not only are we engaged in the search for truth, but that this requires the searcher to consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with traditional disciplines, but are understood in ways which encourage multi-disciphq reflections on the questions at issue. They combine concerns about content with those of process and approach, directed ultimately to making the student a more effective learner and participant in society. The following requirements reflect the way in which Augsburg has chosen to view the liberal arts. Two of the four features of the Mission Statement are embodied in the General Education Perspectives: 'The Character and Mission of Augsburg College: The Christian Faith and the City." These Perspectives emphasize that the College's affiliationwith the Lutheran Church,its insistence on the value of howing the approach which derives from the Christian roots of the College and its location in the city, deserve s p e d considerationin Augsburg's educational program. The third feature-that Augsburg is a liberal arts institution -is also emphasized in the other Liberal Arts Perspectives. Certain dimensions of human life -of what it is to be human -form the core of the required liberal arts experience. These overall perspectives on what it is to be human can themselves be studied from the vantage points of the various academic disciplines. Students need to learn about themselves, about what it is to be a person. Hence, the Perspective on Human Identity. But the person exists in both a social community and a natural world. Hence, the importance of the Perspectives on the Social World and the Natural World. Because the way in which we understand ourselves derives largely from our Western heritage, students need to learn about and reflect on sigruficant aspects of this heritage. Thus, the Perspective on the Western Heritage. At the same time, to focus on the West,alone would be ethnocentric:We live in a global society. Hence the Perspective on Inter-CulturalAwareness. Attention to moral values is found not only in the Perspective on the Character and Mission of the College: the Christian Faith, but throughout the other perspectives as well. The Perspective on Aesthetic Values enables students to foms upon aesthetic works created by themselves or others, which convey fundamentalinsights, express beauty and enhance life. Finally, the Mission Statement emphasizes that we are concerned with academic excellence. This has a number of features, including the way we teach all the courses in General Education. Beyond this, academic excellence presupposes that students have the requisite skills to do college-level work. The General Education Requirements are couched in a context which pays attention to the skills of both incoming and graduating students. Entry-level skill requirements in a number of critical areas, including reading, writing, quantitative reasoning and critical thinking, will be assessed and help given to students who need it. Graduation-level skills are also emphasized, so that students not only maintain but develop their skills during their Augsburg experience. The General Education Requirements provide a coherent way to address the Mission of Augsburg College. They are not the only way, neither do they guarantee that students who graduate from Augsburg possess the desired knowledge and character traits. What they do is provide a coherent description of the context in which we liberally educate students, a clear statement of expected outcomes and an opportunity for students to see and understand the complexity of what it is to be human and Christian in an urban setting. Entry Level Skills Requirements The entry level skills tests are inventory assessments in: reading writing word processing critical thinking quantitative reasoning (along with Math Placement) Placement in writing courses and math courses is determined by these inventories. Freshmen (all students entering Augsburg with fewer than seven college credit courses) and Sophomore (entering 1992-'93 or after) Transfer Students: Take entry level skills tests and satisfy requirements. If skill levels are deficient, students will be enrolled in the appropriate course or advised on preparation for retaking the respective tests. Students are q i i r e d to take the assessments before registering for the second term and to have demonstrated removal of deficiencies by the end of their first year at Augsburg. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take Developmental Writing before Effective Writing. Freshmen must complete the writing requirement before the begnmng of their Sophomoreyear. Students who pass the writing assessment inventory at the advanced levels (to be determined by the English Department)will not be required to take Effective Writing. Those with demonstrated word processing skills; e.g. recent verifiable work experience, are exempt from the word processing inventory. Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Students with an acceptable transfer mathematics course are exempt from the quantitative reasoning inventory, and will be given information about taking the Math Placement Test based upon previous mathematics courses. Freshman and Sophomore (entering 1992-'93 or after) transfer students will be required to satisfy all the graduation skill course requirements. Junior and Senior Transfer Students Entering Junior and Senior transfer students (entering 1993294 or after) are I exempt from word processing, reading and critical thinking assessments. Those who have not taken an Effective Writing course or a college level mathematics course must take entry level tests in writing and/or quantitative reasoning. If they do not achieve exemption from those mpirements, they must satisfy the requirement in those areas. Those who have a transfer mathematics course accepted for college credit by Augsburg College are exempt from the quantitative reasoning inventory and will be given information about taking the Math Placement test based upon previous college mathematics courses. Junior and Senior transfers (entering 1994'95 or after) are required to satisfy all the graduation skill course requirements, except that only one writing component course is required. 1 Graduation Level Skills General Education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking spealung and quantitative reasoning are deliberatecomponents of certain courses. Completion of the requisite courses with a minimum grade of 2.0 or P is required for graduation. Students are required to have two courses with writing components and one course each with critical thinking, speaking and quantitative reasoning components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major or general education perspectives. 1 Lifetime Spohs Demonstrated proficiency in two different Lifetime Sports is required. Lifetime sports are no-credit courses and are not included in the 35course requirement. The General Education Liberal Arts Perspectives have the primary goal of providing the basis for begmmng to understand what it means to be a human being at this time. The goals of the Perspectives are achieved through a variety of courses which have been approved as meeting the criteria established for each Perspechve. Although courses approved for each Perspective meet the General Education requirements, not every course meets all the goals of each Perspective. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available from the Office of the Registrar. These choices are controlled by the following policies: A student will choose one course from each category. No single course can fulfill the requirementsin two or more categories. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. No student may count more than one course from the same department in meeting the requirements of any single perspective except: 1.Up to three courses in religion may be used to meet the perspective, "The Character and Mission of Augsburg College: The Christian Faith." 2. Up to two courses in a year-long sequence (biology, chemistry or physics) may be used to meet the perspective, "The Natural World." 3. Up to two courses of the same foreign language may be used to meet part of the perspective, "Intercultural Awareness." Perspective: The Character and Mission of Augsburg College: The Christian Faith This Perspective focuses on Augsburg as a College of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educationalprogram the doctrines of the Christian faith as ~vealedin Scriptureand the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scrip tures, theological concepts, ethical values, their own faith and values and dgious concepts outside of the Christian faith as part of becoming educated. From this Perspective, students should gain an understandingof and critically reflect on: 1.The Bible ( for example, its origins, structures, content or interpretation). 2. Christian theological and religious concepts and their own religious beliefs. 3. Religious concepts and practices found in religious traditions outside the Christian faith. 4. Their own and others' values, their relation to Christian values, the possible grounds for these values, how these values might be critiqued and defended and the role values play in the issues that confront our society. Three courses are required to meet this Perspective except for the following 1. Junior transfer students will be required to take two courses in the Christian Faith Perspective while registered at Augsburg; and 2. Senior transfer students will be required to take one course in the Christian Faith Perspective while registered at Augsburg. Perspective: The Character and Mission of Augsburg College: The City This Perspective focuses on the College's location in the heart of a metropolitan area. From this Perspective, students should gain an understandingof and critically reflect upon the city with its diverse populations, cultural, governmental and economic institutions, and opportunities and challenges.In addition, students should experience the community and should explore opportunities for service in the community. This requirement must be covered either by specific courses, by internship and cooperative education experiencesor by designated or college a p proved noncredit experiences (such as volunteer service or college pmgrams). Experiences that satisfy the requirement must be accompanied by seminars related to the experience. One course is required to meet this Perspective. Perspective: Western Heritage This Perspective is intended to help students critically examine themes (found, for example, in literature, philosophy and the arts) and events that have historically shaped Western civilization Attention should be paid to the contributions to or critiques of Western thought by women and ethnic minorities. From this Perspective, students should gain an understandingof and critically reflect on: 1. Central ideas, texts or works of art that historically have been sighcant for Western society and the relation of these to present world views. 2. S p d c historical themes, trends, events and persons and their roles in shaping both the past and the present. 3. Historical and literary methods of ascertaining and conveyingthe past. Two courses are required to meet this Perspective. Perspective: Human Identity This Perspective is intended to help students view themselves as persons, men and women with unique abilities, values, beliefs, experiencesand behaviors. From this Perspective, students should gain an understandingof and critically reflect on: 1.Methods and approachesthat attempt to explain how individual persons think,feel and ad. 2. Scientific or humanistic interp~tationsof their own development as persons. 3. Questions of faith, ethics and moral choice in their personal and professional lives. 4. Fadors involved in physical and mental health. One course is required to meet this Perspective. Perspective: Aesthetics Aesthetic creationsconvey fundamental insights and values, expressbeauty and enhance life. This Perspective focuses on aesthetic qualities in artistic expressions by oneself and others. From this Perspective, students should gain an understandingof and critically reflect on: 1.Forms of artistic expression. 2. Historical development and variation in aesthetic taste and performance across cultures and how different cultures have expressed themselves through various aesthetic forms. 3. Different theories of aesthetics. 4. Their own creation or performance of a work of art. One course is required to meet this Perspective. Perspective: The Social World This Perspective is intended to help students learn to identdy, examine and critique &, economic or political systems:to understand how and why such systems develop, to see the connectionsamong these systems and to use this knowledge as a participant in society. I From this Perspective, students should gain an understanding of and critically reflect on: 1.The characteristicsand dynamics of human organization at the group and societal level. 2. Current theories and methods for understanding social, political or economic systems. 3. The historical development of selected social, economic or political structures. 4. The relationship between various social, political, or economic systems and the student's own responsibilities in society. 5. The ways that social, economic or political structures differ across cultures and affect diverse groups in society. Two courses are required for this Perspective. Perspective: lntercultural Awareness This Perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students critically reflect upon ways their own cultural biases operate when confronting other cultures. They should become better able to communicate with persons of other cultural backgrounds partially by being introduced to a specific culture other than European or mainstreamNorth American cultures. In addition, students are to gain entry into another culture by learning to speak and read a language other than their native language. For this part of the Perspective, studentsare required to have demonstrated proficiency in a foreign language. The foreign language requirement will be based upon placement: Foreign Language Placement Course Requirement 111,112 112 211 212 No course required Students who are m p r e d to complete two semestersof foreign language must complete the requirement with sequential courses in the same language. Perspective: The Natural World This Perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers, and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. From this Perspective, students should gain an understandingof and critically reflect on: 1.Selected aspects of the natural world. 2. The characteristics, strengthsand limitations of science and the scientific method, and the complex relations between data and theories, at least in part through practical laboratory experience. 3. The history of science, its relations to other historical/social develop ments and the variety of ways persons and civilizationshave approached the natural world. 4. The relations and differencesbetween science and theology; the mutual influences of technology, values, and the natural/physical environment; the limits imposed on humans by the natural environment, and the interconnectedness of all living systems. 5. The importance of symbol systems such as mathematics in attempting to describe, classify, and model objects and events. Two courses are required to meet this Perspective. Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports and other types of evaluation also are used. Most courses are offered with grading options -traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Students who chose the P/N option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0 Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C". For transfer students, P-graded courses do not count in the requirement that 14traditionally graded courses be earned at Augsburg in order to be considered for graduation with distinction. See P/N limitationsunder Graduation Requirements. Certain courses are offered on one grading system only. Sociology 265 and several Interim courses are graded only on the P/N grading system. Some education courses are graded only on the P/N system or only on the traditional system. English 111is graded P or N, or 2.0-4.O/N. Some other courses are graded only PI 1.0 or N. Chemistry Seminar and Lifetime Sports are graded P/N. In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/ N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. Explanation of Grades Number grades are used with these definitions: 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 Achieves highest standards of excellence Achieves above basic course standards Meets basic standards for the course Performancebelow basic course standards Unacceptable performance (no credit for the course) Grades of P 8ass) or N (No credit) are not computed in the grade point average. A grade of P represents work at or above the 2.0 level; N represents work at the 1.5 or below level. An incomplete grade may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission of the instructor of the course; must file a form stating the reasons for the request, the work q u i d to complete the course, the plan and date for completing the work, and comments from the instructor; and must gain the approval of the R e t r a r . Ifpermission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0. Internships, Independent Studies and Directed Studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration A grade of X is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. The Registrar's Office will automatically continue the registration in response to an X grade. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor reserves the discretion of not giving an X where satisfactoryprogress is not demonstrated. Withdrawal from college or dropping these continued courses will terminate their registration Under this circumstance, a re-registration as 1X by the student would be necessary if done during registration periods within one year of initial registration; if done after one year, a new registration would be necessary. A course in which a grade of 0,05,1.0,15, N, I or X has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken and grades earned each term remain on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W when it is dropped after the deadline for dropping classes without a notation on the record. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V).Full-time students may audit a course without charge. The charge for part-time students is listed under College Costs. Students who audit a course should confer with the instructor within two weeks of the beguuung of the term to determine expectations, attendance and any other requirement. If expestations have been met, the course will be listed on the tramaipt as having been audited. If expectations have not been met, the course will be listed with a grade of W (Withdrawn). Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total a a d e mints - 2 (P or TransferCourses) Courses taken - 8 or Transfer Courses) Classification Students are classified in August and at the end of the Fall and Interim terms. Sophomores-Seven courses completed with at least 14 grade points. Juniors-16 courses completed with at least 32 grade points. Seniors-25 courses completed with at least 50 grade points. Advanced Placement Program Test Advanced placement in courses beyond the begnning level is granted to students with scores of 3,4, and 5 on the CEEB Advanced Placement Program Test Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. International Baccalaureate Program Coursesearned from the International BaccalaureateProgram will be considered by the College for advanced placement and appropriate d Departmental guidelines are available from the Office of the Regstrar. t Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: 1)it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: The College Level Examination Program (CLEP)-This is a series of standardized tests which have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject e&nination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the Office of the Registrar. Departmental Comprehensive Exams -These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental instrument available for s u b j j area in question. There is a faculty member designated by the department to administer the exam. The Student StandingCommittee approves the student's request to take the exam. Credit for departmental exams is available on a pass/no credit basis only, and there is a charge per exam. The Credit Assessment Program (CAP)-This is a credit assessment alternative in which a faculty committee completes a credit evaluation of a learning portfolio submitted by the student. The faculty committee is composed of the Registrar and two faculty members from fields of study diredly related to the student's previous learning. Informational meetings and consultation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP Committee. In completing the evaluation of a student's previous learning, the CAP Committee applies the followingcriteria: There is documentable evidence of a cognitive component in the previous learning experiencethat involved prescribed and/or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is an application deposit to initiate the credit assessment process, and a charge for each semester credit applied to the student's transcript if credit is approved. Transaipt credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of courses applied to graduation. These credits will be recorded with the course number of CAP 2xx. Application of this credit toward distribution requirements I and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning -While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, thii learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg places a maximum of nine courses (onefourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the nine courses of credit for previous experiential learning, the student may use any combination of the three assessment processes available in the APL program: CLEP exams, departmental exams and credit granted through CAP Committee assessment. English as a Second Language (ESL) Program Students who declare a language other than English to be their primary language, or who are citizens of another country, must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, Developmental Writing or Effective Writing will be detenriined by their scores on the Michigan test (8@90 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL course work is required. Usually a score of 80 to 90 and a course grade of 35 or 4.0 will fulfill the student's ESL requirement. If students do not meet the ESL requirement, they will remain in ENG 217/ 218 until they meet the criteria stated above. Academic credit will normally be granted for no more than two courses. Students who fulfill the ESL requirement, by examination or by course completion, have completed the foreign language requirement for graduation. Academic Progress, Probation and Dismissal The College requires that students maintain the following cumulative grade point averages (GPA): Freshman -A student who has taken fewer than seven courses with a cumulative GPA of 1.6 or higher Sophomore-A student who has taken fewer than 16courses with a cumulative GPA of 1.7 or higher Junior-A student who has taken fewer than 25 courses with a cumulative GPA of 1.9 or higher Senior -A student who has taken 25 or more courses with a cumulative GPA of 2.0 or higher. It should be noted that a minimum GPA of 2.0 is q u i r e d for graduation with certain majors requiring a higher minimum GPA. Students whose academic achievement falls below these guidelineswill either be placed on scholastic probation at the end of the term, or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore who receives three zero grades will be considered for probation or dismissal. However, d i s missal fromthe College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the studenfs commitment to academic progress is the major considerationin deciding whether or not to dismiss a student. Studentswho have a poor academic record may be strongly advised to withdraw beforethe end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reaches the minimum levels stated above. Studentsplaced on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classificationchanges to junior and their cumulative GPA reaches 1.9. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean's List The Dean's List is compiled after each semester, listing students whose grade point average for a semester is 3.5 or better, based on a minimum of three full courses, or equivalent, for a weekday schedule student or two full courses, or equivalent, for a Weekend College student, graded on the traditional grading system, with no incompletes in courses offered for credit. If permission is given, an announcement is sent to the hometown newspaper of each student on the Dean's List. / Graduation with Distinction Graduation with distinctionis determined as follows: Summa cum laude -3 8 to 4.0 cumulative GPA M a p cum laude -3.6 up to but not including 38 cumulativeGPA Cum laude -3 3 up to but not including 3.6 cumulativeGPA To quahfy for graduation with distinction, transfer students must have completed two years (14 traditionally graded courses) of work at Augsburg. Veterans of Military Service Augsburg is appmveci by the State Approving Agency for Veterans Education. Veterans should consult with the Office of the Registrar about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Augsburg's standards of academic progress are given in this Catalog.When a veteran or eligible person fails to maintain these p&bed standards of progress, the College will so inform the Veterans Administration. It is the responsibility of each veteran to report any change in registration and/or academic load to the Office of the Registrar, as it is for all students. If less than full-time, veterans will be referred to the State Approving Agency after any period of two consecutive terms if they did not earn the equivalent for which they had been certified. A non-punitive grade which brings a veteran's academic load for the term below three courses will be reported to the Veterans Administration. Veterans will need to meet the requirementsof the Veterans Administration regarding repayment of educational assistance funds received. m DEPARTMENTS AND PROGRAMS Aands atruth liberal a* institution, College beliews thnt knaoledge are infmrehtai and are infiegrakd infoa whole. The ktiditwn Augsburg ofthe academic world, however, divides this unified truth into m e manageable parts: the academic disciplines. The knowledge of indid u a l disciplines is subdivided into courses which make it more ac:cmItrleto studenti 17fese c o u can ~ be arranged in various ways to coastruct majorsI fo crmte the suhtance of a broad general education atd fo give M a t s the oppfunihj to study areas of particular individual interest. Wm'ptions qf c m r m are arranged by departments and programs. k d s u i p i i ' i o p r s ofu a brkf summay ofthe subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach arid requirementsfor a partkular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its gmls and its place in the College's program. A listing of requirementsfm individual majors and minms follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered Fall and/ or Spring terms. The ACTC Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Since some courses are offered in alternate years, it is important that the student review major requirementsand course offeringswith an adviser to ensure that all requirements can be met. Descriptions and schedulesfor courses offered in January Interim, Summer School, Augsburg Weekend College and the Master of Arts in Leadership, Master of Arts in Leadership-Educationand the Master of Social Work programs are published in separate catalogs. Credits A full course is offeredfor one credit A few fractional courses, for one-half or onequarter credit, are offered in the Division of Professional Studies. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 6Gminute periods or two 90-minute periods a week, in addition to laboratories. Numbering Coursesnumbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400sfor seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description.A student ky enroll in a course when a prerequisite has not beenfulfilled if there is prior approvalby the professor teaching the course and of the academic adviser. Augsburg College offers a minor in American Indian Studies. See listing under InterdisciplinaryStudies (INS). Am DETT~~ENT (ART) Art is important as a field of study for our modem age. Our suryival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this,we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher and art historian is to celebrate visual experiencethrough a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts,the visual arts,as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity does involve manual skill, although to become broadly significant it should interact with the content available in other fields, such as language,history, drama, music, literature, philosophy, theology, business, physical education and science. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, I lI I I disciplines and attitudes. At Augsburg art study is further enhanced by associations with a sigruticant number of artgalleries and museums in the Twin Cities area. Cooperative Education and Internships in studio art and art history provide on-the-pb, supervised, evaluated experienceswhich contribute to the student's overall education and development. Primary goals include improvement of art and museum skills, production and creative strategies. Hundreds of s m c careers exist in the general area of art. Augsburg graduates have established careers in such fields as teaching in public schools and colleges, anthropology, pottery making antique restoration and sales, film and video work, portrait painting and gallery and museum work. The f u t u holds ~ a great deal of promise for artists who can combine skills with a breadth of understanding. Art Faculty Philip Thompson (Chairperson), Kristin Anderson, Lynn Bollman, Robert Friederichsen, Norman Holen Studio Art Major: Nine-13 studio courses with Foundations 102,107,225; three art history courses including 240. One course must be in two4imensional art (118,223, 360) and one in three-dimensional art (221,250). Majors are required to begin their programs with the Foundations, although advanced placement is possible with approval of a portfolio by the Art faculty. Teaching Licensure Major: Foundations 102,107,225; four studio disciplines from 118,132,221,223 and 250; second level courses in two areas; 240 and two other art history courses. Consult with the Education Department for requirements in education for teacher licensw. Art History Major: Eight art history courses including 240 and 388; two studio courses including one from 102,107 or 225 and 118or 221. Honors Majors: GPA of 3.5 in the major and 3.0 overall, general growth and development and/or special projects such as senior exhibition and research. Application should be made to the Department Chairperson before the last term of the senior year. Studio Art Minor: Four studio courses including 107and 240. Art History Minor: Five art history courses including 240. Certificate in ATt: Eight art courses, including one in art history. Up to four courses may be taken in one studio area or in art history. Foundations in Studio Art 102 Environmental Design Fine arts in the urban and world setting. Concern for the visual content of experience in the environment leading toward appreciationand criticism. Individual and group projects exploring design problems in representation, symbolism and abstraction. 107 Drawing Drawing in graphite pencils, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimental work. 225 Communication Design I The theory and practice of visual perception and communication using elements such as color, line, shape, type, symbols and pictorial images. An emphasis will also be placed on the creative thought process. Studio Art 100,300 Special Topics Occasional courses dealing with subjects not usually offered by the Department. 106 108 Calligraphy Development of calligraphic writing and drawing skills with emphasis on the broadedged pen. Attention is given to the historical development of calligraphyand the elements of design through readings and demonstrations. This course also has an Upper Division option. Introduction to Art Therapy An introdudion/overview to art therapy as a human setvices profession, recognizing individualdevelopment through art and the creative process. This course will study the various populations served through art therapy and explore the various media and processes used. 118 Painting I Introduction to painting media and technique in acrylic and oil. 132 Photography The camera used as a tool for visual creativity and expression with attention to black and white photographic process. Students need access to a 35 rnm, single lens reflex camera. Materials will cost approximately $1!5&175. 199 Internship Lower Division Internship. 221 Sculpture l An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster and plexiglass. Learn to model, carve, cast, weld and assemble the respective media. 223 Print Making I Principles and methods of print making in a variety of media including etching, silk-screen and woodcut. Publication Design An introduction to traditional design concerns and procedures related to publication design as well as design for desktop publishing. Theory and practice of coordinatingvisual images and typography with content in publications. Study of design in magazines, newspapers, newsletters, books and miscellaneouspublications. Students design and produce a publication as a group project. (Weekend College only.) Life Drawing See Interim Catalog. Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. Tribal Arts and Culture (see INS,American Indian Studies) Directed Study Independent Study for Lower Division credit. Communication Design II A study of visual communicationsin magazines, television, film,advertising symbols and other mass media. Practice in areas of photography, typography and illustration. (Prereq.:225) Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and a continuation of glazing. (Prereq.: W)) Painting II Advanced study of painting. (Prereq.: 118) Watercolor Painting Design concepts using descriptive and experimental techniques in transparent watercolor. Print Making II Advanced work with color and composition in various media, including silk-screen, etching and woodcut, includingJapanesewoodcut technique. (Prereq.: 223) Internship Consult Chairperson or Internship Director to determine prow. Sculpture II Advanced work in sculpture. Choice of media: clay, welded steel and bronze, plaster and plexiglass. (Prereq.: 221) 499 Independent Study Advanced study in area of the student's choice, intended for senior art maprs. Art History 240 Art History Survey A survey of Western art from prehistoric to modern times. Includes reading, research,viewing of slides, visits to museums. Note: Thefollowing m r s e s are @ad infemitfently, usually one or two sections a yem. 352 Women and Art A study of the creative role of women in the visual arts, includingthe fine arts, the "traditional" arts and the work of Native American women. 382 Scandinavian Arts Survey of the visual arts in Scandinavia from prehistory to modern times. 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the 4th Century A.D. 386 Medieval Art Early Christian through late Gothic and proteenaissance painting, sculpture and architecture in Europe. 387 Renaissance and Baroque Art European painting, sculptureand architecture, from the 14ththrough the 18thCenturies. 388 19th and 20th Century Art European painting, sculptureand architecture from Neoclassicism through the present. 389 American Art A study of early colonial art through contemporary American art, with specific emphasis on 19th and 20th Century art and its relationship to European art as well as indigenous movements. BIOLOGY DEP- (BIO) Biology is the study of life and it is natural that we, as contemplative living matures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understandingof the basic biological processes common to all organisms, as well as those features which are unique to humans, is essential to attain seIf-understanding and to provide a basis for wise decisions. Another si@ant insight that has emerged from the study of life is that even the simplest organisms are incredibly complex and a complete understanding of even one of these has, as of yet, eluded the grasp of biologists. This is true even though some organisms have been subjected to years of intensive scrutiny. Biology will thus continue to be a fertile field for research for many years to come. Still, an enormous amount of knowledge regarding living organismshas accumulated over the years. In recent decades great strides have been made in understandingimportant biological processes, particularly those at the cellular and molecular levels. Biological research has also provided some extremely important benefits to humans. Most advances in medicine, veterinary medicine, agricultureand food science have depended on the findingsof basic biological research. Because the biological world reveals such variety, complexity, and knowledge, an undergraduate major in biology needs to be broadly based. Because a complete understanding of biological systems depends on applicationsof the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists. For many, an undergraduatemajor in biology serves primarily as a basis for further study. In past years Augsburg graduates have gone on to further studies in professional schools such as medicine, veterinary medicine, and dentistry. Others have entered graduate programs in the life sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health. Other graduates have embarked directly after graduation on a variety of careers, including high school teaching and laboratory technology. Biology Faculty Robert Herforth (Chairperson),Thomas Herbst, Esther McLaughlin, Erwin Mickelberg, Ralph Sulerud Major: Nine courses, including 111,112, 201 and at least one from each of the following five groups: Molecular and Cellular: 367,386,471; Cellular to Organismal: 355,474; Organismic/Animals: 351,353,473; Organismic/Plants: 361, 440; Environmental: 476,481. The ninth course may be BIO 203 or any Upper Division biology course, including an Interim course. BIO 491,a noncredit seminar, is required of all juniors and seniors. Also required: CHM 105 or 115,106 or 116,and 223; PHY 103;Math Placement Group III. Studentswho intend to enter graduate, medical, or other professional schools should consult with the Department because these schools vary in their science admission requirements. These may include CHM 351,352 instead of 223,PHY 121, 122instead of 103,and MAT 124,125 or MAT 145,146. Licensure for teaching in Minnesota also q u i r e s three courses in earth and life sciences. For secondary teaching we recommend the broadest possible program in biology. Studentsplanning to teach are advised to consult with the Education Department early in their academic program. The Department works with the CooperativeEducation Office in identifying and defining Co-op Ed experiences in laboratories and other settings in the Twin Cities. This experience is open to juniors and seniors. Students interested should consult with the Biology Department CooperativeEducation Coordinator. Honors Major: GPA of 3.5 in biology and 3.0overall, active participation in seminar, one course of approved Independent Study with an oral defense of the research report. Application should be made no later than the first term of the senior yea.. Minor: Five courses, including 111,112 and three Upper Division courses; CHM 115,116 (or CHM 105,106). 101 Human Biology Basic biological concepts from an anthropocentricpoint of view. An attempt to answer such questions as: What makes a human just another member of the biotic fold? Do humans have a niche in the -system? What influence do humans have on the environment?What influence does the environment, especially the urban environment, have on humans? (Three hours lecture. A student may not receive credit for both 101 and 103.Does not apply to the major or minor) 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories is considered. No animal dissectionswill be done in the laboratory. (Three hours lecture; three hours laboratory. Does not apply to the major or minor.) 103 Human Anatomy and Physiology A professional course in the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both 101 and 103.Does not apply to the major or minor) 105 Biology and Society What are some of the biologically-based problems with which our society must deal? A survey of the environmental and health implications of pollution, non-renewable resource depletion, waste disposal, war, occupational safety and health. An historical s w e y of American agriculture, world food supply and biological determinism.A critical evaluation of the socialapplication s of biological concepts. (Three hours lecture. Does not apply to the mapr or minor) Basic microbial features are considered as well as applicationsof microbiology to the fields of medicine and sanitation. (Three hours lecture, three hours laboratory. For student nurses, health maprs, or consent of instructor. Prereq.: CHM 110 or consent of instructor. Weekend College only. Does not apply to the mapr or minor) 111,112 General Biology A comprehensive introduction to biological science for biology and other science majors. The course includes an introduction to molecular biology, cellular biology, genetics, developmental biology, evolutionarymechanisms, anatomy, physiology, ecology and phylogenetic relationships of organisms. Must be taken in sequence except by permission of instrubor. (Three hours lecture; fourhours laboratory) 199 Internship Lower Division Internship. (Rereq.: 112) 201 Methods in Biological Research An examination of methods commonly employed in biological research, which may include electrophoesis, column separations, ultracentrifugation, microscopy, cell culture, radioisotopic techniques, gas chromatographyand physiological recording. The theoretical basis of each method is discussed and experiments are conducted to demonstrate the utility of each method. (Three hours lecture, three hours laboratory. Pweq: 112) 203 Principles of Nutrition A study of the six classes of nutrients and their digestion, absorption, transport, metabolism, interaction, storage and excretion. A special effort will be made to differentiate"fact from fiction" in this controversial biological field. Clime hours lecture. Prereq.: 112or consent of instructor) 299 Directed Study Independent Study for Lower Division credit. (Prereq.: 112) 351 Invertebrate Zoology A study of the invertebrate groups stressing classification, morphology, behavior, life history and evolutionaryrelationships. (Three hours lecture, four hours laboratory. Prereq.: 112) 353 Comparative Vertebrate Zoology A comparativestudy dealing with the classification, morphology, distribution, evolution, behavior and population dynamics of the verte brates. (Three hours lecture, four hours laboratory. Prereq.: 112) Genetics The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stressing Drosophila genetics. (Threehours lecture, fourhours laboratory. Prereq.: 112) Plant Biology A survey of the mapr divisions of the plant kingdom including the study of anatomy, physiology, life histories, taxonomy and ecology. (Three hours lecture, four hours laboratory. kereq.: 112) Biochemistry An introdudory consideration of the chemistry of proteins, carbohydrates, lipids and nucleic acids including intermediary metabolism. (Three hours lecture. Prereq.: 112,CHM 223 or 352or consent of instructor. ) Immunology A study of the structureand function of the immune system at molecular, cellular and tissue levels. Both basic immunology and fundamental principles relating to clinical immunology will be considered. (Three hours lecture, four hours laboratory. Prereq.: 112) Internship Upper Division Internship. Students must be juniors or seniors. (Prereq.: 112) Plant Physiology A consideration of the chemical and physical mechanisms involved in photosynthesis, respiration, growth and development, and water relations in vascular and nonvascular plants. The relationshipsof these processes to plant structures. (Three hours lecture, four hours laboratory. Prereq.: 112) Cellular Biology A study correlating functionwith ultrastructure in both prokaryotic and eukaryotic cells. (Three hours lecture, four hours laboratory.Prereq.: 112, 367 or consent of instructor. ) Animal Physiology A study of animal function with emphasis on the vertebrates. Wherever possible, functions are explained on the basis of physical and chemical principles. (Three hours lecture, four hours laboratory. Prereq.: 112;CHM 106 or 116;PHY 103 or 122 or consent of instructor) Developmental Biology A consideration of the physiological and morphological changes which occur during the development of organisms with emphasis on the vertebrate animals. Experimental as well as desaiptive studies are included in the laboratory work. In addition to embryonic development, the topics of malignancy, aging and regeneration are discussed. (Three hours lecture, four hours laboratory. Prereq.: 112) 476 Microbiology An introduction to the study of microorganisms with emphasis on bacteria and viruses.Microbial taxonomy, morphology, physiology, genetics and pathogenicity are considered as well as certain methods. (Three hours lecture, four hours laboratory. Prereq.: 112.) 481 Ecology A survey of representativebiological communities; the study of reciprocal relationshipsbetween organisms and their environments. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: 112,361 or consent of instructor. ) 491 Seminar A weekly meeting of biology majors under the direction of Beta Beta Beta Biological Honor Society. Active participation by juniorsand seniors is required. Guest speakers are often invited. A noncredit requirement for the major. 499 Independent Study Individual laboratory, field, or library research under the direction of an instructor. Intended for biology majors who are juniors or seniors. (Prereq.: 112, and previous arrangement with instructor) BUSINESS ADMINERMION (BUS)AND MA NAG^ INFO-ON SYSTEMS (MIS)DEPANMEW The Department of Business Administration and Management Information Systems (MIS) is committed to developing both the theoretical and practical tools necessary for entry into and advancement in business and other organizations as well as preparation for graduate study. To this end, three majors are offered: Business Administration, Management Information Systems (MIS) and a combination major in Economics-Business Admhistration. Business Administration and MIS should be considered separately in regard to the limitation of no more than 13courses in any one department. Within Business Administration, there are five specdizations:Accounting, Finance, Management, Marketing and InternationalBusiness. Each of these areas is dependent upon a strong foundation in the liberal arts with an emphasis on solid communication and analytical skills. Recognizing the occupational realities of the business disciplines, the Department is equally committed to maintaining an application-oriented balance. This balance is achieved in part by fosteringclose ties with the corporate community, which in turnprovides a wealth of practical expertise and a wide variety of Internship opportunities as well as future job prospects. Departmental faculty believe they can best serve both the student and the community by contributing to an education which is ethically based, technically competent and socially aware. Business Administration Faculty:Amin Kader (Chairpason), Diane Busico, Thomas Busico, John C. Cenito, Mary Dean, Earl Eames, Steven Freimuth, Peter Gillen, Abo-el Yazeed Habib, M. Anaarn Hashmi, Wendy B. Hines, Marilyn Horowitz, Jane Kammerman, Myron J. Kapel, Roy LaFayette, Lori L. Lohman, Linda McKeag, Robert Kramarczuk, Fekri Meziou, Kinney G. Misterek, Thomas Morgan, Robert M. Murphy, Paul Pender, Paul E. Portz, Hamed Sallam, Milo Schield, Gregg Schneider, Robert Schultheis, Stanley H. Solnick, Stuart M. Stoller, James Urbach, Cheree Waiters, Robert D. Wykstra BUSINS (BUS) Business Administration Major (BUS) Core courses for the Accounting, Finance, Management and Marketing specializations:BUS 175,221,222,242,252,279,331, 391, ECO 112,113,313,311 or 312 or 315. *Specialization in Accounting: 12Core courses, 322,323,324, either 326 or 423 or 425. Specialization in Finance: 12Core courses, 322,433,438, either 479 or ECO 318 or 415. Speckdimtion in Management: 12 Core courses, 340,440, ECO 318, PSY 373 or SOC 349. Specialization in Marketing: 12Core courses, 352,355 or 357,450, ECO 415. Specializationin International Business: 175,221,222,242,252,279,331,391, ECO 112,113,313. BUS 399 or 499 is required, as well as three semesters of a foreign language (or tested equivalent).Also the following: one International Economics course and BUS 362,364 and 466. Other configurations may be permitted on consultation with the Department. Combined major in Economics-Business Administration: Six Economics courses (112,113,312,313, and two other Upper Division); eight Business Administration/ MIS courses (221,222,242,252,279,331, and two other Upper Division). Notes: Studentswho plan to major in the Business Administration department are strongly encouraged to select a Department Adviser as soon as possible, in order to carefully plan their program of study. Honors Major: GPA of 3.5 in the major and 3.0 overall; a senior thesis and camp* hensive oral examination in the mapr field of concentration. Minor in Business Administration: Six courses, including 221,242,252,331, ECO 112and 113. Other configurations may be permitted on consultation with the Department. Minor in International Business: Six courses, including 221,242 or 252, ECO 113, and three International Business courses. Other configurationsmay be permitted on consultation with the Department. *CPA. Certification: Studentswho wish to take the Certified Public Accountants (CPA) examinationprior to fulfilling the experience requirement must have completed the mapr in Business Administration-Accountingand taken all accounting and business law offered. Students mapring in Business AdministrationAccounting are qualiiied under the rules of the Minnesota State Board of Accountancy to sit for the examination during their last semester. *C.MA Certification: Students who have taken a prescnied course of study in accountingmay take the Certified Management Accountant (CMA) examination prior to fulfilling the experiencerequirement. This certificateindicates proficiency in the area of managerial accounting. Notes: Students who have taken a prescribed course of study in accounting may take the Certified Management Accountant (CMA) examination prior to fullilling the experience requirement.This certificateindicates profiaency in the area of managerial accounting. In addition to the comes listed under Ihe title "Topics in Business Administration" (BUS295,495), the Department has also offered: Research Methods for Economics and Business, Computer Simulation for Business, Income Taxes for Individuals, Computer Applications, Discrete Event Simulation, Entrepreneurship, M i m Computer Accounting, Ethics in Business, and Risk Management and Insurance. 175 Computers for Business, Economics and MIS (see under MIS 175) 199 Internship Lower Division Internship 221 Principles of Accounting I Introduction to business activities,basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. 222 Principles of Accounting II A continuationof 221. Introductionto business activities, accounting for corporations.Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral considerations.(Prereq.:BUS 221) 242 Principles of Management Development of the theory of management, organization, staffing planning, and control. The nature of authority, accountability and responsibility, analysis of the role of the professional manager. 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing channel and pricing decisions. 279 Quantitative Methods for Business, Economics and MIS (See under MIS 279.) Topics Ledures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) Directed Study Independent Study for Lower Division credit. Accounting Theory and Practice I An analysis of h c i a l accounting with emphasis on accountingtheory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: BUS 222 and ECO 113) Accountlng Theory and Practice II A continuationof 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to liabiities and stockholders' equity. (Prereq.: BUS 322) Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for manage rial decision making. Manning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: BUS 222,242,252, 279, or consent of instructor) Tax Accountlng The more common and important provisions of planning apd compliance for income taxes. (Prereq.: BUS 221,331, ECO 112,113, or consent of instructor) Financial Management Theory of acquisition, allocation and management of funds within the firm. Sources and uses of long- and short-term funds, cost of capital, capital budgeting, leverage, dividend policy and related topics. (Prereq.: BUS 222,279; ECO 113) Human Resource Management Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.:BUS 242) Marketing Research and Analysis Research process as an aid to decision making in marketing management; research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.:BUS 252,279, ECO 113, or consent of instructor) Marketing Communications This course looks at the communicationsaspects of marketing by integrat- ing advertising, public relations, sales promotion and personal selling into a coherent promotion mix. Emphasis will be placed on the design and evaluation of marketing communicationsprograms, particularly advertising; selection of media; copycreative effort; advertiseragency relationship; management of the personal selling function including sales force selection, compensation, territorial design and performance appraisal. (F'rereq.: Bus 252) Note: Both 355 and 357 cannot be taken for credit. Advertising An introduction to print and broadcast advertising and promotion as important elements in modern marketing and communications. (Note: Both 355 and 357 cannot be taken for credit) International Business Introduction to the problems and possibilities of doing business in an international context. Appreciation of the prospective required for successfulplanning and management of any enterprise operating abroad is emphasized by foreseeingboth the opportunities and the difficulties inherent in internationalbusiness. (Prereq.: Two Business and Economics courses or consent of instructor) Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. Internship Program A student may receive course credits through an Internship program which is applicable to graduation but not to the major. This program will afford the student the opportunityto spend one full term working with some organization.In addition, the student will write a report on his/her activities. (Prereq.:consent of instructor) Auditing Internal and external auditing procedures. Emphasis on the CPA's role to form the basis of opinion on a &t of financial statements. (Prereq.: BUS 323) Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting and fund accounting. (Prereq.: BUS 323) Financial Theory: Policy and Practice A system's approach to financial struchue and policy. Emphasis on decision making, presentation through literature, readings, lechrres and case material. (Prereq.: BUS 331) Investment Theory Appraisal of the risk/rehun relationships of various types of securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital markets and portfolio management. (Prereq.: All Core courses or consent of instructor) 440 Operations Management Concepts and principles related to the management of operating functions. Examples from service industries, non-profit organizations and manufacturing. Taught from a managerial point of view. Topics include an overview of operations, planning operation processes, productivity measurement, standards, forecasting, concepts of quality, inventory management, principles of scheduling and operational control information systems. (Prereq.: BUS 242 or consent of instructor) 450 Marketing Management Integration of marketing with other business functions; marketing management and decision making, planning marketing programs, channels of distribution, pricing, product selling promotion policies. (Prereq.:BUS 352 and either BUS 355 or 357) 465 International Management To provide the student with a private sector manager's perspective on the influence of national and international institutionson the multinational corporation and on the strategies, structures, practices and effects of the national co'potation in the world today. (Prereq.: BUS 242,362) 466 International Marketing Designed primarily for students interested in the study of business activities on a global xale. More specifidly, the majority of the come will be devoted to those issues and activities unique to marketing a product or service in an "international setting." Topics will include internationalenvironment scanning and analysis; comparative marketing research; strategic planning; produd, price, promotioiand distribution issues in multinational markets. (Prereq.: BUS 252,362) 479 Intermediate Quantitative Methods for Business, Economics and MIS (See under MIS 479.) 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunity to analyze some topic or issue in depth. Brereq.:consent of instructor) Major in MIS: Eve business courses (BUS 221,222,242,252 and 3311, four Economics courses (ECO 112,113,313 and 318), one Mathematics course MAT 121or 171), two Computer Science courses (CSC 170 and 210), and six MIS courses (MIS175, 279,370,375,475 and 476). CSC 352 can be taken in place of MIS 370. Notes: MIS maprs are strongly urged to consider PHI 130, MAT 122, ECO 425 and MIS 479. Students who wish to major in MIS should select an MIS faculty adviser as soon as possible to plan their degree program. Transfer Students:MIS maprs must either earn at least four of their Upper Division courses at Augsburg or must receive an exemption from the Department faculty. Honors Major: GPA of 3.5 in the mapr and 3.1 overall; a senior thesis and an oral examination on some aspect of the major. Course Prerequisites: If you lack either the course mpkements or the Mathematics Placement Group (MPG)quimnents, you may not be admitted by the instructor. Mathematics Placement Group (MPG) requirements: MIS 175,279,370,479, CSC 170,210 and all 100 level Math courses have Placement Group requirements. Since all maprs in Business, Economics and MIS must take MIS 279, they all must have at least MPG 111. Mathematics Placement Group Information: To obtain your current Placement Group, contact the Mathematics Department, Weekend College, or the secretaryin the Departments of Business, Economics, and MIS.A Mathematics Placement Group (MPG) is based on: 1) a review of course transfers, 2) the score on the most recent placement exam,or 3) passing various 100level Mathematics coqrses at Augsburg. If you have previous courses that are not in your MPG, submit your transcript to the Mathematics Department for review. If you plan to take the placement exam,consult the Mathematics Department for specific information on the exam schedule, the materials covered and the availabilityof computerized tutorials. see which mathematics courses will generate a particular Placement Group, consult the Mathematics Department. Placement Group time limits: The MathematicsDepartment may disregard courses taken more than five years ago and may choose to lapse an MPG given more than five years ago. 175 Computers for Business, Economics and MIS An introduction to microcomputer-based information systems. Study features of hardware, operating systems, languages and current applications. Learn to use MSDOS, Lotus 123(graphics, database and logical functions)dBase HI+ and Minitab. May study other applications (Microsoft Works, Word Perfect). The completion of MIS 370 with a passing grade will serve as a substitute for MIS 175. (prrreq.: MPG 11or else a Pass in MAT 103, a self-paced course). 199 Internship Lower Division Internship (see MIS 399) 279 Quantitative Methods for Business, Economics and MIS An introduction to quantitative reasoning,descriptivemeasures, probabil- ity, sampling distributions, infaence and estimation. Emphasis on their use in applied problems in business and economics. Minitab may be required to analyze and survey data. e r e q . : MIS 175and either Math F'lacement Group III or a grade of at least 2.0 in MAT 104). Topics Lebures, discussions, meeting with members of the staff or visiting faculty regarding research methodology and readings in the area of Management InformationSystems. Directed Study Independent study for Lower Division credit (see MIS 499) Advanced Computing for Business, Economlcs and MIS An investigation of programmable systems. Examine basic algorithms and associated flow charts and pseudocode. Apply these concepts by programming some of these software: BASIC, DOS, Lotus and dBASE. (Prereq.: MPG III or a Pass in MAT 104. Also, MIS 175 or CSC 170, or, with permission of instructor, extensive knowledge of Lotus and DOS). Management lnformation Systems in the Organization Use of a systems approach in analyzing the role of information systems in organizations. Review the features of computers (hardware and software) and various types of information systems. May involve several case studies: review business needs, summarize the relevant findings (hardware, software, systems, etc.), identify the options and communicatethe recommendations.Learn to use a CASE tool such as Excelerator for systems analysis. (Preq.: BUS 221, BUS 242 or 252, and one computer course such as MIS 175or 370). Consult with the instructor about variances in prerequisites. Recommended: PHI 130 and ENG 223. Internship Program A student may receive credit through an internship program which is applicable to graduation but not to the major. This program will afford the student the opportunity to spend one full term working with an organization. In addition, the students prepare a written report on the activities involved. (Prereq.: consent of instructor) Systems Analysis and Design Identifythe necessary steps of systems analysis and design. Investigate various representations for information, processes and relationships. Utilize analytical tools such as data flow diagrams and CASE tools such as Excelerator. Complete a rudimentary systems design. (Preq.: MIS 375) lnformation Systems Projects Using skills developed in MIS 375 and 475, generate a complete and extensive project of systems analysis and design. (Prereq.:MIS 475) Intermediate Quantitative Methods for Business Economics and MIS Utilize computer packages relevant to statistical analysis. Programming tools include spreadsheets, Minitab, SPSS and other statistical packages. Areas of interest include statistical descriptions, analysis of variance and statistical inhence plus linear models, queuing models and Monte Carlo simulations. (Prereq.: MIS 175,279, Math Placement Group IV or a grade of at least 2.0 in MAT 114,121, or 122. Recommended:MIS 370) 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to provide an opportunityto analyze a topic in depth. (Prereq.: consent of instructor) Chemistry is the science of the changes in matter, examining those changes and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science because matter includes the entire physical world such as the things we use, the food we eat and even ourselves. Chemists as scientistsmust be well versed in the science of chemistry, howledgeable in fad and theory for solving scientific problems, capable of providing a public understandingof their work including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts core of religion, humanities, the arts and the social sciences is imperative if a chemist is to be truly human and therefore truly scientific. The Department is on the List of Approved Schoolsof the American Chemical Society (ACS)and offers a chemistry major which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. To provide programs of study for professional goals in addition to the traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field however that may change after graduation and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to seriously study areas outside of the sciences; and To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of mapr concepts underlying the changes in matter, the opportunity to examine change in the physical world and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty:Earl R. Alton (Chairperson), Arlin E. Gyberg,John R. Holum, Joan C. Kunz, Michele Nielsen Graduation Major (Bachelor of Arts) in Chemistry:115,116, (or 105,106) 351,352, 353,361,363 and one additional course from 364 and 365,464,481,483, or Biochemistry. Participation in seminar; PHY 121,122; MAT 124,125. Because Upper Division courses have mathematics and physics prerequisites, students should plan to take MAT 124,125 or MAT 145,146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Major: Chemistry Major (for licensure in Physical Science): Recommendation for licensure in Physical Science requires General Chemistry (115,116 or 105, 106); CHM 351,352,353,361,363,491; and one advanced course; PHY 121,122 and two additional physics courses. Modem Physics and Electronics are recommended. Students are advised to consult with the Education Department early in their planning. Pre-Medical Chemistry Major: The same as the graduation mapr. In addition, medical schools expect at least two courses (and usually more) in biology. Students should consult members of the Chemistry Department for assistancein planning a course program early in their college career. Bachelor of Science: Persons completing the ACS mapr and meeting the graduation requirements of the College shall be awarded the Bachelor of Science degree. American Chemical Society Approved Major (Bachelorof Science): 12 courses including 115,116 (or 105,106) and all chemistry courses above 350 (except 399, 497,499); Chemistry Seminar participation; MAT 124 or 145, MAT 125 or 146, and 224 or 245; PHY 121,122 (which should be taken during the sophomore year). Reading ability in German equivalent to two semesters, computer proficiency, Modem Physics, additionalmathematics and research experience are recommended. Honors Major: Full ACS major; average of 3.5 in chemistry, mathematics, and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor: Five courses which must include 115,116 (or 105,106), 353 and two other chemistry courses from 223,351,352,361 or BIO 367. Note: Credit will not be granted for both 105and 115, or for both 106 and 116. Other restrictions are in course descriptions. E Most courses in this Department have prerequisites, courses that must be completed before enrolling in the given course. A prerequisite must be completed with a grade of 2.0 or P, or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a tw* term course in registering for the second tam. Placement in 105or 115is determined by the score on the Mathematics Placement Examination: 105requires Group II placement; 115requires Group I11 placement. High school chemistry is a prerequisite for 115. 105,106 Principles of Chemistry Somewhat less rigorous than 115,116; designed especially for students who will not mapr in chemistry, although students may go from 106to 351,353. This course covers basic concepts in chemistry, often from an historical, technological or environmentalperspective. (Three onehour lectures, three hours of laboratory. Prereq.: Math Placement Group II) 109,110 General, Organic and Biological Chemistry Designed for students who need a survey of the fundamental principles of general, organic and biological chemistry for careers in allied health areas such as nursing (including Augsburg's Upper Division Program), inhalation therapy, histotechnology, physical education and others. Open also to students in the humanities and social sciences. Fmt term, general chemistry principles and an introduction to organic chemistry. Second term, organic and biological chemistry with special applicationsto human physiological chemistry. (Three onehour lectures, two hours of laboratory. This course does not apply toward the mapr or minor in chemistry. Credit cannot be earned for both 109and 105 or 115, nor can credit be earned for both 110 and 351. Prereq.:High school chemistry within the last five years) 115,116 General Chemistry An intensive course for pre-medical students and future chemists. First semester includes chemical equations and calculations, energetics and bonding theory with examples from inorganic chemistry. The second emphasizes equilibrium and solution chemistry including kinetics and electrochemistry. Many topics are presented from an historical approach and bring in discussion regarding technologies and values resulting from science, with recognition of current events or concerns. (Three onehour lectures, three hours of laboratory. Prereq.: High school chemistry, Math Placement Group III) 199 Internship A work-based learning experienceat the sophomorechemistry level in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of chemistry with the opportunities inherent in the placement. Partidpation in a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding quirements and permission to register. Students are encouraged to seek an appropriateplacement site by registering with the Intanship and Cooperative Education Office. 223 Elementary Organic Chemistry This onsemester course is designed for students whose professional goals require some background in organic chemistry but not the rigor of the year-long organic course. As a survey course, topics covered will include synthesis, properties and reactions of selected aliphatic and aromatic compounds. This course will not count toward a Chemistry major, nor will credit be given for this course if Chemistry 351,352 is taken, nor does it fulfill the prerequisite requirement for Chemistry 352. Credit cannot be given for Chemistry 110and Chemistry 223, nor does Chemistry 223 meet Biochemistry requirements for other programs. (Preq.: 106 or 116.Three lectures and one threehour laboratory per week) 299 Directed Study Independent Study for Lower Division credit/sophomore standing. Students interested in directed study projects should contact a faculty member in the Chemistry Department. 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theohesif chemical bonds, energy relations and reaction mechanisms; many applications of organic chemistry to biological, environmentaland industrial fields. (Three onehour lectures, one four-hour laboratory. Prerq.: 106or 116) 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysisand solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples and includes trace analysis. (Three hours of lech.m, one four-hour laboratory. Pweq.: 106or 116) 361,364 Physical Chemistry The basic theoreticalconcepts of chemistry: thermodynamics, kinetics, quantum theory and states of matter are studied in the first semester. Applications of these concepts to areas of molecular structure, equilibria and electrochemistryin the second semester. (Threeone-hour lectures. Prerq.: 106 or 116; PHY 121,122; MAT 124or 145, MAT 125or 146) 363,365 Physical Chemistry Laboratory (112 course each) Physical Chemistry Laboratory introduces students to techniques of data collection and analysis and experimental application of concepts p r e sented in Physical Chemistry lecture. CHM 363 is to be taken the first half of the semester and involves experiments related to 361. CHM 365 is to be taken the second half of the semester by aJl persons taking 364, except that special students may ask the Department for exemption. 399 Internship A work-based learning experienceat the junior-senior chemistry level in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of education with the opportunities inherent in the placement. Participation in a concurrent seminar is ex@. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. 464 Advanced Organic Chemistry Organized around the problems of identifyingorganic compounds in the laboratory. Lecture topics include struchm-spectra correlations for IR, UV,N M R and mass spectroscopy; use of the literature (including Beilstein); and further study of organic reactions. Infrared, nuclear magnetic resonance and ultraviolet spectra routinely used. (Threehours of lecture, six hours of laboratory. Prereq.: 352,353,361 or consent of instructor; some reading knowledge of German.) 481 Advanced Analytical Chemistry Emphasis upon advanced equilibrium theory and principles of atomic and molecular spectroscopy as applied to analytical mkhods as well as chromatographic and eledroanalyticaltechniques of analysis. (Three hours lecture, one four and onehalf hour laboratory. Prereq.: 353,361, or consent of instructor.) 482 Advanced Inorganic Chemistry Selected topics, including descriptivechemistry, spectroscopicdata interpretation, correlation of inorganic reactions using the electrostatic, valence bond and molecular orbital models. Coordination chemistry is discussed in terms of ligand field theory. The laboratory involves preparations of inorganic compounds using a variety of techniques. (Threeonehour lectures, one three-hour laboratory. kereq.:352,361, or consent of instructor.) 483 Quantum Chemistry Presents quantum theory in terms of Schrodingeis wave equation and uses the equation to solve the problems of the harmonic oscillator and the hydrogen atom. Approximate solutions are introduced and used to develop molecular orbital theory for molecules. Includes commutators, electron spin, angular momentum and group theory. (Threeone-hour lectures. Prereq.:364 or consent of instructor.) 491 Chemistry Seminar This seminar, which has no course credit, is a weekly meeting of chemistry maprs under the direction of the Augsburg Chemistry Society.Juniors and seniors are expeded to participate, with seniors presenting papers. Outside visitors are also invited to participate. 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation. Such experiencemay be obtained by working on a summer research project in the Department (not counted as a course) or by research participation during the academic year (which may be counted as a course). Cooperative Education is an excellent opportunityto be involved in industrial research projects. @mior or senior standing) 499 Independent Study Chemistry majors who are interested in non-laboratory research such as theoretical or historical chemistry may pursue their interest via Independent Study. aunior or senior standing) COMMUNICATION (See listing under Speech, Communicationand Theatre.) Khin Khin Jensen, Director Major or minor in East Asian Studiesare offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC).This is an intercollege, interdepartmental program which provides a foundation for careers in international business, government, teaching, global ministries, work with socialand recreational agencies or graduate studies. Two years of Japaneseare taught on one of the five ACTC campuses, or Augsburg students may take Chinese courses at Hamline University. There also is a contractual arrangement with the University of Minnesota East Asian Studies Department for Japanese and Chinese language studies. Opportunities for language study abroad are available in Japan, China, Taiwan, Korea, Hong Kong and Singapore. Summer institutesare available in the People's Republic of China and in the U.S. See the Director for information and procedure to register for any of these courses or travel. Non-majors in the program are eligible to take the Chinese or Japanese language courses, which may be taken for distribution requirement. Major in East Asian Studies: 10 courses, including four courses (two years) of basic college Chinese or Japanese, or equivalent competencies; two courses in history; two courses in cultural specialization or comparative studies, and two courses from a list of approved electives. Major courses must have the written approval of the Director of the program. Minor in East Asian Studies: Five courses, includingtwo courses (one year) of basic college Chinese or Japanese or equivalent competencies; one course in history of East Asia; and two Upper Division courses in cultural specializationfrom a list of approved electives. Minor courses must have the written approval of the Diredor of the program. Minor in East and Southeast Asian Area Studies is an area concentrationat Augsburg College that does not include a language component. It is designed to be useful for a variety of careers when combined with other majors. Minor in East and Southeast Asian Area Studies: Five courses, two from HIS 322, 323,324; one from PHI 355, REL 356, SOC 336; one from HIS 474, POL 351,363,282; and one from HIS 226,399,495,499. HIS 104 is stronglyrecommended. Note: Interim courses related to the East and Southeast Asian Studies program may be substituted when appropriate, with the consent of the Director. 226 Asian and Asian-American Women in Public Life in the 20th Century (See under History Department.) 299 Directed Study (See Director of Program.) 322 Modern Southeast Asia (See under History Department.) 323 Modern China (See under History Department.) 324 Modern Japan (See under History Department.) 351 Communist Political Systems (See under Political Science Department, Comparative Politics and Analysis.) 363 Communist Foreign Policies (See under Political Science Department, International Politics.) 382 From Marx to Mao (See under Political Science Department, Political Theory and Analysis.) 399 Internships (See Director of Program for guidelines to apply for an internship.) 474 The World and the West (See under History Department.) 495 Seminar (See Diredor of Program.) 499 Independent Study (See Director of Program for guidelines.) ECONOMICS (ECO) D E P . The Department of Economicsat Augsburg College offers a program stressing a strong theowtical background, quantitative techniques and an emphasis on both national and international issues. Students who graduate with a degree in Economics are well prepared to continue their education in a variety of fields due to the strong liberal arts emphasis within the mapr. Three majors are offered to students within this Department. The General Economicsmajor is designed for students who are planning graduate or professional studies. The Applied Economics mapr generally leads to careers in the business world. Finally, the combined Business Administration/Economics major is designed for those who wish to have more flexibility in plannning their program of study. Economics course offerings are designed to meet the needs of students preparing for advanced studies as well as for those who, immediatelyafter graduation, are interested in starting a career. An Augsburg Economics mapr provides a solid foundation on which to build national or international careersin business, law, government or public service. The program allows students, once they have completed the core courses, to concentrate on their specrficareas of interest. Studentsare able to combine an Economics major with other disciplines. For example, business, international relations, mathematics, management information systems (MIS), political science, Soviet and East European area studies or Scandinavian area studies are often combined with economics. Economicsmajors and minors are available both through Day School and Weekend College. Economics F a d * Satya P. Gupta (Chairperson),Jeanne Boeh,Magda PalecznyZapp, Edward Sabella. Adjunct Faculty: Paul Halverson, M. Shahid Islam, Eli Ndosi, Edward Raupp, Hamed Sallam, Yong Narn Song Major in Economics: Eight Economics courses (112,113,312,313,414, and three other Upper Division); and BUS 221,222; MIS 279; and MAT 114. The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. Computer courses are also strongly recommended. Major in Applied Economics: Eight Economics courses (112,113,215,312,313, and three other Upper Division); and BUS 221,222; MIS 175,279,479; MAT 121;and PHI 130. Combined Major in EconomicsBusiness Administration:S i x Economics coursg (112,113,312,313, and two other Upper Division);eight Business Admhktration/MIS corn (BUS221,222,242,252,331; MIS 279 and two other Busings Upper Division) Honors Major: GPA of 3.5 in the mapr and 3.0 overall; a senior thesis and compre hensive oral examination in the mapr field of concentration. Minor in Economics: ECO 112,113,312,313, and one additional Economics Upper Division course. Other configurations may be permitted on consultation with the Department. Notes: Students who plan to mapr in the Department are strongly encouraged to select a Department Adviser as soon as possible in order to c a d y plan their program of study. In addition to the courses listed below, these topics have been offered under ECO 295,495 Topics: Consumer Economics, History of Economic Thought, Research Methods for Economics and Business, Advanced Economic Theory, DecisionMaking with Finite Markov Chains, and Soviet Economy. 110 112 Economics of Urban Issues Study of economic implications of many problems facing a metreurban environment.Some of the topics to be discussed are: Population "Crisis," Crime Prevention, Ecology and Income Distribution; Distributing Free Bread; Mass Transit Systems, etc. Fundamental microeconomic tools introduced to facilitate discussion of the above mentioned topics. (This is a basic course designed for those students who do not plan to major in Economics or Business Administration. It does not apply toward an Economics major or minor. Students who plan to major in Business Administration, MIS and/or Economics should enroll in ECO 112and 113 which are also open to non-majors.) Principlesof Macroeconomics An introduction to macroeconomics, national income analysis, monetary and fiscal policy, internationaltrade, economic growth. Application of elementaryeconomic theory to current economic problems. May be taken independently of 113or 110. ECO 112and 113maybe taken in either order, or may be taken in the same term for the student to progress rapidly to the other courses. 113 Principles of Microeconomics An introduction to microeconomics,the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. May be taken independently of 110 or 113. ECO 112and 113may be taken in either order, or may be taken in the same term for the student to progress moR rapidly to other courses. 175 Computers for Business, Economicsand MIS (See Business, M I S 175.) 199 Internship Lower Division Internship. 215 Elements of Mathematical Economics Economic concepts explained using mathematics as a tool. Examples from finance, management and marketing are also examined. Prerq.: ECO 113) History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking in an attempt to provide a framework for understanding and analyzing current social problems. Major topics may include anaent, medieval, mercantilist, classical, socialist/utopian and modern economicthought. Quantitative Methods for Business, Economics and MIS (See Business, MIS 279.) Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodologyand current national and international economics problems and policies. (Prereq.:consent of instructor) Directed Study Independent Study for Lower Division credit. Public Finance Analysis of the principles of taxation and public expenditures; the impact of fiscal policy on economic activity; debt policy and its economic implications. (Prereq.: ECO 112,113) lntermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle. (Prereq.: ECO 112) lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113) Contemporary East-West Economic Relations This course explores the motivations for economic cooperationbetween countries with different political and economic systems. The conditions for East-West economic cooperation and its will be analyzed. The focus is on recent developments in joint economic and industrial cooperation. The institutions and systems that drive commerce and governance will be explored and explained (including institutional changes in the directing of foreign trade in centrally-planned economies).At the global level, effects of GATT, IMF, the World Bank, EEC and CMEA on EastWest economic relations will be examined. (Prereq.: ECO 112 or 113) Money and Banking Functioning of the monetary and banking systems, particularly commer- cial banks, the Federal Resenre System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112,113) Comparative Economic Systems This is an interdisciplinarycourse with emphasis on the differences and similarities between market and planned economies and the recent institutional changes in Eastern Europe. The course evaluates the performance of different economic systems with resped to their allocation of resources. Different theoretical models are examined and compared to their real-world variants in an attempt to assess the relevant merits of capitalism, socialism and market socialism. (Prereq.: ECO 112or 113) Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications, which are taken from the areas of transportation, marketing, portfolio selection, environmental protection, the shortest route, inventory models, information systems, etc. (Prereq.:ECO 313) International Trade and Finance A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade; balance of payments; exchange rate systems and commercial policy. (kereq.: ECO 112or 113) Internship Program A student may receive course credits through an Internship program which is applicable to graduation, but not to the major. This program will afford the student the opportunityto spend one full term working with an organization.In addition, the student &ill write a report on his/h& activities. (Prereq.:consent of instructor) Labor Economics Analysis of labor markets; labor as a factor of production; determination of wage collective bargaining; labor legislation and effects upon society. (Prereq.:ECO 313. On demand.) Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313) Managerial Economics Integrates economic theory and correspondingpractices in business. Among the topics considered are theories anapractices in forecasting, estimation of demand and cost functions, price and non-price competition, production and cost considerations and an analysisof economic problems of relevance to management. (Prereq.:MIS 279, ECO 313) 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macm-emnomictheory. (Prereq.:ECO 312,313 and at least MAT 122or equivalent.On demand.) 479 Intermediate Quantitative Methods for Business, Economics and MIS (See Business, MIS 479.) Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. (Prereq.: consent of instructor.) 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunityto analyze some topic or issue in depth. (Renq.: consent of instructor.) E D U ~ ODEPARTMENT N (EDE, EDS, EDU) Studentsintemted in attaining teacher licensure or developing a background in education as a base for advanced study in other careers will find opportunities in the Department of Education Professional education combinesthe study of theory with practice, and field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in the Twin Cities. Classroom teachingis the career that first comes to mind for graduates of teacher education pmgmns. Augsburg graduates are found in many classrooms within the Twin Cities m.In addition, they provide educational services in classrooms across the nation and in some foreign countries. The teacher education program coupled with the liberal arts program serves as a solid base for graduate education Some teaching fields mquire graduate work beyond the initial license in either elementaryor secondary education However, not all graduates choose to teach in school settings. Teacher education graduates are also found in business, working in management, sales, production and service areas. As of April 1,1988, all persons are required to take basic competency tests (prescribedby the Minnesota Board of Teaching) in reading, writing skills and mathematics prior to begnning Upper Division courses. All students must apply for acceptance into the Education Department. Any course grade below 2.0 must be retaken. Licensure in Kindergarten-Elementary Education is availableboth through Day School and Weekend College.Selected secondary education programs are also available in Weekend College. Education Faculty: Mary Ann Bayless, Carolyn Clemmons, Bruce Drewlow, Mary Endorf, Marian Enos, Joseph Erickson, Ann F'leener, Ethelind Garetz, Rich Gerrnundsen, Hamet Johnson, Marie McNeff, Phyllis Metcalf, Vicki Olson, JacquelineRichardson, Mary Jo Stump Kindergarten-Elementary Major and Licensure Requirements: 265,341,351,352, 381,382,383,384,386,387,388,481,482,483; HPE 114,115; SWK 260; PHY 103; and an academic minor. If those persons also desire kindergarten licensure, EDE 375: Discovery Learning in the World of Kindergarten, is also required. A GPA of 2 5 overall and 2.5 in major and academic minor and grades of P in student teaching courses is required for licensure, as well as minimum grades of 2.5 in all Education courses. Students must also fulfill requirements of the Minnesota Board of Teaching 5 MCAR 3.041 in Human Relations. The criteria for acceptance into the Department Licensure Rogram are available in the Education Department. PHY 103 Conceptual Physics The examination and preparation of materials and resources for Elementary School science teaching. This course fulfills the math requirement for licensure as well as the science methods course. Students must have a Level I11 Math Placement before enrolling in this course. 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to explore education as a major and consider its career alternatives. Participation in a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek a n appropriate placement site by registering with the Internship and Cooperative Education Office. 245 International Education An examination and comparison of selected Western and non-Western educational systems as well as an investigationof possible careers in international education. 255 Orientatlon to Education In an Urban Setting and Field Experlence Investigation of various aspects of the teaching profession and opportunity for in-school work. Open to all students. Membership in one of the professional teacher organizationsis required. @rereq.: sophomore standing or above) EDU 263 Critical Thinking Emphasis on development of the ability to analyze information, examine validity of claims and position as well as articulate positions and reasoning. Interaction with content from a variety of academic disciplines. EDU 264 Urban Education In the 1990s This course provides an opportunityfor students to serve as tutors in urban educational environments. Students will be trained to understand the importance of multicultural, gender fair education for all ages and to understand the need to address a diversity of learning styles in urban educational settings. EDU265 Orientation to Education In an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. Membership in one of the professional teacher organizationsis required. (kereq.: Sophmore standing) 282 Introduction to Special Education (See Special Education.) 295 Topics Study of selected topics in education that are not treated extensively through current course offaings. Specifictopics will be announced. 299 Directed Study Lower Division Independent Study. EDU 341 Media Technology (1 12 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production and evaluation of effective audievisual materials for teaching/leamingsituations. Computer training will be included in this CO351 Techniques of Teaching Reading The study and utilization of a variety of techniques and resources in reading, and the diagnosis and correction of reading difficulties. 352 Creating Learning Environments: Kindergarten-Elementary and Fleld Experience The study of strategies and methods of teaching and learning in the contexts of educational, psychological and sociological theories. Membership in one of the professional teacher organizationsis required. 370 Classroom Management A class for Elementary and Secondaryeducation students. The content of this course includes theories, issues and strategiesof classroom manage ment techniques. EDU 371Teaching the Individual Learner A class for Elementary and Secondary students designed to address the educational needs of a diverse student body. Includes strategiesfor teaching special education students in the regular classroom as well as teaching the student at risk Students are encouraged to take introduction to Special Education (282) prior to registering for this course. 375 Discovery Learning In the World of Kindergarten (1/2 course) Study and utilization of a variety of techniques and resources for teaching kindergarten. (Required for all persons seeking kindergarten licensure.) 381 Kindergarten-ElementaryCurriculum: Art, Music (1/2 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementarylevels. Laboratory experiences. 382 Kindergarten-ElementaryCurriculum: Mathematics (112 course) Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. 383 Kindergarten-Elementary Curriculum: Physical Education, Health (1/2 course) Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Laboratory experiences. 384 Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies (1/2 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. 386 Kindergarten-ElementaryCurriculum: Children's Literature (112 course) Examination and preparation of materials and resouKes for children's literature at the kindergarten and elementary levels. Laboratory experiences. 387 Kindergarten-Elementary Curriculum: Language Arts (1/2 course) Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. Laboratory experiences. EDU388 Human Relations (1/2 course) Emphasis on the study of values, of communicationtechniques and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of education with the opportunities inherent in the placement. Partidpation in a c o n m t seminar is acpebed. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement siteby registering with the Internship and Cooperative Education Office. 478 School and Society (SeeSecondaryEducation.) 481,482,483,484 Student Teaching K-6 Observing and facilitating learning at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Membership in one of the professional teacher organizationsis required. Students must apply to student teach at least three months prior to enrolling for the courses. Four courses in student teaching (481,482,483 and 484) are recommended unless otherwise advised by the Education Department. (Prereq.: All K-Elementary coursework satisfactorily completed or permission of the Department for an exception. Admission into the Education Department Licensure Program and admission for Student Teaching) 491 Practicum and Seminar in Special Education (SeeSpecial Education.) 495 Topics Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 498 lndependent Study (112 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). 499 lndependent Study Opportunityfor advanced and specialized reseamh projects not otherwise provided for in the Department curriculum. A projected program must be outlined and approved by the kindergarten-elementary faculty. Student Teaching Abroad Selected Education Department students may participate in the International Student Teaching Abroad program coordinated through Moorhead State University. Students have options for student teaching in dozens of countries through the international and American School network Those interested in further information should contact the Education Department. Students who student teach abroad will do part of their student teaching in the Metro area under direct Augsburg faculty supervision. It is the responsibility of each student to meet all specific requirements of the Education Department. Secondary Education students are advised to consult with Education faculty regarding state requirements for teacher licensure, in addition to conferring with the student's mapr field adviser. Licensure Requirements of the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department Licensure Program: Baccalaureatedegree; academic mapr in an approved teaching area; EDS 265,354,388,478, methods course(s) in major area, EDS 481,482 (and 483 for Art, Music, and Physical Education teaching maprs); HPE 114,115; SWK 260; GPA of 2.5 overall, 2.5 in all education courses, 2.5 in academic mapr and P in student teaching. Application for and acceptance into the Augsburg Licensure &gram q u i d . Criteria for admission to the program are available in the Education Department. Art, Music and Physical Education Licensure: A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elementary school level. A person with a major in one of these special areas will take three courses in student teaching and do %me student teaching at both the secondary and elementary levels. In addition to 354, the art mapr will register for 361,362; the physical education mapr for 365; and the music mapr for 355. Art and physical education teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: 1) Band (K-12) and classroom music (5-12); 2) Orchestra (K-12) and classroom music (5-12); 3) Vocal and classroom music (K-9); or 4) Vocal and classroom music (5-12). Foreign Language Licensure: For foreign language teachers (French, German, Spanish), see Foreign Language Department for information on the required competencyexams. Teaching in the Minor Field: Minnesota State Rule provides for restricted teaching in selected fields in which a person has received a minor. Students must be accepted into the Education Department Licensure Program, take the minor subject area methods course, and student teach in the minor area to receive licensure or be recommended for an endorsement by Augsburg College. The Professional T e r n School and Society and Student Teaching are taken jointly in one full-time term in professional education. Attendance at student teaching seminars is required. All students are expected to be involved full-time in the activities of the professional term. 199 Internship A work-based learningexperiencein which a student, faculty member and site supervisordesign a learning agreement which enables the student to explore education as a mapr and consider its career alternatives. Participation in a concurrent seminar is expected. Prior to the beginning of the term/ registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by register- ing with the Internship and Cooperative Education Ofke. 245 International Education An examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in internationaleducation. EDU 263 Critical Thinking Emphasis on development of the ability to analyze information, examine validity of claims and positions as well as articulate positions and reasoning. Interaction with content from a variety of academic disciplines. EDU 264 Urban Education In the 1990s This course provides an opportunity for students to serve as tutors in urban educational environments.Students will be trained to understand the importance of multicultural, gender fair education for all ages and to understand the need to address a diversity of learning styles in urban educational settings. EDU 265 Orientation to Education in an Urban Setting and Field Experience Investigatesvarious aspeas of the teaching profession, with opportunity for in-school work. Open to all students. Membership in one of the professional teacher organizations is required. (Prerq.:Sophomore standing) 282 Introduction to Special Education (See SpecialEducation.) 295 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Independent Study for Lower Division credit. EDU 341 Media Technology (1/2 course) (See Elementary Education.) 350 Reading in the Content Areas (1/2 course) The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: Required for Secondary Education. Upper Division. 354 Creating Learning Environments: Secondary and Field Experience The mastery of theories and their application for teaching in learning settings. Laboratory experiences. Membership in one of the professional teacher organizations is required. 355 Music Methods (K-12) Trends and issues in music education. The developmentof music skills and teaching procedures for school music K-12. Workshops and laboratory experience. 356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings (1/2 course each) Study and application of instructionalmethods, materials and techniques. 361 Art Methods (Elementary and Junior High School) Procedures, materials and issues relating to the teaching of art in the elementary, middle and junior high schools. For art teaching maprs only. 362 Art Methods (Senior High School) (1/2 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (To be taken concurrentlywith 361.) 364 English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literatureis included. (Prereq.:EDS 354: Creating Learning Environments) HPE 365 Physical Education Methods (K-12) (See Health and Physical Education Department.) 366 370 Foreign Language Methods (1/2 course) Language learning theory. The theory and practice of language teaching. (Consult with the Foreign Language Department) Classroom Management A class for Elementary and SecondaryEducation students. The content of this course includes theories, issues and strategies of classroom manage ment techniques. EDU 371Teaching the Individual Learner A class for Elementary and Secondary students designed to address the educational needs of a diverse student body. Includes strategies for teaching specla1education students in the regular classroom as well as teaching the student at risk. Students are encouraged to take EDS 282: Introduction to Special Education prior to registering for this course. 374 Natural Science Methods (1/2 course) Course structures, goals and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the Education Department. 375 Social Studies Methods (1/2 course) Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategiesand curriculum development.Consult with the Education Department. 376 Speech and Theatre Arts Methods (1/2 course) The teaching of basic speech, interpretative reading, discussion and theatre and the directing of d c u l a r speech and theatre activities. 377 Mathematics Methods (1/2 course) Study of the basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. Consult with the Education Department. EDU 388 Human Relations (112 course) Emphasis on the study of values, of communicationtechniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. 399 Internship A work-based learning experiencein which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of education with the opportunities inherent in the placement. Participation in a concurrent seminar is expeded. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. HPE 410 Health Methods (See Health and Physical Education Department, HPE 410: Admiistration and Supervision of the School Health Program.) 478 School and Society Emphasis on points of view about the role of school in modern society and final theoretical preparation to approach student teaching. Membership in one of the professional teacher organizationsis required. (Prereq.: Senior standing; concurrent registration with 481,482,483, or 484) 481,482,483,484 Student Teaching Observing and directing learning at the secondary level under supervision of college and secondary school personnel. Three courses recommended of all majors and four courses required of Art, Music, and Physical Education majors. Four courses required of double majors. (Concurrent registration with 478) 495 Topics Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 498 Independent Study (1I2 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). 499 Independent Study Opportunityfor advanced and specialized research projects not otherwise provided for in the Departmental curriculum. A projected program must be outlined which meets the approval of education faculty. Phyllis Metcalf, Coordinator Minor: Minimum of six courses (282,491; PSY 351,357; one course chosen from HPE 354, MUS 110 or 395; PSY 362; EDS 385 or SWK 304); and one course chosen from PSY 352 or 359, or EDS 388. BIO 103 is recommended as an additional course. 282 Introductionto Special Education Introduction to the field of special education. An examination of the nature, causes and educationalinterventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment, l e g disabilities, behavior disorders and giftedness. 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar.(Prereq.:completion of courses for Special Education minor or consent of instructor. Students planning to take this course should consult with the Special Education Coordinator about a placement prior to registering for the course.) Augsburg College has cooperative arrangementswith three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineeringdegree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis,Missouri; or Michigan Technological University, Houghton, Michigan. Becau~of the specla1requirements and opportunitiesof these programs, early consultation with the Augsburg Engineering Adviser is necessary.Applications for these programs require the recommendation of the Augsburg Engineering Adviser. Stuart Anderson, Adviser University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineeringprograms: Bachelor of Amachelor of Engineering ( B A K E . ) enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtslMaster of Engineering (BAJME.) enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota.This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is thesame as the B.A./B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the University before proceeding through the graduate curriculum.The number of such courses varies by lT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participantsin the B.A./M.E. program are not guaranteed admission to the Institute of Technology. Washington University (Three Year Plan) Michigan Technological University (Dual Degree Plan) These two programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a fiveyear period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they will complete course requirements, have the requisite cumulative grade point average and are recommended by the Engineering Adviser of Augsburg College. Students are also enmuraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further informationon these and other graduate programs is available from the Augsburg Engineering Adviser. FinancialAid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineeringschool of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. E Minimum Course Requirements for Admission to the Dual Degree or ThreeTwo Programs: CHM 115,116;CSC 170;ENG 111;MAT 124,125,224,226 or MAT 145,146,245,247; PHY 121,122;additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124,125 or 145, 146 and PHY 121,122 are taken in the freshman year. Studentsinterested in Chemical Engineering also should take CHM 351,352. Those who study Enghsh believe that an intense concern for words, ideas and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experiencelifeas others do and undentand better the world in which we live and work English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and socjology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With sciencerEnglish is interested in discovering order and determining structures. With speech and communication,English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. The Augsburg English Department integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films and readings available near the campus. Enghsh majors have the opportunity to use and refine their skills through Internships on and off campus, tutoring English as a Second -ge (ESL ) studentsrtutoring in the Writing Lab or participating in the Cooperative Education Program Students with an Augsburg Enghsh major pursue careers in elementary, secondary and college education, journalism, government, law, the minis try,library science, medicine, advertising, public relations, publishing, writing and other professions and businesses. English Faculty: Kathryn Swanson (Chairperson), Barbara Andersen, Cathleen Dalglish, Douglas Green,Joan Griffin, John Mitchell, Catherine Nicholl, Ronald Palosaari, John Schmit Major:Nine courses above 111,including 225 and 245;one Upper Division course in American literature; one course in Western literary tradition (271or 272); and three courses in British literature, one on literature before 1660 (for example, 331 or 438) and one that surveys a number of writers (336,337,423). Majors are encouraged to consult their Departmental Adviser regularly. A student with a double mapr or special program that involves considerable work in the English Department should also work closely with an adviser in the D e v e n t . Note: Transfer students must take at least three of their English courses at Augsburg. English-Language Arts Teaching Major:Ten courses, including those listed under the major, ENG 345,and an Internship in the teaching of writing. One course must include a component in non-Western literature. In addition, the ACTC courses, Communication Skills in the English Classroom and Teaching Mass Media, are required. Courses in early American literature, Shakespeare, and film are recommended. Students are encouraged to take courses toward their mapr during the freshman and sophomore years, and apply for teacher education not later than the spring of their junior year. Students in this program must work with advisers in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the mapr. Honors Major: GPA of 3.5 in the mapr and 3.0 overall; submit proposal to Department Chairperson by October 15in senior year for Department approval. Submit and defend paper before faculty committee. Honors project may be an Independent Study program (refer to Departmental guidelines). Minor: Five courses above ENG 111,including ENG 245, an Upper Division literaturecourse, and an additional writing course. Note: Transfer students must take at least two of their English courses at Augsburg. Note on Concentration:In addition to meeting requirements for the rnapr, English maprs may, if they wish, develop an area of emphasis, such as British concentration, American concentration, world literature concentration, or writing concentration. A student arranges a concentration by careful selection of electives in the mapr, by the design of an Independent Study course that applies to the concentration, and by the selection of some related courses outside the Department. English majors should work closely with their advisers in developing a concentration. Interim courses, special courses and courses at other ACTC schools will often fit well into a concentration. The English Placement Test: A writing sample is q u i r e d of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skills such as stating and supporting a thesis, organizing clearly, and constructingparagraphs and sentences are required to enroll in Developmental Writing where they will receive more individual instruction than is possible in Effective Writing. These students must pass Developmental Writing before enrolling in Effective Writing. Note on Prerequisites:ENG 111is strongly recommended but not a prerequisite for a Lower Division literature course. Prerequisite for an Upper Division literature course is ENG 245 or consent of the instructor. 101 Developmental Writing A preparatory course for ENG 111:Effective Writing required of students identified by a writing sample (the English Placement Test) as needing additional preparation in composition. Students write short papers based on their own observations, experiences and thoughts. P/N grading only. Students receive a course credit, but this does not fulfill the graduation requirement in writing. 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing a-itical reviews. At least one work of literature is assigned. Attention is given to increasing students' effectiveness in choosing, organizing and developingtopics, thinking critically, and revising for clarity and style. A Writing Lab is provided for those needing additional help. The minimum passing grade for this course is 2.0. 216 American Indian Literature A study of representative works of poetry and fiction by selected Arnerican Indian writers. Discussion and analysis will focus on ways in which literature reflects and illuminates American Indian culture and traditions. 217,218 English as a Second Language (ESL) Consistent, repeated work on pronunciation, vocabulary and American idioms, grammar and sentence patterns make up a major part of these courses. In-class drills and exercises, assignments and sessions with ESL tutors are means for students to improve oral skills and i n m their fluency. Understanding spoken Akerican English, speaking,reading college-level materials and writing are the skills emphasized in these two cow&. Testing will determine in these courses, and testing, as well as other course work, will determine whether the ESL requirement is met. These courses are graded either P/N or 2.0-4.O/N. Students will continue in ESL until the requirement is completed. By successfully completing the courses, students will have fulfilled the foreign language distribution requirement. 223 225 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters and proposals will be emphasized. Students will be encouraged to use material from their own areas of specialization. (Prereq.: 111) Intermediate Expository Writing This course builds on the practices and methods of Effective Writing, ENG 111.Its workshop format stresses style and organization, the process of revision, self and peer evaluation and the relationshipbetween reading and writing. (Prereq.: 111) 226 Introductionto Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction but including journal keeping and creative prose. Journalism This is an introductory newswriting course. Emphasis will be placed on writing for the print media, but students will learn to write for radio and television as well. Students will consider how to recognize news, how to gather and verify facts and how to write those facts into a news story or news feature. The course will cover basic copy preparation and editing practices and include an introductionto legal and ethical questions faced by journalists. (Prereq.: 111) 241 lntroduction to Cinema Art An investigation of the cinematic qualities, theoretical principles and historical evolution of the film medium. The emphasis is on film as an audiovisual language. The course includes the viewing and analysis of both feature length and short films illustrating the international develop ment of film form and selected esthetic movements such as the American Studio Film and its Genres, German Expressionism, Soviet Montage, Italian Neorealism and the French New Wave. 245 lntroduction to Literature In this course students are initiated into the formal study of narrative, drama and poetry in order to appreciate more fully the pleasures of literature. The course aims to expand students' exposure to literature and therefore draws on works from several periods, from different cultures and races, from male and female writers. As the prerequisite for all upper courses in literature, Introduction to Literatureaims in particular to develop students' critical and analytical skills in reading about literature. 251 Readings in American Literature An introduction to representative works by 10 to 12American authors focusing on themes that yield an understandingof the Western heritage and American world views. These themes could include the emergence of national identity, the relationship between humankind and God, the nature of nature, definitionsof the American self, individuality, the place of women and of racial and ethnic minorities in the development of American thought and the continuity of Western culture in America. 271 European Literature: Homer to Dante A study of major works of Greek and Roman literature -for example, the epics of Homer and Virgd, the tragedies of Aeschylus, Sophocles and Euripides, the comedies of Aristophanes and Ovid's "Metamorphoses." Dante's "Inferno" will be studied as a work in which the Christian and the classical traditions are combined. These works will be studied with reference to their mythological foundations, their cultural background, their influence on later literature and their enduring relevance. 272 European Literature: From the Renaissance to the Modern Period Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Cervantes, Rabelais, Molike, Voltaire and Ibsen. E Topics In Literature Individual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year will be listed t have included in the ACTC Class schedule for that year. ~ e c &offer& ContemporaryPoetry and Women and Hction. Directed Study Independent study for Lower Division credit. Playwriting An introductory course in writing for the stage, television and film. Students learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: 111,245;226 also recommended, or consent of instructor) Advanced Journallsm: Interviewing and Editing Emphasis is placed first on interviewingand then on organizing and writing the i n t e ~ e w story. The second half of the course will concentrate on editing the work of others and learning layout and design. The course will include workshop sessions during which students conduct interviews and critique the interview skills of fellow students. There will also be laboratory sessions devoted to layout and design. (Prereq.: 227) British Literature, Medieval to Elizabethan Chaucer and the medieval milieu will be studied as well as the develop ment of English poetry and drama in the English Renaissance. (Prereq.: 245 or consent of instructor) Milton and His Age A study of Milton's major poems and selected prose. In addition the Renaissance literary tradition out of which Milton created his works will be examined. (F'rereq.: 245 or consent of instructor) British Literature, 17th and 18th Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets up to Blake, with attention to the historical, intellectual and social influences and the major literary movements. (Prereq.: 245 or consent of instructor) British Literature, the Romantics and the Victorians A study of major writers of the 19th Century,emphasizingRomantic poetry, Victorian poetry, Victorian prose and two or three novels of the period. Relationships among these writers and their influence on one another will be emphasized as well as their relationshipto their own age and their lasting contribution to the forms of poetry and prose. (Prereq.: 245 or consent of instructor) Creative Non-Fiction Designed for the self-motivated writer, the course will emphasizethe conventions of professional writing, including appropriate styles, voice, subjects and techniques for gathering information. l3y the end of the course, the student will be expected to write reliable reports and articles of publishable quality. (Prereq.: 225 and consent of instructor) 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the ACTC Class Schedule. (Prereq.: 226 or consent of instructor on the basis of submitted work Offered on demand.) 345 Introduction to the English Language This course is designed to give students a structuraland historical overview of theoreticaland social issues concerning the English language. It will include a summary of theories of language development and the impact of cultural, social,economic and geographic forces on language acquisition. Students will be introduced to the primary componentsof linguistics and to the development of the English language. F i i y , this course will consider the social impact of language as a marker of identity and membership in a speech community. ((kereq.: 245 or consent of instructor) 350 American Literature to 1920 Reading and analysisof some works of selected American writers from colonial tim& to WWI. We will study established writers such as Hawthorne, Dickinson and Twain along with some lesser known writers who also demonstrate the rich variety of written responses to American civilization. Attention will be given to the ways writers approach issues relating to race, class and gender. Conceptions of the individual in relation to society, the nature of nature and regional differences will also be studied. The approach will be historical as well as topical. (Prereq.: 245 or consent of instructor) 351 American Literature since 1920 A study of some recent and contemporary works. Writers are selected to represent the literary variety and the regional, ethnic and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American l i i . (Prereq.: 245 or consent of instructor) 361 Studies in Modern Fiction Significant works of selected prose writers, chiefly European and nonWestern, of the 20th Century. (Prereq.: 245 or consent of instructor) 399 Internship The Department offers oncampus Internships in teaching writing and ESL, and various off-campusInternships. Interested students should consult the Department Chairperson. 423 Studies in the British Novel A survey of the development of the novel in England from its 18th Century beginnings up to the 20th Century. Novels studied will be selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Thackeray, Eliot and Hardy. Attention will be given to the conditions contributingto the rise of the novel and its emergence by the 20th Century as the dominant literary form. (Prereq.: 245 or consent of instructor) 438 Shakespeare Study of 10 or 12 major plays -comedies, histories, tragedies -with attention to the development of Shakespeare's dramatic and poetic art. Additional plays assigned for reading analysis. (Prereq.: 245 or consent of instructor) 482 Topics in Literature Individual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year will be listed in the A f f C Class Schedule for that year. Sample topics include Contemporary Poetry,Women and Fiction and Literary Criticism. (Prereq.: 245 or consent of instructor) 499 Independent Study Open to junior or senior English majors with a GPA of 3.0 or consent of Department Chairperson.Provides Independent Study in the area of the student's choice. The initial months after entering college as a freshman are a period of transition. The faculty and staff wish to assist students to make the transition to being a college student successfully and to help them become part of this academic community. Students are introduced to the character of the College, its heritage as an urban liberal arts college of the church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being a college student. The First Year Experience (FYE) is composed of four parts: Summer Registration, Fall Orientation, FYE Seminarsand FYE Interim Term Courses. Participation in the Fall Orientation program and in the FYE Seminars is required of all students who begm Augsburg College as freshmen in the day schedule program. Students who meet the requirement satisfactorily by attendance at and participation in an FYE Seminar will receive a notation of a passing (P) grade for FYE 005 on their official transcript. Studentswithout a P for FYE 005 will not be permitted to graduate with an Augsburg degree. 005 FYE Seminar A series of Fall term meetings with an FYE faculty adviser to discuss issues related to becoming an active member of the Augsburg College communityof learners. Discussion will be based upon readings from a variety of disciplines and sources colleded in "The Augsburg Anthology." (P/N grading only; evaluationbased on attendance and participation.) The Foreign Language Department at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for b c e in today's world. The Department is committed to the view that education should go beyond career preparation. So viewed, foreign language study goes beyond the developmentof new cornrnunications skills to foster an abiding awarenessthat the splendid diversity of human languages, literatures and cultures represents a rich historic legacy developed in different ways by many nations to be shared by all in common. The Departmental faculty believes that familiarity with the language and culture of another people is an essential step in the development of global perspective and hence is indispensablein the education of Augsburg students. The Foreign Language Department offers language, literatu~,and culture courses in French, German,Norwegian, Ojibwe, Russian and Spanish. Courses in Chinese, Japanese, Latin and Greek are available to Augsburg students through the College's affiliation with A m , a consortiumof Twin Cities colleges. A special perspective on language is also available to Augsburg students in the linguistics courses offered by the Foreign Language Department. Linguistics goes beyond the study of individual languages to investigate the general principles which operate in and shape all languages. In thisway the study of linguisticsaffords the student a unique view of one of the most intriguingand central facets of the human mind. Foreign language skills, perhaps combined with the study of linguistics, are essential in preparing for a number of careers and represent a valuable specla1qualification in many others. Anticipated careers in a number of n teaching, translation, the diplomatic corps or fields such as f o ~ i g language international business may require a foreign language major, perhaps combined with a major in some other field. In addition, students pursuing careersin many other fields such as health care, social work, the ministry, psychology or philosophy, to name just a few, often find that a foreign language minor and/or the study of linguistics qualifies them for special assignmentsin their chosen field. [i Foreign Ianguages Faculty: Mary Kingsley (Chairperson), Nancy Aarwold, Ruth Aaskov, Rick Greczyk, Roxie Hale, Nelly Hewett, Gunta Rozentals, Frankie Shackelford, Donald Steinmetz, Ronald Walter Placement Levels: Students with previous foreign language study must register in courses suited to their level of preparation. Placement is according to the number of high school semesters one has studied that language: zero-two = 111;threefour = 112; fivesix = 211; seven = 212; eight = 311. Students in doubt about their placement level should consult the Chairperson. Students should arrange to take the Language Placement Test if they wish to take a course above the level determined by previous studies in that language. Students who elect to takea course below the one in which they are placed by the Department may do so, but grading must be P/N only. The Language requirement will be satisfied only by completion of the course in which the student was originallyplaced. Credit and grading for that course may be traditional. Basic Requirements: Maprs must take four of the Upper Division courses at Augsburg College and four abroad. Minors must take two of the Upper Division courses at Augsburg College. 311 is prerequisiteto all Upper Division courses. Transfer students intending to major or minor must take a m i n i of one Upper Division course per year at Augsburg. See Department faculty for limits on nonAugsburg courses and career information. Teaching Licensure: Teacher candidates in French, German and Spanish must consult with the Department of Education for specific information and enrollment in the program as well as for information on Special Methods courses. A 3.0 average in Advanced Conversation and Composition is a Departmental requirement for teaching maprs. Licensure requires successful completion of the Competency Exam. See Requirements for State of Minnesota Licensure for Teaching in Secondary Schools under Department of Education. Honors Major: Majors seeking Departmental honors must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall and honors thesis demonstrating ability in Independent Study for one course credit. Consult Department Chairperson for details. Chinese language studies are possible through a contractual arrangement with the ACI'C East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian Studies Director. Major Eight courses above 212, including 311,312 or 411,331 or 332,350 or 355, 351 or 353,450 or equivalents. Study abroad required. Minor: Four courses above 212, including one in conversationcomposition,one in civilization and one in literature. Interim, summer or semester in France strongly recommended. Teaching Licensure Minor:Five Upper Division courses beyond 212, including one in conversationcomposition,one in literature, one in civilization. Study in France strongly recommended. Recommended Supporting Courses: European History, a second language, philosophy, linguistics, English literature. Also see Interim Catalog. 011 Directed Study Conversational French, readings. Once weekly. No credit. (Ondemand) 111,112 Beginning French Aim to develop communication skills of understanding, speaking, reading and writing. Through conversations, classroom practice and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week Laboratory work is an integral part of the course. 199 Internship Lower Division Internship. 211,212 Intermediate French Selected articles, interviews and literary readings are the basis of practice in communication, vocabulary building and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work 243 French Literature in Translation Major representative works of French literature are read in English translation. Through individualized background reading and class discussion, studentsbecome acquainted with artistic qualities and cultural-historical significance of these works. Sophomore standing. Does not count toward a French major or minor. (Ondemand) 299 Directed Study Independent Study for Lower Division credit. 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effectiveorganization of ideas. Laboratory assignments. Post-intermediate level. A pmquisite to other Upper Division courses. 312 French Expression A twepronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use.French phonology and speech group practice, study of written models. (Prereq.: 311 or consent of instructor. On demand) 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.:311 or consent of instructor) 332 French Civilization Today Topics in 20th Century problems, ideas. Cultural manifestations that promote understandingof French-speaking people and their contribution to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: 311 or consent of instructor.) 350 Introduction to Ltterature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approachesto literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. Recommended for maprs and minors. Open to a l l qualified students. (Prereq.: 311 or consent of instructor. On demand) 351,353 Survey of French Literature The study of mapr French authors and literary movements in France through the reading of whole literary works where possible. Lebures, discussion, oral and written reports in French. (Prereq.: 311 or consent of instructor) 355 Twentieth Century Literature A survey of the mapr French literary movements since World War I, including the novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports and laboratory texts in French. (Prereq.: 311 or consent of instructor) 399 Internship Upper Division Internship. 411 Advanced Conversation and Composition By means of reading, speaking and writing on topics of intellectual, social or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements style and organization as individual needs indicate. Provides for self-improvementand selfevaluation. Laboratory assignments. (Prereq.: 311 or consent of instructor. On demand) 450 French Seminar: Novel, Drama, Poetry, Short Story Indepth study of a topic or genre in French literature. Student presenta- tions in French. For advanced students. (See also Interim offerings. Preq.: 311 or c o m t of instructor. On demand) 499 Independent Study Individual pursuit of a topic, movement or genre at an advanced lwel. Designed to complete a balanced program, enhance research, or meet individualinterests. In literature a major paper and its defense are included. (Consultations with French teachers required. Junior standing. Subject and plan to be clarified early with study adviser) GERMAN (GER) Major: Eight upper division courses, including 311; 411, one in civilization, and one in literature. Semester in Germany required. Minor: Four Upper Division courses, including 311 and 411. Interim, summer or semester in Germany strongly recommended. Teaching Licensure Minor: Eve courses beyond 212, including one in conversation<omposition, one in literature, one in civilization, and two electives. All courses must be Upper Division courses. Study in Germany strongly recommended. Recommended supporting courses: Linguistics, European History, another language, English literature. 111,112 Beginning German GER 111 is for students with no previous background; 112 is for students who have had 111 or equivalent or less than two years of high school German. Aims at developing basic skills. Classroom practice in speaking, understandingand reading basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. 199 Internship Cower Division internship. 211,212 Intermediate German For students with two terms (or two years high school) of previous German. Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporaryGerman life and literature. 244 German Lierature in Translation Principal works of German literature representing various periods and movements are read and discussed in English. The readings are considered not only in the particular context of German cultural history, but also discussed in terms of their relevance to perennial human problems. Credit for this course does not apply to a German major or minor. (Sophomore standing. On demand) 299 Independent Study Independent Study for Lower Division credit. 311 German Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. 331 German Civilization and Culture I The Early Background. Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-EUIY)~~& origins (ca. 3,000 B.C.) to the Thirty Years War (1643), with emphasis on the impact of Roman civilization, the reemergence of cultural selfawareness during the Middle Ages and the intellectual and religious upheavals of the Reformation. In German. (Rereq.:311 or consent of 332 German Civilization and Culture II Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic and scientific history of the German-speaking peoples. In German. (Prereq.: 311 or consent of instructor) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. Recommended for maprs and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) 351 German Literature through the 18th Century Brief survey of heroic, courtly, Reformation, Baroque, Aufklarung and Sturm und Drang literature. Extensive readings and discussionsin Classic and Romantic periods. Readings in German, supplemented by lectures on the history of German literature in its cultural and geopolitcal context. Class discussions help to improve students' ability to express ideas in &rman. (Prereq.: 311 or consent of instructor. On demand) 352 German Literature: The 19th Century Includes later Romanticism,Jung-Deutschland, poetic realism, Naturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of the individual and the rise of materialism, technology and mass man. Readings in German. Class discussions help to improve students' ability to deal with concepts and express themselves in German. (Prereq.: 311 or consent of instructor) 353 German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussionsare designed to aid students' selfexpression in German.(Prereq.: 311 or consent of instructor. On demand) 399 lndependent Study Independent Study for Upper Division credit. 411 Advanced German Composition and Conversation Aims at developing and refining the student's use of German as a vehicle for expressing his or her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: 311 or consent of instructor) 451 German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre as a mirror of cultural and geopolitical history. (Prereq.: 311 or consent of instructor. On demand) 452 German Drama Representative dramatic works from late 18th Century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: 311 or consent of instructor. On demand) 499 lndependentStudy Independent Study for Upper Division credit. Japaneselanguage studies are possible through a contractual arrangement with the A C E East Asian Studies Program and the University of Minnesota East Asian Language Department.See East and Southeast Asian Studies Director for more information. 199 Internship Internship for Lower Division credit. 289 Introduction to Llnguistics An introduction to linguistic analysis and general liiguistic principles, with focus on linguistic universals (organizationalprinciples and features common to all languages) and psycholiiguistics (inquiry into the mechan- ics of language learning and the structure of the mind as revealed in language).Theoretical questions will be approached by studying samples of various languages. No prerequisite. Recommended for all language majors and minors. (On demand. ACTC) 299 Directed Study Independent Study for Lower Division credit. 311 Theories of Grammar Comparative analysis of various views of language represented in current linguistic research with the aim of illuminatingunderlying philosophical assumptions, investigational criteria, and explanatory goals which distinguish them. The theories will be contrasted with those of adjacent disciplines such as anthropology, psychology, logic and communication theory to explore ways in which each theory seeks to overcome the inadequaciesof traditional grammar. (On demand) 399 Internship Internship for Upper Division credit. 499 Independent Study Independent Study for Upper Division credit. NORWEGIAN (NOR) Major: Eight courses above 211, including 311,312 or 331,353,411. Study in Norway required. Minor: Four courses above 211, including one in conversation-composition,one in civilization, and one in literature. Study in Norway encouraged. Recommended Supporting Preparation:A second foreign language, linguistics, European history. 111,112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress on spoken rather than literary Norwegian. Laboratory work expected. 199 Internship Internship for Lower Division credit. 211 Intermediate Norwegian Continued conversation and composition to improve comprehension and facility of expression. Selected readings in Norwegian used as basis for class discussion and exercises. Laboratory work and some field experience expected. (Prereq.: 112 or equivalent) 299 Directed Study Independent Study for Lower Division credit. 311 Norwegian Conversation and Composition Intensive practice in spoken Norwegian with emphasis on pronunciation and original composition. Some attention given to regional variations in spoken Norwegian and to &fferences between the two official languages of Norway. Some laboratory work and field experience required. (Prereq.: 211 or equivalent) 331 Norweglan Civilization and Culture This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwegian as much as possible), the domestic and foreign influences at work in the comparatively homogenous population of Norway will be examined. Written and oral reports in the Norwegian language will be required along with some field work (Preq.: 311 or consent of instructor. On demand) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approachesto literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a base for the study of original works from earlier periods extending back to Old Norse literature. All genres are examined and considerableattention is given to writings in the Nynorsk language, particularly poetry. Ledures, readings, oral and written reports are in Norwegian. (Prereq.: 311 or equivalent) 399 Internship Internship for Upper Division credit. 411 Advanced Norwegian Conversation and Composition Further intensive practice in spoken and written Norwegian. Attention given to the other Scandinavian languages and to the historical development of the Norwegian language. Laboratory work and field experience required. (Prereq.: 311 or consent of instructor. On demand) 499 Independent Study Independent Study for Upper Division credit. Two courses in Ojibwe (Chippewa)are offered at Augsburg,both as part of the Foreign Language Department and as part of the American Indian Studies minor. 111,112 Beginnlng Ojibwe Aimed to develop basic vocabulary and grammar in order to use Ojibwe at an elementary speaking and understanding level. Emphasis on spoken Ojibwe, but secondary goals with be to develop reading and writing skills as well. Courses taught with assistance of Ojibwe elders. Through dialogues, classroom practice, oral stories from elders and readings, these courses work toward the discovery of Ojibwe culture and tradition. It will help Ojibwe students re-connect with their rich tribal heritage (though all students are welcome). Beginning Ojibwe 112continues to develop basic vocabulary and grammar in order to use Ojibwe at an elementary speaking and understanding level. Two years of Russian are offered at Augsburg. Russian language studies may be continued in the ACTC Soviet and East European StudiesProgram, which requires two years of language for the major. See Soviet and East European Studies Program Campus Coordinator. 111,112 Elementary Russian Aimed to develop reading, writing, understanding and conversational skills through oral classroom practice, developing ease in reading, short compositions and acquaintancewith Russian culture.Extensive use of the language lab. 211,212 Intermediate Russian Continues developing the skills of writing, understanding and speaking with an added emphasis on reading. Introduction of advanced grammar topics, idioms and the study of word building in Russian. (ACT0 SPANISH(SPA) Major:Eight courses above 212,including 311,411,456 or 457, two of 352,353,354, and either 331 or 332 Study in Spain or Latin America is required. Minor:Four courses above 212,including one in conversationcomposition, one in civilization, and one in literature. Interim or summer study abroad strongly recommended. Teaching Minor: Five courses beyond 212,including one in conversationcomposition, one in literature, one in civilization and two electives. All courses must be Upper Division courses. Study in Spain or Latin America recommended. Recommended supporting courses: Linguistics, another language, preColumbian civilization, Latin-American Area Studies. Consult Department for other supporting courses in humanities. 111,112 Beginnlng Spanish Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. 199 Internship Internship for Lower Division credit. 211,212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts which stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Designed for students with two to four years of high school Spanish or its equivalent. 216,316 Intensive Individualized Spanish (See Global Education, Program in Global Community.) 249 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature representing various periods and movements are read in English translation. Through background reading and class discussion in English the student is acquainted with the salient artistic qualities and cultural-historical significance of the readings. Credit in this course does not count toward a major or minor in Spanish. Sophomorestanding preferred. (Ondemand) 261 Spanish Language (See Metro-Urban Studies, South American Urban Semester (SAUS) and Literature, Ideology and Society in Latin America (LISLA.) 299 Directed Study Independent Study for Lower Division credit. 311 Spanish Conversation and Composition Thorough oral and written practice in correst expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work This course is a prerequisite for all Upper Division courses. (Prereq.:212 or equivalent) 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice to i m p v e oral and written e x ~ s i o with n emphasis on conversational facility, stressing idiomatic usage and the finer points of grammar. Readings to stimulate discussion and broaden cultural background from contemporary literary texts and magazine articles. Conducted in Spanish. (Ondemand) 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary and artistic move ments. In Spanish. (Prereq.:311 or consent of instructor) I 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the precolumbian avilizations to the present. In Spanish. (Prereq.: 311 or 212, with consent of instructor.) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the theory through reading, analyzingand discussing selected works of literature. Recommended for maprs and minors. Open to all qualifed students. (Prereq.: 311 or consent of instructor. On demand) 352,353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language. @rereg.: 311 or consent of instructor. On demand) 354 Representative Hispanic American Authors An introduction to Spanish-American literature. Lectures, discussions, written and oral reports in the language. (Prereq.: 311 or consent of instructor. On demand) 399 Internship Internship for Upper Division credit. 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions and grammatical exercises. (Prereq.: 311 or consent of instructor) 456 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the language. Emphasis on the Golden Age and the Modern Period. (Prereq.: one survey course) 457 Spanish Novel Study of the outstandingnovelists of the 19th and 20th Century in Spain. Oral and written reports in the language. (Rereq.:One survey course) 499 Independent Study Independent Study for Upper Division credit. GENEIRAL STUDIES (GST) Some courseshelp to integrate learning around topics in ways which are different from the more traditional disciplines. General Studies include speciakd academic enrichment programs, an integrative p m s m h a r created by cooperating faculty and offerings of the Center for Global Education. General Studies Faculty:Joel Mugge, Donald Warren 009 Cooperative Education Placement in a Co-op Education assignment, satisfactory completion of evaluation process, and participation in seminars conducted by Co-op Education staff.No course credit. 140,141 Introductionto the Liberal Arts (1/2 course each) An introduction to the philosophy of the liberal arts curriculum and to the philosophy and student services available at Augsburg College. The course also focuses on improving those skills so important to academic success: reading rate and comprehension, note taking and textbook reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning and making decisions. 230 Cultural Issues Seminar (See under Program in Global Community.) The Center for Global Education, a program of Augsburg College, facilitates crossculturallearning experienceswhich prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the p p e d i v e s of the poor and of others struggling for justice and human dignity. The Center for Global Education offersa Spring semester program, the Program in Global Community, each year in Cuernavaca, Mexico. It is an academic program that explores the history of political change, issues of social justice and the role of the church in Latin America. Studentslive together as a communityin the Augsburg Study Center, but wiU also live with Mexican familiesin their homes for several weeks. The semester also includes a trip to Central America. The cost is equivalent to full tuition, room and board at Augsburg. Coursesare offered for credit in the disciplinesas listed. SPA 216,316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for five weeks at the beginning of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. macement level determined by Program Director.) GST 230 Cultural Issues Seminar This seminar consists of a series of minicourses offered in a number of relevant topic areas related to the theme of the program. Each minicourse consists of 12 hours. Any four minicourses fulfill the requirements of the seminar. (Either this course or HIS 347 required.) INS 311 The Development Process An integrative seminar providing opportunity to reflect critically on issues of development, hunger, injustice and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices, as well as social change strategies will be examined. HIS 347 Mexico: An Historical Perspective Four specific minicourses together provide an overview of Mexico's historical development from pre-Columbian times to the present day. (Either this course or GST 230 required.) REL 366 The Church and Social Change in Latin America This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination of the emerging 'Theology of Liberation" as articulated by prominent Latin American theologians as well as by people directly involved in local parishes and development projects in Cuernavaca. (Prereq.: one course in religion or theology) The Center for Global Education offers a semester program, Social Policy and Human Services in Latin America, each fall in Cuernavaca, Mexico. Throughout Latin America new models for education and human care have evolved during the last 25 years. The methodologies used attempt to teach critical thinking skills, raise people's consciousnessand increase their ability to work together to change their situations.SocialPolicy and Human !%mice in Latin America is a three and one-half month study program designed to introduceparticipants to the central issues currently facing the third world, and to focus on Latin American models of education and serviceand their contribution to the process of socialchange. These models have grown out of the sense that the achievement of basic human rights goes hand in hand with the empowerment of individualsand groups to control their own lives. The semester includes a trip to Central America. The cost is equivalent to full tuition, room and board at Augsburg College. Courses are o f f e d for d t in the disciplines as listed. SPA 216,316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for five weeks at the beginning of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director.) POL 295 Development Issues: Latin America A survey of global issues affecting the human condition in a rapidly changing and increasingly interdependent world: modernization and development, economic change and international trade, diminishing resources, war and revolution, peace and justice, cultural diversity. Emphasis on the development of a global~Fspective which recokizes human commonalities as well as diversity in perceptions, values and priorities. SWK 361 Social Responses to Human Needs Social Work is social policy in action. Currently social workers are involved at many levels of a nation's social system -with natural helping networks, families, community groups, volunteer organizations, formal government services and private initiatives.Through a series of four minicourses, the course explores the different approaches to w i a l work in several countries in order to compare methods and service and to analyze the current response to human needs in Latin America. SWK 399 Internship A supervised learning experience in an agency setting with emphasis on acquiring an overview of how the agency functions and how populations are served. The placement will be for 80 hours during the Fall term. Thae are a limited number of internship placements. Preference will be given to Social Work maprs. One and onehalf years of Spanish study (or demonstrated proficiency) is required for placement. EDE IEDS 412 Latin American Models of Education A comparative approach to learning methods of educational models being developed in Latin America. Studentswill apply their knowledge of educational concepts used in the U.S. to an understanding of basic processes employed by Latin American educators in teaching critical thinking, consciousness-raisingand cooperative problem-solvingExploring the transferabilityof these learning models to North America will be a focus throughout the course. SWK 465 or 468, or SOC 271 Social Policy and Social Justice (Social Work - Upper Division or Sociology - lower division) Social policy related to the health, education and well-being of members of Mexican and Central American societies. The course will examine the distances between policy and reality, particularly for the poorest groups, the impact of international economics and politics, and movements that have emerged dedicated to bridging the gaps between needs and policies. (Note: Augsburg students majoring in Social Work can take this course as SWK 465 if they agree to take a .5Independent Study to supplement the North American legislative procedure and mini-policy study they do on the Augsburg campus.) The Center for Global Education offers a second Fall semester program Women and Development Latin American Perspectives -in Cuemavaca, Maico. It is a three and onehalf month intensive program of study and travel designed to introduce participants to the central issues facing Latin America with emphasis on the experience of women. The program explores gender roles in Latin America; women's roles in development; connections that Latin American women are drawing between gender, race, class, and global economics; and the ways in which liberation theology and feminism interface. The semester also includes a trip to Central America. The cost is equivalent to full tuition, room and board at Augsburg. Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are approved for credit in Women's Studies. POL 495 may be taken as a course in Women's Studies, depending on the mini-courses chosen. SPA 216,316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for five weeks at the beginning of the semester. Instruction is geared to individual competency lwels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director.) INS 311 The Development Process An integrative seminar pmviding opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices, as well as social change strategies will be examined. POL 359 Toplcs: Women In Comparative Politics -Women In Latin America An examination of critical global issues affeding Latin America, and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and internationaltrade, political ideologies and revolution. REL 366 The Church and Social Change in Latin America This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination of the emerging 'Theology of Liberation" as articulated by prominent Latin American theologians as well as by people directly involved in local parishes and development projects in Cuernavaca. Special attention will be given to the complex interactionsbetween women and religious institutions. (Prereq.:one course in religion or theology) POL 495 Seminar Any three mini-courseoffered in POL 359 plus an independent study minicourse in order to do substantial research into one of the course themes. Virtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the N e d athlete as well as the occasional player will find ample opportunity for athletic and developmental activities. The Physical Education Department provides the organizational framework for a wide range of educational experiences, including several major and minor programs general education in Physical Education; men's and women's intercollegiateathletic programs; intramural programs for men and women; and athletic facilitiesfor developmental and recreational activities. Department graduateshave traditionally found employment in educational settings. Additional career opportunitiesare possible in YMCA and community services, municipal park and recreation departments, as adult fitness instructors, and in working with people with disabilities. Health and Physical Education Faculty Richard A. Borstad (Chairperson), Brian Ammann, Carol Enke, Marilyn Pearson Florian, Paul Grauer, Alvin Kloppen, Jack Osberg, JoycePfaff, Edwin J. Saugestad, Pam Schreurs,Jeff Swenson. Major: 110,114,115,320,354,410;BIO 103,108,111;CHM 105 or 109;PSY 105;SOC 231 or HPE 216,336. Teaching Major: Same as Health Education major plus 355. Students wishing to become licensed teachers should consult with the Education Department for requirements. Teaching Minor: 110,114,115,320or 410;â¬310103;SOC 231 or HPE 216. Personal and Community Health Modern concepts and practices of health and healthful living applied to the individualand the community. Health and Safety Education (It2 course) Principles and practices of safety education in school and community life. Includes informationabout xhool health programs and prevalent health needs, problems of school age children and American Red Cross Erst Aid course. Health and Chemical Dependency Education (It2 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about xhool health programs and prevalent health needs and problems of school age children. lnternship A work-based learning experience in which the student, faculty member, and site supervisor design a learning agreement which enables the student to explore health or physical education as a major and consider its career alternatives.Studentsshould consult with the departmentalInternship Coordinator regarding requirements and permission to register. Human Sexuality A study of the psychological, social and biological components of human sexuality. Open to all students. Directed Study Independent Study for Lower Division credit. School Health Curriculum Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.:All courses in the major sequence numbered in the 100 and 200 series and consent of instructor) Introduction to DevelopmentaltAdapted Physical Education (112 course) A general overview of developmental/adapted physical education from early childhood to grade 12and the role of school-based health and physical education programs for special needs and handicapped students. (Prereq.: HPE 243) Tests and Measurement (112 course) S m e y of basic statistical procedures and evaluation of tests in health and physical education. lnternship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which links the principles of health or physical education with the opportunities inherent in the placement. Students should consult with the departmental Internship Coordinator regarding requirements and permission to register. 410 Administration and Supervision of the School Health Program Historical background, legal bases, school health services and relationships to community health program and resources. Methods and materi- als in health education with laboratory experience in classroom and community.(Prereq.: 320.Odd number years) Independent Study Independent Study for Upper Division credit. Major: 114,115,354,355; 223,231,232,243,350,351,471,472,474,475;BIO 103. Teaching Licensure Major: 114,115,354,355;223,231,232,243,350,351,365,471, 472,474,475;BIO 103.Students wishing to become licensed teachers should consult with the Education Department for requirements. Major with Specialization in Adapted Physical Education: Consult Department Chairperson for individualprogram planning. Minor: 114,115;223,231,232 or 472,243.There is no PE teaching minor in Minnesota Public Schools. Coaching Endorsement: 243,351 (Prereq.:BIO 103), 475 (Prereq.: 350), a coaching theory course from 476483,and pradicum in coaching (499is an optional method for meeting the practicum requirement). Notes: Coaches entering their first assignment as head coach in Minnesota high schools are required to have a coaching endorsement and a current Minnesota teacher's license. 002,003 Lifetime Sports Three hours per week Two Lifetime Sports meet the General Education requirements. (Part-time students should consult with Department Chairperson) No course credit 101 199 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. Internship A workbased learning experience in which the student, faculty member and site supervisor design a learning agreement which enables the student to explore health or physical education as a major and consider its career altematives. Studentsshould consult with the departmentalIntanship Coordiitor regarding requirements and permission to register. I 223 Team Sports Theory and practice in skills, teaching and officiatingteam sports. 231 Individual and Dual Sports Theory and practice in skills, teaching, and officiatingindividual and dual sports. 232 Recreational Activities and Rhythms (1/2 course) Theory and practice in performing American heritage and international folk dances. Exposure to New Games concepts and activities. Practice in teaching and performing selected social dances. 243 History and Principles of Physical Education and Sport History, principles and philosophy of physical education and sport. 299 Directed Study Independent Study for Lower Division credit. 350 Kinesiology Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.:BIO 103) 35t Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103) 354 Introduction to DevelopmentaVAdaptive Physical Education (1 /2course) (SeeHealth Education.) 355 Tests and Measurement (SeeHealth Education.) 365 Physical Education Methods (K-12) Procedures, materials and issues for teaching physical education at the elementary and secondary levels. 399 Internship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which links the principles of health or physical education with the opportunities inherent in the placement. Students should consult with the departmental Internship Coordinator regarding requirements and permission to register. 471 Physical Education Programming Procedures and techniques of management, leadership and decisionmaking for physical education and interscholastic athletic programs. Curriculum analysis and preparation. (Prereq.:243) 472 474 Gymnastics (1/2 course) Theory and techniques of teaching gymnastics.Opporhmityto teach and perform in all apparatus events and tumbling. Experience in spotting and skill analysis. Swimming and Aquatics (1/2 course) Theory and practice in teaching swimming, lifesaving and water safety. Open only to junior and senior Physical Education majors and minors. (Prereq.: swimming competenceas determined by pretest.) 475 476 Prevention and Care of Athletic Injuries (1/2 course) Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical experience in taping and training-room procedures. (Prereq.:350. Even numbered years, Interim) Coaching of Football (1/2 course) Theory,technique and administrative aspects of coaching football. (Odd numbered years) 477 Coaching of Basketball (1/2 course) Theory,technique and administrativeaspects of coaching basketball. (Odd numbered years) 478 Coaching of Hockey (1/2 course) Theory,technique and administrative aspects of coaching hockey.(Odd numbered years) 479 Coaching of Track and Field (112 course) Theory,technique and administrativeaspects of coaching track and field. (Odd numbered years) 480 Coaching of Baseball/Softball(1/2course) Theory,technique and administrative aspects of coachingbaseball and softball. (Odd numbered years) 483 Coaching of Volleyball (1/2 course) Theory,technique and administrativeaspects of coaching volleyball. (Odd numbered years) 499 Independent Study D i e d intensive study in an area of physical education. Open only to junior or senior majors. ~ R DEPARTMEW Y (HIS) History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalistJ.R Strayer expressed it this way: "No community can survive and no institu- tion can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past It is thememory of common experiences which makes scattered individuals into a community." A society's history is also a storehouse of human experiences that enables us to deal more knowledgeablywith the continuitiesand changes in m m n t issues. Established disciplines, as history long has been, train the mind by developingconcepts and skills that enable one to deal with masses of information. Many have found that history is an entree into the richer enjoyment of travel, cultural events and the broad reading enjoyed by the educated person. Accordingy, history has long held a mapr role in the liberal arts.This is true at Augsburg. The Department has strength in and requires of its majors work in four main areas: ancient and medieval, modem Europe, United States and the non-Western world. The Department's graduates are well represented among professional historians; at present, some are in graduate schools preparing for such careers. More have distinguished themselves as social studies teachers in elementaryand secondary schools and current projections indicate that there will be growing opportunity in that field for history majors. For most of our students, however, the study of history provides one of the better undergraduate liberal arts experiences, valuable both for personal enrichment and a wide variety of career choices. History Faculty: Richard Nelson (Chairperson), Orloue Gisselquist, Donald Gustafson, Khin Khin Jensen Major: Eight courses plus one seminar. At least four of these courses must be Upper Division. A mapr must have at least one course (either survey or Upper Level) from each of the four areas: ancient and medieval; modern Europe; U.S.; and non-Western. Major for Teaching Licensure: Students interested in secondary education may take a History mapr in combination with specified social science courses and the required educational courses, in compliance with the state requirements. For more information, see the Department Chairperson or the Social Studies Coordinator. Minor: Eve courses, at least three of which must be Upper Division. Honors Major: GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. Notes: First year students should enroll in one or more of the 101-104 courses. Distribution/general education credit is normally given only for courses 101-104. 200 level courses are normally reserved for sophomore or Upper Division students. Upper Division courses are numbered 300 and up. Lower Division students are normally required to take at least one 100 level course before enrolling for an Upper Division course. The Beginnings of the Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome and the middle ages of Europe into the 13th Century. The Shaping of Western Civilization A consideration of European institutions and values from the waning of the middle ages through the remodeling of Europe by Napoleon. The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. The Modern Non-Western World An introdudion to various centers of cultural and political power in Asia and Africa of the last 200 years. Internship Lower Division Internship. U.S. History to 1877 A survey of U.S. history from Jarnestown through the efforts to reconstruct a nation torn apart by the Civil War. U.S. History Since 1877 An assessment of the century which precedes our time with an effort to consider the various social, economic, intellectual and political forces and events that have created the modern United States. A Tale of Twin Cities: MinneapolisISt. Paul A local history course using the Minneapolis/St. Paul metropolitan area as a case study for examining large themes and issues in U.S. urban history. Topics considered include frontier urbanism, industrialization and economic change, transportation, immigration and ethnicity, and urban politics and reform. Asian and Asian-American Women in Public Life in the 20th Century An exploration of the experiencesand contributions of selected women in China, Japan, India, Korea, Philippines and the state of Hawaii. Includes a p s d i u a l perspective, gender and class issues, responses to impact of modernization and Western education. Directed Study An opportunityfor a student to do readings or study on topics not covered in the scheduled courses. The proposed study must be approved by the direding faculty member and the chairman of the Department before registration. A maximum of one course in directed study may be applied to the major. Modern Southeast Asia A study of the mapr historical events, personalities and political develop ments in this area. A comparative analysis of the nationalist movements and the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam. Modern Chlna A selective treatment of Chinese history since the Opium War of 1839.The erosion of China's isolationism and collapse of the imperial system. The Nationalist and Communist revolutions of the 20th Century. Modern Japan An examination of the emergence of Japan as a mapr world power in the 20th Century. Components of the course will include a study of the distinctive fea-s of the PreMeiji era, modernization factors since 1868, interaction and encounter with China, urban development, ecological problems, role of women and Japan's trade in Asia and Africa. American Indian History: PreColombian to Modern (See under INS, American Indian Studies.) Topics in U.S. History In-depth exploration of selected topics in U.S. history (excludingforeign policy; see History 332). The specific topics to be offered will be announced prior to registration. History of American Foreign Policy The relationship of foreign policy to general American development is stressed. The American Century: The U.S. Since 1900 The interaction of popular ideas and formal thought within United States society during a time of national ascendency and worldwide crisis and unrest. Topics considered include American nationalistic exceptionalism, social Darwinism, refonnism, racism, radicalism, liberalism, conservatism and other ideologies and movements. The American City A study of the development of urban centers in the United States: their colonial and frontier roots, their growth during the age of industrialization and immigration, and their adjustment to new realities in the late 20th Century. Topics for study include the dynamics of urban growth, politics and reform, urban planning, the growth of urban culture in America and shifting definitions of community in U.S. cities and suburbs. Mexico: An Historical Perspective (See under Program in Global Community.) The Ancient Near East and Greece to 338 B.C. The development of civilization in the Near East from earliest times through its extension and elaboration by the Greeks.Emphasis is placed on the development of writing, achievement in the arts and sciences and political institutions. 361 Hellenistic Greece and Rome to 330 AD. A study of the development of Alexander's Empire, the Hellenistic kingdoms and the rise of Rome as the world's greatest power. Emphasis is placed on personalities, the arts and sciences, and Rome's contributionsin law and the political process. 370 The Late Middle Ages to 1560 A study of the scholastictradition and the role of the church and state through the changes forced on these institutions during the Italian Renaissance and the early years of the Reformation. 399 Internship in History A limited number of Internships may be available for qualified Upper Division students mapring in history. In this connection, students are encouraged to consider the opportunities available through the Cooperative Education program. 440 Topics in World History This course will investigate topics in world history which are not included in regular course offerings.The specific topics to be offered will be announced prior to registration. 474 The World and The West This course begins with Europe's discovery of the rest of the world, considers cultural interaction and conflict, the building of European empires in Asia and the Americas and concludes with the breakdown of these imperial systems at the end of the 18th Century. 495 Seminar Selected topics which will be announced prior to registration. This course is designed for history majors of at least junior standing. Admission by permission of the instructor. Offered at least once each year. 499 Independent Study Majors with an average of 3.5 or above in history courses are encouraged to apply for directed Independent Study. A maximum of one course in Independent Study may be applied toward the major. The Humanities major provides the opportunity to reflect across departmental lines, to experiencethe ways in which different academic disciplines appmch similar questions and issues and to participate in interdisciplinary learning experiences. You can, in effect, create your own major by choosing a theme or topic you wish to study and then by taking courses in various departmentsrelating to that theme. The major was created especially to encourage students not majoring in the humanities but in such areas as science, business or social science to broaden their insights and perspectives by taking a broadly-based second major. Faculty: Bruce Reichenbach (Chaiirson),John Benson and Richard Nelson Major: Nine courses, five of which must be Upper Division. Courses must be selected from at least four of these seven departments -Art, English, Foreign Languages, History, Philosophy, Religion, and Speech, Communication and Theatre Arts. No more than three courses from any one department can be used to satisfy the requirement. Note: Each student taking a Humanities major will focus on some particular theme or Six of the nine perspective which will constitute the core of the major .pcourses must be taken in this core. The core adopted and the courses chosen to meet the requirement will be worked out with the student's adviser in the humanities, and must be approved by the Humanities Major Committee. The theme or perspective of the core can be chosen from those listed in the Humanities Handbook or can be created by the student in consultationwith an adviser in the humanities. Further information concerning the core can be found in the Humanities Handbook A student may not list a double major in Humanities and in one of the component disciplines unless the distribution of courses selected in the Humanities major is significantly different from the other major. 499 Independent Studies Individual study and research on some interdisciplinaryhumanities topic, worked out in consultation with an adviser. The study must be approved by the Humanities Major Committee. &CAN INDIAN Smm, ETHNICS m m & W O ~S m Sm InterdisciplinaryStudies covers a broad spectrum of experienceand coursework. Through Interdisciplinarycourses, students gain greater insight and understandingof cultures and perspechves different from their own. Through these experiences studentsare better prepared to become contributing members of the global community. For other Interdisciplinarycourse listings, see Global Education Programs and Metro-Urban Studies. Courses listed in these areas may be used to fulfill the Urban Concerns, Women's Studies or Minority Studies requirements under the general distributionrequirements.Consult the General Education list for courses which fulfillthe specihc Perspectives. Augsburg also offers students the opportunity to minor in American Indian Studies or Women's Studies. The American Indian Studies program offers courses that encompass the range of American Indian contributions to North American culture including art, religion, literature and history. Also offered m two begnning courses in Ojlbwe (Chippewa),the original language of one of Minnesota's native people. Mildred Mueller, Coordinator Minor:Five courses including INS 105 and at least one Upper Division course. Indian Studies courses may also be taken as part of majors or minors in other academic subjects or to meet distribution/general education requirements. INS 105 Introduction to American lndian Studies An introduction to the content areas of American Indian Studies, including an overview of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, crosscultural influences, art, music and language. Required for American Indian Studies minor. OJB 111, OJB 112 Beginning Ojibwe An introduction to the language and culture of the Ojibwe (Chippewa) Indians including vocabulary, reading, writing and conversational skills. Classroom practice will include linguistic patterns and oral interaction. The second course continues vocabulary, reading, writing, oral skills and culture, with increased emphasis on comprehension.This course is crosslisted with the Foreign Language Department. ENG 216American lndian Literature: Traditional and Modern Comparative studies of tribal oral traditions, early writings and modem literature written by or about American Indians. Problems of translation, interpretation and exploitationwill be examined. Modern novelists, poets and historians will be included. This course is cross-listed with the English Department. HIS 223 American lndian History: Pre-Columbian to Modern The government, tribal structures, philosophy, agricultureand commerce among the native people of North America are explored from p r e Columbian eras through European exploration and settlement. American Indian contributionsto world economics, agriculture, government, architecture, art and philosophy are included, as are wars, treaties, relocations and inter-governmentalrelations. This course is cross-listed with the History Department. INS 260 Contemporary American Indians The situation of Indians in the United States since the Indian Reorganization Act (1934)with an emphasis on current issues, e.g. tribal sovereignty, treaty rights and education. Examples of the persistence of religious/ cultural traditions among selected Indian tribes today. ART 290 Tribal Arts and Culture An overview of the visual arts of the American Indians within the United States with some attention to Canada, Central and South America. In addition to the visual arts of the Eastern Woodland, Plains, Pacific and Southwest Indians, some content will include drama, dance, poetry, mythology, rituals and religion. Students will produce art work such as weaving, baskets, pottery, jewelry, sculpture or prints. This course is cross-listed with the Art Department. INS 320 American lndian Women This course focuseson the roles played by women in the tribal cultures of native North America. It explores the continuity of women's roles over time as well as changes in these roles as a result of the influence of Western colonialism. It examines the life histories of Indian women of the past and present and assesses the contributions made by women to Indian community life today. (Rereq.:one course in Women's Studies or American Indian Studies or consent of instructor) This course is applicable to Women's Studies also. REL 370 American lndian Spirituality and PhilosophicalThought Religious beliefs, spiritual customs and philosophy of North American Indians are studied. Within these broad areas,the subjects of medicine, healing, shamanism, dreams, visions, myths and spiritual power are also included. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies and beliefs in an afterlife. This course is cross-listed with the Religion Department. Also approved as an elective: INS 233 Women: A Cross-Cultural Perspective (See under Women's Studies.) 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g. African backgrounds, religion under slavery, evangelicalism.This course is cross-listed with the Religion Department. 232 Blacks in America: An Introduction to African-American Studies An interdisciplinary course providing an overview of the mapr issues related to the Black experience in terms of the family, education, religion, art, economics and politics. It is designed to heighten the student's consciousness regarding the African retentions in Black culture, the evolution of Black culture and the impact of Black culture on American society. Women's Studies values the experiencesand perspectives of women by placing them at the center as it branches out to critically examine women's contributionsin life and learning. Women's Studies seeks to complement other disciplines by expanding knowledge about women, addressing misconceptions and raising new questions which spark further investigation. It seeks to empower students for leadership. Women's Studies tries to be explicit about its goals and issues. It seeks to raise awareness of diversity, to critically examine all disciplines and existing social practices, to recover past achievements of women and encourage the work that women now do, to expand perspectives and to provide a basis for decision making and critical evaluation of future learning. mi no^: Five courses which must include INS 201, three electives, one of which must be Upper Division, and INS 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written approval of the Women's Studies Coordinator. INS 199 Internship in Women's Studies INS 201 Foundations in Women's Studies This multidisciplinary course is designed to raise awareness of women's status and women's diversity; to critically examine disciplines and social practices through the lens of feminist theory; to recover past achievements of women and survey the work that women now do; to expand perspectives; and to provide a basis for critical evaluation of future learning. INS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the biological, evolutionaryand historical origins of women's roles a i d status in human society. Emphasis will be placed on the comparative roles of women in different cultures. This comparison will include such North American models as the Navap, 0jib;e and Iroquois; African models such as the Pygmies and other tribal groups; the peasant societies of eastern Europe, Mexico, the Middle East and China. INS 265 Women in American Culture Through discussion of works by women historians and selections from women's journals, speeches, articles, short stories, poems, plays and other aesthetic creations, the class will collectively assess the position of Black and white women in American culture from the founding of the colonies to the present. Contributions by Indian women, Chicanas and other "invisible" women minorities will be included. INS 281 Topics in Women's Studies INS 311 Women and Development: Latin American Perspectives (See Global Education Programs.) INS 320 American Indian Women (See American Indian Studies.) INS 399 Internship in Women's Studies INS 481 Topics in Women's Studies INS 495 Women's Studies Seminar Selected topics. Required of minors who do not elect to do an Independent Study. To be completed after the introductory course and electives. INS 499 Independent Study In consultationwith a faculty member and with the approval of the Women's Studies Coordinator, a student selects a specific topic for study. Required of minors who do not elect to participate in the seminar. See department listings for descriptionsof the following approved electives from other departments: ART352 Women and Art ENG 282 or 482 Topics in Literature: Women and Fiction HIS 226 Asian and Asian-American Women in Public Life in the 20th Century WL421 Topics in American Politics POL459 Topics in Comparative Politics PSY 371 Psychology of Gender REL441 Feminism and Christianity International Relations is an interdisciplinarymajor which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or a semester. Competency in one language is required and some students study two languages. The goal of the program is to give students a broad exposure to international studieswith considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, the USSR, the Far East, Southeast Asia and others. Recent students have had double majors in History, Political Science, or a foreign language. Numerous combinations of majors and minors are possible with the InternationalRelations major. Norma Noonan, Director Major: 13courses. (1) Seven required courses: ECO 112or 113, HIS 103or 104, POL 158or 160; two of the following: HIS 332, POL 363,461; POL 490; the fourth term of college work in a modem foreign language. (2) Six of the following electives (not more than three from any one disciplinemay be counted toward the mapr): ECO 360,495; HIS 322,323,324,440,474; PHI 355; POL 350,351,381,382,455,459; Rn 356; SOC 336; Interim courses, seminars, Independent Study, topics courses and courses at other colleges/universities can be considered here with the approval of the Program Direstor; fourth tern or higher of college work in a second language. Minor:Seven courses and one year of foreign language. Required: ECO 112or 113, E3IS 103or 104, and POL 158or 160. One course of HIS 332, POL 363 or 461. One year of foreign language. Any three courses from the list of approved electives for the major. Not more than two courses from any department could count toward the minor. Note: Only the fourth or higher term of languages counts toward the major; prerequisite courses or competencies cannot be credited toward the 13required courses. Students should confer with the Program Director about regional and disciplinaryconcentrations possible within the mapr, for example, a concentration on a geographic area or in one of the major disciplines in the program. At least since b t e s , scholars have appreciated the value of mathematics in developing the skills of critical thinking, understandingabstrad concepts, and analyzing and solving problems. Coupled with the more modem needs of quantitative reasoning, these skills are still essential for any liberally educated person. Mathematics and computer science courses at Augsburg are intended to help develop these skills. 1 Mathematical ideas in and of themselves have had a formative impact on the development of civilization and the development of compute& has also influenced modern society. To the extent that a liberal education must include a variety of perspectives on our culture and heritage, a study of these influences is important. An increasingnumber of academic disciplines require a working knowledge of the tools of mathematics and computer science. This Department serves students majoring in a wide variety of fields. Majors within this Department are prepared for graduate school, work in industry or service professions, with opportunities to focus on either the theoretical or the applied areas of their vocations. In fad, the Department offers a concentration in applied mathematics as well as the more traditional major. Internshipand Cooperative Education options help studentstake advantage of Augsburg's proximity to the many technicaUy+riented enterprises in the city. Thus the Department aims to provide its own majors with skills necessary to serve the larger community through a variety of m s . MathematidComputer Science Faculty: Larry Ragland (Chairperson), Larry Copes, LarryCrockett, Suzanne Dor&, Beverly Durkee, Ken Kaminsky, Noel Petit, Beverly Stratton, Stephen Zhang Mathematics Major: Nine courses in mathematics including MAT 145,146,245, 246,324 and three electives from MAT courses above 210, at most one of which is at the 200 level; participation in departmental colloquium (MAT 491) during junior and senior years. Also required: CSC 170 or CSC 270. At least two of the Upper Division mathematics courses must be taken at Augsburg. For teaching licensure, the three electives must be 351,373, and 441. Students wishing to become licensed teachers are advised to consult with the Education Department for other require ments. Mathematics Major with concentration in Applied Mathematics: Nine courses including MAT 145,146,245,246,324 and three electives from MAT 327,328,355, 373,374, and approved topics courses (MAT 481). Also required: CSC 170 or CSC 270, PHY 121,122; participation in departmental colloquium (MAT 491) during junior and senior years. A minimum of two Upper Division mathematics courses must be taken at Augsburg. Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall. Independent Study at an advanced level. Mathematics Minor: Five courses, including 145,146,245, and 246 or 247, and one elective from MAT courses above 300. For a teaching minor the additional course must be selected from MAT 314,328,351,373,441. Prerequisites/PlacementExam -Before enrolling in any mathematics course the student must have placed appropriatelyon the Augsburg Mathematics Placement Exam, or have completed college courses equivalent to prerequisites. A course must be completed with a grade of 2.0 or higher to count as a prerequisite. The Placement Exam is given during college registration sessions and at other announced times during the year. It is required of all entering students except those who have received a grade of C or better in a college-level mathematics course taken at another college or who have passed the College Board Advanced Place ment Exam. These students and those who place into Group V should consult with the Department about appropriate courses to take. 103 Basic Mathematics A self-paced course for students needing a review of arithmetic and transition to algebra. Topics include integers, fractions, decimal numbers, ratios, percents, metric system, exponents, radicals and evaluation of algebraic expressions.Counts as one course in semester's load but does not give credit toward graduation. Admission only by Augsburg Mathematics Placement Test. (kereq.:Placement Group I. P/N grading only) 104 Intermediate Algebra A self-paced course for students needing a review of basic algebraic skills and concepts. Topics include operations with polynomials and rational expressions; exponents and radicals; solving linear and quadratic equations and inequalities; and graphing of linear and quadratic functions. Counts as one course in semester's load but does not give credit toward graduation. Admission only by Augsburg Mathematics Placement Exam. (Prereq.: 103or Placement Group 11. P/N grading only) 114 Elementary Functions A study of functions: algebraic, exponential, logarithmic and trigonometric. For students planning to take 124 or 145. Students who have completed 124 or 145 may register for credit only with consent of instructor. (Prereq.: 104 or Placement Group 111) 121 Finite Mathematics Topics of finite mathematics (combinatorics,probability, matrices, linear programming and graph theory) of primary interest to students in the social and behavioral sciences, business and information science. Students who have competed MAT 171 may not register for credit. (Prereq.: 104 or Placement Group 111) 122 Calculus for the Social and Behavioral Sciences Differential and integral calculus with applications in the social and behavioral sciences. Students who have completed 124 or 145may not register for credit. (Prereq.: 104 or Placement Group 111. ) 124,125,224 Calculus I, ll, Ill Differential and integral calculus, including calculus of several variables and series, with applications primarily from the physical sciences, integrated with topics from plane and solid analytic geometry. Primarily for students in mathematics or the sciences. (Prereq.: 114 or Placement Group IV for 124; 124for 125; 125 for 224) 131 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. (Prereq.: 104 or Placement Group IID 145,146 AUGMENT Mathemetics I and II The Augsburg Mathematics Enrichment Program provides exploration of mathematical ideas. Attention will be paid to historical and philosophical connections and to reading, writing and thinking in mathematics. Includes calculus concepts such as: limit, continuity, derivative, antiderivative, integral, sequences and series; and selected topics from linear algebra, abstract algebra, number theory, probability geometry, topology, dfnarnical systems, graph theory and combinatorics. (Prereq: 114 or Placement Group IV for 145; 145 for 146) 171 Discrete Mathematics Topics in discrete mathematics such as sets and logic, combinatorics, probabfity, relations and functions, vectors and matrices, boolean algebra and graph theory of primary interest to students in Computer Science and Mathematics. Students who have completed MAT 121 may register for credit only with consent of instructor. (Prereq.: Placement Group IV) 211 Number Theory An introductory study of the integers and their properties. (Prereq.: consent of instructor) 215 Elementary Linear Algebra A study of linear equations, determinants, vector spaces, linear transformations and matrices. (Prereq.: 224) 226 Differential Equations Solutions of ordinary differential equations with applications; solutionsby special integral transforms; systems of differentialequations with matrix algebra techniques; series solutions. (Prereq.: 224) 245,246 Mathematical Structures and Reasoning I & II Topics introduced in 1 6 1 4 6 are further applied, generalized and abstracted. Emphasis is on mathematical structures, logical reasoning and proof formats. Additional topics include: multiple variable calculus, vectors and vector spaces and linear transformations. (Prereq.: 146 for 245; 245 for 246) 247 Introduction to Applied Mathematics Designed primarily for applied mathematics, preengineering and physical science majors, this course includes additional topics from vector calculus, differentialequations, complex functions and linear algebra. (Prereq.: 245) 299 Directed Study Independent Stuclyfor Lower Division credit. (Pmq.: Consent of imtmctor) Abstract Algebra A rigorous investigation of the basic structures of algebra, such as groups, rings, integral domains and fields. (Rereq.: 215 or 246) Analysis An introductionto the study of mathematical analysis. Includes a rigorous study of mapr concepts used in the calculus and their applicationto more abstract situations. (Prereq.: 224,246 or 247) Special Functions of Mathematical Physics (See PHY 327) Complex Variables An introductionto complex numbers and functions, limits, differentiation and integration, series, analytic functions, conformal mappings and applications. (Rereq.: 224,246 or 247) Modern Geometry A study of transformational geometry including complex number representations and applications to fractal geometry. (Prereq.: 215 or 246) Numerical Analysis A study of methods used to solve problems on computers. Analysis of computational problems and development of algorithms for their solutions, applications of a procedur&riented programming language in numerical analysis. Topics include the general concept of iterative formulae, solution of equations, Newton's method, linear systems, interpolation, numerical differentiation and integration. (Prereq.: 224 or 245; CSC 170) Probability and Statistics I A study of the structure of modem probability, enumeration techniques, special discrete and continuous probability distributions with applications to statistical problems, mathematical expectation, Chebyshds inequality, the central limit theorem. (kereq.: 224 or 245) Probability and Statistics II A study of sampling distributions associated with the normal and other distributions and methods of estimation: point estimation, interval estimation; hypothesis testing, regression and analysis of variance, nonparametric statistics. (Prereq.: 373 or equivalent) Internship A combined effort of student, faculty and employer to complete a specific task and learn in a workplace. The Internship often is under the auspices of the Cooperative Education office as well as the Mathematics Internship Supervisor. Foundationsof Mathematics Set theory, logic, axiomatic method and development of number systems. (Prereq.: completion of or concurrent registration in 314 and either 324 or 328; or consent of instructor.) 481 Topics in Mathematics Study of advanced topics selected from real or complex analysis, abstract algebra, topology, pmbability, statistics or computer science. (Prereq.: 314 and either 324 or 328; or consent of instructor.) 491 MathematicsIComputer Science Colloquium This colloquium, which has no course credit, meets weekly to keep the mathematics and computer science community informed about contemporary developmentsin the field and about interestingideas that don't arise in courses. Junior and senior majors must attend, and others are welcome. Sessions are presented by faculty members or outside visitors. 499 Independent Study Topics defined through consultation between student and Department. Introductory Courses: 170,210, MAT 171 and MAT 124 or 145 Core Courses: 320,330,345,450 Computer Science B.A. Major: 11 courses including the four introductory courses, the four core courses and three electives. The electives must be selected from MAT 355, MAT 373 and Computer Science courses above 260. At least two electives must be selected from 270 or 271,340,352, and 445. At least two of the Upper Division courses must be taken at Augsburg. Participation in the departmental colloquium (CSC 491) is required for all junior and senior majors. Computer Science B.S. Major: 16 courses including the four introductory courses; the four core courses; 270 or 271,340,352,445, MAT 125 or MAT 146, MAT 224 or MAT 245, MAT 215 or MAT 246, and one elective selected from MAT 355, MAT 373, and Computer Science courses above 260. At least two of the Upper Division courses must be taken at Augsburg. Participation in the departmental colloquium (CSC 491) is required for all junior and senior majors. Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall. Independent Study at an advanced level. Computer Science Minor: Six courses including the four introductory courses and any two of the four core courses. 145 Computing for the Liberal Arts An introduction to computers, programming and computer applications, as well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not apply toward either a computer science major or minor. Structured Programming An introductionto computers, problem-solving, algorithm development and programming using Pascal. This course provides a foundation for further studies in computer science. (Prereq.: MAT 114 or MAT 121or MAT 122or BUS 279 or Math Placement Group IV) Data Structures Data structures and their implementation, recursion, searching and sorting algorithms, and continued development of programming methods using Pascal. (Prereq.: 170. Coreq.: MAT 121or MAT 171) Electronics (See PHY 261.) FORTRAN Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: 170 or another course with a study of a programming language) COBOL Study of COBOL programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: 170 or another course with a study of a programming language) Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms and tree and graph traversal algorithms. The limitations of algorithms, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: 210 and MAT 124or MAT 14.5) Theory of Computation Basic theoretical principles embodied in formal languages, automata, computability and computational complexity. Topics include Turing machines, Church's thesis, the halting problem and unsolvability. (Prereq.: 210 and MAT 124 or MAT 145) Digital Communicationsand Computer Networks Principles and methods of data communications, distributed processing systems, network protocols and securityand general computer interfacing. (Prereq.: 210) Principles of Computer Organization An introductionto computer architecture, processors, operating systems, instruction sets and assembly language programming. (Prereq.: 210) Database Management and Design Structure of database management systems, query facilities, file organiza- tion and security, includingthe development of an elementary database system. (Prereq.: 210) 399 Internship A combined effort of student, faculty and employer to complete a specific task and learn in a workplace. The Internship often is under the auspices of the Cooperative Education office as well as the Computer Science Internship Supervisor. 445 Operating Systems and Computer Architecture Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. mereq.: 345) 450 Principles of Programming Languages Principles that govern the design and implementation of programming languages. Topics include programming language syntax and semantics, BNF,parsing, compilers, interpreters, data structures, control structures and the run-time environment. (Prereq.: 210) 491 MathematicsIComputer Science Colloquium (See MAT 491.) 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated when the topics vary. (Prereq.: consent of instructor) 499 Independent Study Topics defined through consultation between student and Department. METRDUANSTUDIES (INS) Metro-Urban Studies is a tramdisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology and other related disciplines. The Metro-Uhan Studiesprogram seeks to blend classroom and field experience, theory and Internships which focus the content of liberal learning on the metropolitan community and the process of urbanization. The M-Urban Studiesmapr and minor a~ designed to provide underpduate pqaration forpostgraduate studiesin planning,&kchmI law, public .. admmstmtion, environmental studies, social government, community organkition and theology. 7he program and collegewideurban mpkment introduce studentsto the wide e e t y of developing mdated to urt.>an and metropolitan affairs,equipping studentswith the analytical and theoreticaltmls n q m e d to understand the metropolitancommunity. Cooperative Education and Internships are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location The Higher Education Consortium for Urban Affairs (HECUA)and Associated Colleges of the Twin Cities (ACTC) enrich the overall program Metro-Urban Studies Faculty:Garry W. Hesser (Director, SOO, Andrew Aoki (POL), Robert Clyde, Norman Ferguson (PSY) Major: 13 courses including POL 122 and 421; PSY 356; SOC 211 and 381; an approved Urban History course; SOC 362 or ECO 279; SOC 363 or POL 484;an Internship (399);and any four approved urban-related c o w . HECUA offcampus programs are highly recommended, especiallythe MUST Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Micrc-Economics. Minor: Three lower level Urban Studies courses, two of which must be POL 122 and SOC 211; and two upper division courses from the following:POL 421; PSY 356; SOC 381 or Internship (399), with the Internship highly recommended where appropriate. Other combinations are feasible if approved by the Director of the Program. 199 lnternship A work-based learning experience in which a student, faculty.memberand site supervisor design a learning apmnent which enables the student to exploremetro-urban studies as a mapr and consider its career alternatives. Participationin a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regardjig requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Wee. 299 Directed Study Independent Study for Lower Division students (Prereq.: consent of instructor and POL 122 or SOC 211) 399 lnternship A work-based learning experiencein which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of metmurban studies with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. Prior to the beginning of the terrn/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. b - 498 lndependent Study Metropolitan Resources An independently designed course which a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. ledures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources. The course is designed in consultation with and evaluated by a Department faculty member. (Prereq.:POL 122 or SOC 211 and consent of instructor) 499 lndependent Study Student must present a written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: POL 484 or SOC 363 and consent of instructor) URBAN STUDIES~ O N THROUGH S HEWA Augsburg co-foundedand plays a leading role in the Higher Education Consortiumfor Urban Affairs (HECUAIIa consortiumof 17 colleges and universities.Augsburg's Metro-Urbandirector served as its president from 1982 to 1987. Through HECUA, Augsburg studentshave access to five interdisciplinary field learning programs of exceptional qualityI located in ScandinaviaISouth AmericaI Central America and the Twin Cities. This program focuses upon the Twin Cities metro area. 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings conned experiences and direct observation with theory and research on the impact of race, class and gender on social inequality and unequal urban development. Competingtheories and strategies for urban and neighborhood development are examined and assessed in the context of dominant ideology and perspectives of people who challengeit. 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying -at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. 399 Internships (2 credits) Internshipsplace students with sponsoring organizations that provide supervised work experience for a minimum of 24 hours a week Coursework also includes readings, seminar discussion, field assignments and writing to meet the objectives of the internship. n. SGWDINAVIAN URBAN STUDIES TERM(SUST) This interdisciphary field learning program is at the University of Oslo and examines cities and urban life in Scandinavia. 372 Norwegian Language Intensivelanguage instruction at beginning or intermediate levels, with emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Note: For Language credit the student should consult with the Chairperson of the Foreign Language Department. 377 Scandinavia in the World Global perspedives of Scandinavian societies. Exploration of Scandinavian viewpoints as small power nations in a world of super powers and their role in issues of peace, conflict resolution and arms control, EastWest relations, European security, trade and the Thii World. Emphasis on Norway with field travel to Scandinavian capitals and to Leningrad for discussionswith advocates of competing perspectives. 393 Norwegian Art and Literature: Perspectiveson Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theaters, museums, galleries) and discussions with artists active in a variety of media. 394 Urbanization and Development in Scandinavia Examination of urban economic, social and cultural policies and practices as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformationsfrom rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to Scandinavian capitals for a comparative perspective. 499 Independent Study Students with advanced Norwegian language proficiency have the option of conducting Independent Study research, using Norwegian language skills, on a topic approved by the SUST Program Director and the appropriatehome college faculty adviser. III.SOUTH AMERICAN URBAN SEMEER (SAUS) This "semester in the city" program is located in either Quito, Ecuador, or Bogota, Colombia. It focuses upon urbanization and developmentin the Third World. 261 Spanish Language All students take Spanish at the intermediate level or conduct an Independent Study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work. 361 Introduction to Latin America Overview of Latin American geography, history, economy, politics, culture and arts with emphasis on program sites as case studies. Focus on economic development issues, theories and models applicable to Latin America. 362 Urbanization in Latin America The development of cities and implicationsfor social change in Latin America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, govenunental policies'and urban elites. Models and theories of urbanization and development are compared and applied to Latin America. 363 Wealth, Poverty and Community Development The plight and prospects of the urban poor in Latin America. Emphasis on field study in bamo communities and site visits to public and private agenciesdealing with urban problems. 499 Independent Study Studentswith advanced Spanish a= required to prepare an Independent Study research paper. Depending on the topic and resources required, supervision by a professional at a local college or research institution or by SAUS faculty. N.CITY ARE This program studies the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich sources for the program. 330 Field Seminar: Emerging Art and Urban Cultures Exploration of the life experiences and works of artists, cultural workers and community organizers for understanding the difkrencesbetween formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. 399 Internships (2 Credits) Internshipsinvolve participation in an ongoing project with an individual artist, community organizer, art group or organization for the purpose of learning about life and work in that setting. The form and placement varies with each student's goals, needs and experiences. A Spring semester interdisciplinaryprogram that examines relationships among literature, ideology and society and how these shape perceptions of socialrealities. 360 Latin American Literature: Perspectiveson Social Change Study of selected literary works that illustrate s d &ties and express a variety of perspectives on Latin American societies and social change. Historical survey of the dominant trends in Latin American thought as manikted in major artistic periods. 364 Latin American Arts and Society Introduction to theoretical frameworks for examining the relationships among art, ideology and society. Intensive readings include works by theorists from Europe, the U.S. and Latin America. 367 Ideologies of Social Change in Latin America Theories of ideology and overview of Latin American ideologies related to development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependencia and Marxism. 499 Independent Study All students prepare an Independent Study paper on a topic and design approved in advance. Topics can include Latin American literature and others appropriate for Spanish language credit. (See listing under Interdisciplinary Studies (INS)).In the ACTC Class Schedule, Minority Studies courses are listed under Ethnic Studies. Music has the power to move and change us. Whether we experience music as a listener, teacher or performer, it adds a significant and satisfying dimension to our lives. As a college of the church, Augsburg celebrates the study of music as one of the @Is of God. Music in the Christian liberal arts setting reflects Augsburg's mission of educating the whole person. The Music Department at Augsburg College offers courses in music and music performance to give students access to this essential aspect of human history and culture. In addition, all students of the College community have the opportunity of participating in choral and instrumental ensembles which perform locally, nationally and internationally. Augsburg College is an institutional member of the National Association of Schools of Music. The Music Department serves the general education needs of students and offers professional training in music. The Music major combines a broad education in the liberal arts with preparation for a wide range of graduate and professional opportunities. Studentsmay choose from among four maprs in three degree programs: Bachelor of Arts-Music Major; Bachelor of Music-Performance Major; Bachelor of Music-Music Education Major, and Bachelor of Science-Music Therapy Major. In addition to opportunitiesas professional musicians, teachers of music, and music therapists, graduates have access to a wide variety of careers. Leaders in the professions and business regard a liberal arts mapr as an excellent preparation for satisfymgand effective service in many occupational areas. I 1 Music Faculty: Thomas Rossin (Chairperson), Trudi Anderson, Laine Bryce, John Dunham, Stephen Gabrielsen, Andy Heglund, Mary Homzaniecki, Kenneth Huber, Robert Karlkn, Merilee Klemp, Nicholas Lenz,Cynthia Lohman, Steven Lund, Charles McDonald, Roberta Metzler, Celeste (YBrien, Gordon W. Olson, Lila Olson, Sandra Powers, Nicholas Raths, Robert Stacke, George Stahl, Angela Wyatt Music Coordinato~Mary Ella Pratte Entrance Procedures: Freshmen will enroll in the regular Bachelor of Arts program. Those wishing to become Bachelor of Music candidates must perform (LevelI1 repertoire) in their mapr performance medium for a faculty panel. They must then apply, by petition, to the Department before the end of their second semester of study. Candidate approval is necessary to register for B.M. level performance studies. Freshmen who wish to be considered for a Freshman Performance Scholarshipmust have the recommendation of their ensemble director or private lesson instructor. Transfer students may enter the B.M. program on probation, s u b j j to Departmental approval of a performance hearing and petition during their first semester in residence. All transfer students must take the theory placement examination at the first class meeting of MUS 101 or 102. Music Education majors must apply, by petition, to the Department during the sixth term of study. Additionally, Music Education majors must apply to the Education Department for acceptance into the music education licensure program. Departmental approval and a cumulative GPA of 2.5 in all music courses are necessary for the education licensure program. All other music major and minor candidates must apply, by petition, to the Department prior to registration for Upper Division courses. Auditions for memberships in ensembles are scheduled, followingapplication, during summer orientation sessions or at another time preceding initial registration, or during the first week of the school year. Honors Major: Candidates for the honors program are nominated each spring from among those juniors who have attained a GPA of at least 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense; an additional senior recital of graduate quality; composition of a work for vocal and/or instrumental ensemble; conducting an ensemble concert; or combinations of the above. Consult the Music Department Student Handbook for more information. Core Curriculum (requiredof all majors): 101,102,111,112,201,211,231,232,311, 312,341,342 or 344; eight quarter courses in a major ensemble; Performance Studies and recital quirements as given under each specific degree and major. (See Applied Music section.) French or German study as stated in general education requirements. Bachelor of Arts Music Major: Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business and professional opportunities. Students who intend to pursue non-performance graduate study, or desire to enter one of the many music-related business fields of employment, most often choose this course of study. Requirements: 13course credits: Core curriculum plus one course credit of music elective; Performance Studies -six quarter courses and two half courses in the major instrument or voice, two quarter courses in the minor jnstrument or voice and a half senior recital (Music 458); keyboard proficiency and passing three Music Repertoire tests.Consult the Music Department Student Handbook for more information. Requirements for the Music Minor: Six course credits: 101,102,111,112; 231 or 232; 341; 342 or 344;four consecutive quarter courses in a major ensemble concurrent with four quarter courses in Performance Studies.Music minors must pass one Music Repertoire test. Bachelor of Music Music Education Major: Offers students the preparation necessary to become teachers of music in the public schools. This preparation includes coursework which allows the student to become certified to teach at the elementarythrough the secondary levels. Requirements: 17 course credits: Core curriculum plus 202,212; Performance Studies -two quarter courses, four half courses, two full courses in the mapr instrument or voice; two quarter courses in the minor instrument or voice; a half junior recital (MUS 358) and a full senior recital (MUS 459); improvisation compe tency on mapr instrument or voice; keyboard proficiency, passing three Music Repertoire tests, and achieving a cumulative GPA of 2 5 in all music courses and in the major performance medium. Vocal emphasis -MUS 251,252,253,254,435 Instrumental emphasis -MUS 151,155, and one course credit of music elective Other requirements:10 and onehalf course credits: HPE 114,115; PSY 105; EDS 265,354,355,356,357 or 358,388,478,481,482,483. Consult the Education Department, Music Department Student Handbook and program adviser. Music Performance Major: Designed for students who display advanced compe tence and achievement in music performance. This degree program is chosen by students who wish to become professional performers, private instructors, or who intend to pursue a graduate degree in music performance. Requirements: 20 course credits: Core cumculum plus 202,212; Performance Studies-two quarter courses and six full courses in the mapr instrument or voice; two quarter courses in the minor instrument or voice; full junior and senior recitals 358,459; keyboard proficiencytest, passing three Music Repertoire tests and achieving a cumulativeGPA of 2.5 in all music courses and in the major performance medium. Consult the Music Department Student Handbook for more information. Vocal Emphasie MUS 251,252,253,254,435, one course of music elective, two courses of French or German above the B.A. requirements. Piano or Organ Emphasis- 301,302,436,456, one-half course credit of music elective. Instrumental Emphasis MUS 301,302, one and onehalf course credits of music electives. Bachelor of Science Music Therapy Major: Fulfills academic and clinical requirements for registration with the National Association for Music Therapy, Inc., and prepares students for the professional certification examination developed by the Certification Board for Music Therapists. This course of study is chosen by students who wish to become registered music therapists. Requirements: 18course credits: Core curriculum plus one course credit of music elective; two of 151,155,156; 271,274,275,372,373,374,375,472,473,474,475,479; Performance Studies -six quarter courses in the mapr instrument or voice, two quarter COW in the minor instrument or voice and a half senior recital 458; keyboard proficiency, guitar proficiency, passing three Music Repertoire tests, and achieving a minimum grade of 2.5 in each music therapy course. Other require ments: EDS 282,356,357,358; PSY105,362; BIO 103; SOC 362 or PSY264. Graduates are eligible to take the National Association for Music Therapy certification examination. Applied Music Ensembles (MUD: One quarter course credit per semester is granted to members of mapr ensembles (MUE 111,112,121,141). Other ensembles carry no credit. Traditional grading is required for music maprs and minors in ensemble courses. The general student may register for credit with either traditional or P/N grading, or may choose no credit status with audit (V) designation. A maximum of two course credits in ensemble may be counted toward graduation requirements. Performance Studies for credit:Four synergistic elements are required -lessons, jury examination at end of each semester, performance workshop, and listening attendance at concerts, recitals and performance workshops). Areas of Concentrations The music mapr/minor student must declare an area of concentration. A secondary area, required of Music Education students, necessitates additional lessons, jury examination and performance. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit -one half-hour lesson and three hours of practice per week. One quarter course credit -one half-hour lesson and four hours of practice per week One half course credit -two half-hour lessons and eight hours of practice per week One course credit -two half-hour lessons and twelve hours of practice per week. Performances: All students registered in PerformanceStudies for credit must perform each year in a general student recital, at the end of each semester for a faculty panel, and additional performances as required by the instructor. Listening: All students registered in Performance Studies for credit are required to attend eight designated music events during each semester. Failure to attend the required number of Faculty Artist Series recitals, mapr ensemble concerts, or other designated music events is a factor in determining the final grade received in Performance Studies. Music maprs must pass a total of three Music Repertoire tests; music minors must pass one. (Consult the Music Department Student Handbook for contents of Music Repertoire tests.) Recitals: A committee composed of the student's teacher and two other music faculty members will determine the final grade for all recitals and will conduct a prerecital hearing for senior B.M. Performance Major recitals. Concurrent registration in Performance Studies in the major performance medium is required for recital performance. Students should carefully read the Music Department Student Handbook and consult continually with their applied teacher. The following guidelines provide an outline of requirements and procedures which must be followed by all recitalists. Departmental Sponsorship Recitals required for the fulfillment of the BM., BA., or B.S. degree requixements or Honors Major will be sponsored by the Music Department. Other student recitals may be departmentally sponsored. Duration and Repertoire Level All departmentally sponsored recitals must be representative of the academic guidelines set forth in the College Catalog and Repertoire Lists available in the Music Department. 1.B.M. degree junior recitals (MUS358) will be one-half hour in duration, and will be at repertoire Level 111for Music Education majors and one hour in duration at Level IV for Music Performance majors. 2. B.M. degree senior recitals (MUS 459) will be one hour in duration at repertoire Level IV for Music Education majors and one hour in duration at Level V for Music Performance majors. 3. B.A. and B.S. degree senior recitals (MUS458) will be one-half hour in duration at repertoire Level 111. Keyboard Proficiency: B.A., B.M. and B.S. candidates must demonstrate elementary keyboard familiarity by passing the Piano Proficiency test. (Consult the Music Department Student Handbook for contents of Piano Proficiency test.) Many music courxs are offered in alternate years. Consult the ACTC Class Schedule or the Music Department for course offeringsin each term. Theory 101 Materials of Music 1 (112 course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. 102 Materials of Music 11 (112 course) Diatonic harmony, secondary dominants and simple modulations. Aural Skills 1 (1/2 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing and harmonic dictation to parallel progress in 101. (Prereq.: concurrent registration in or completion of 101) Aural Skills 11 (1/2 course) Development of listening and reading skills to parallel progress in 102. (Prereq.: 111and concurrent registration in or completion of 102) Materials of Music 111 (1/2 course) Continuation of 102with chromatic harmony and modulation. (Prereq.: 102) Form and Analysis (1/2 course) Musical structures of common practice period and introduction to 20th Century practice. (Prereq.: 201) Aural Skills 111 (1/2 course) Melodic, harmonic dictation and sight singing to parallel progress in 201. (Prereq.: 112and concurrent registration in or completion of 201) Aural Skills IV (1/2 course) Further developmentof listening skills to parallel progress in 202. (Prereq.: 211 and concurrent registration in or completion of 202) Counterpoint 1 (1/2 course) 16th through 18th Century contrapuntal techniques including double counterpoint, pasacaglia, fugue and canon. (Prereq.: 201,211) Counterpoint 11 (1/2 course) Study of contemporarycounterpoint including works of Soenberg, Bartok, Hidemith, Stravinskyand Carter. (Prereq.: 301) Composition 1 (1/2 course) Study of notational systems, score layout, calligraphy, physical basis of sound,ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. Composition 11 (1/2 course) Advanced arranging for vocal and instmental ensembles of varying sizes and types. Contemporarytechniques, atonal systems and larger forms are studied and used. Basic Conductlng (1/2 course) Study of fundamental conducting patterns and baton technique. Score analysis and preparation. Rehearsal techniques. Basic nomenclature. Choral Conducting (1/2 course) Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class as the choir. 344 InstrumentalConducting (112 course) Preparation of and conducting instrumental literature. Advanced conductingtechniques. Organization of instrumental ensembles. History and Literature 130 Introductionto Music in the Fine Arts Relationship between music of each period and the other fine arts. For non-music majors. 230 Electronics in Music Ekploration and creation of sounds heard in 20th Century music. The study and application of practical eledronictechnology used in music will be combined with aesthetic considerations in the creative aspects of the art. For non-music majors. 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.:112, 201) 232 History and Literature of Music II Continuation of 231 from 1750 to the present. (Prereq.:112,201) 330 Ethnic Music Hispanic, Black, Indian, Asian and other ethnic music and its cultural relationship. For the general as well as the music student. The following four half courses a~ extensive studies of special eras in the history of music. (Prereq.:231,232) 331 Music of the Baroque Era (1/2 course) 332 Music of the Classical Period (1/2 course) 333 Music of the Romantic Period (112 course) 334 Music of the 20th Century (112 course) 432 Church Music and Worship Development and influence of church music as evidenced in contemp* rary worship practices. Designed for the general as well as the music and theology student. 435 Voice Repertoire (1I2 course) Interpretation, style and programming of the song literature from the 16th Century to the present. (Prereq.: 231,232) 436 Piano Repertoire (112 course) Study of the piano literature from the 17th Century to the present by listening, analyzing and performing. (Prereq.:231,232) 498 lndependent Study (1/2 course ) Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. 499 lndependent Study Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. Technique 151,152 Voice Methods (114 course) Fundamentals of tone production and singing. 155,156 Piano Methods (1I4 course) Basic keyboard familiarity,simple accompaniment and music reading skills necessary to meet specific degree requirements. (Prereq.: MUS 101) 157,158 Guitar Methods (114 course) Beginning techniques of classic guitar. 251 English Diction (114 course) Fundamental course in correct standard English diction for singing. Familiarization with the International Phonetic Alphabet. Open to all students rqjstered for vocal instruction. The following three quarter courses are continuations of 251 with application for the Italian, German and French languages. 252 Italian Diction (1I4 course) (Prereq.:251) 253 German Diction (114 course) (Prereq.:251) 254 French Diction (114 course) (Prereq.: 251) 358 Junior Recital B.M. candidates only. Half recital at repertoire Level III for Music Education Majors; full recital at Level IV for Music Performance majors. No course credit. 456 Piano Pedagogy (1/2 course) Principles, methods, materials and techniques for teaching piano. Survey of various pedagogical schools of thought. (Prereq.: consent of instructor.) 458 Senior Recftal Half recital by BA. or B.S. candidates at repertoire Level 111. No course d t . 459 Senior Recital (1 12course credit) B.M. candidates only. Recital must be preceded by a prerecital hearing by faculty committee.Repertoire Level IV for Music Education majors and Level V for Music Performance maprs. Therapy 110 Music Therapy: A Clinical Overview A survey of the music therapy programs in Minnesota, with field trips to various institutions. An introductory course for the freshmen and sophomores consideringmusic therapy as a major to give students a broad background in the ways in which music is used as a therapy. (Interim only) 271 Music Therapy Techniques and Materials (112 course) Study of non-symphonic instruments, Orff-Schulwerk, applicationsof recreational music activities to cliical settings. 274,275 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and developmentof an experimental research project. 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinaryapproach to music therapy. Theories of learning music, musical talent, and performance. 374,375 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 472 Influence of Music on Behavior A study of human behavior as it relates to music, with emphasis on psychological, cultural and biological aspects of musical behavior. Understanding of the theory of music therapy. 473 Music Therapy Senior Seminar Class discussionsof theories and research as they apply to therapeutic settings including discussion of professional ethics. A holistic approach to therapy with music. 474,475 Music Therapy Practicums (114 course each) Volunteer work under the supervision of a registered music therapist, two hours per week. (Prenq.:three of 274,275,374,375) 479 Music Therapy Clinical Internship (112 course) Full-time placement in an NAMT Internship setting for six months. Application for Internship sites must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements) These musical organizationsexist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of Fall semester or by arrange ment with the ensenibledirector. Assignment to an ensemble is then made at the discretion of the appropriate faculty. Membership is for the entire academic year which, on occasion, includesInterim. While the Department strongly encourages both formal and informal ensemble experience, only membership in Band, Orchestra, Choir or Chapel Choir will satisfy the major, minor or distribution/general education requirements. Instruments are available for rent. 111 Augsburg Choir (114 course) 112 Chapel Choir (Y4 course) 114 Advent Vespers Choir (0) 121 Orchestra (Y4 course) 122 String Ensemble (0) 131Woodwind Ensemble (0) 141 Concert Band (Y4 course) 142 Brass Ensemble (0) 143 Jazz Ensemble (0) Private instruction for credit is graded traditionally. All areas of study are available to the non-music major or minor. AU lessons are adapted to the individual needs of the student and those bearing credit are supplemented by accompanying, ensemble participation and other performances. Repertoire lists are graded I-V to indicate levels of achievement and the following expectations:No-credit study has no repertoire requirements; Music Minor -Level I; B.A. and B.S. Majors -Enter I and attain III; B.M. Education Major -Enter I1 and attain IV;B.M. Performance Major -Enter 11 and attain V. l l x Voice 14x Brass: Trumpet, Trombone,Baritone, Tuba 12x Strings: Violin, Viola, Cello, 15x Piano Bass 13x Woodwinds: Oboe,Bassoon, Clarinet, Saxophone, Flute Recorder, Horn 4 16x Guitar Percussion 18x Organ 19x Harp Note carefully the following provisions: 1.Performance study registration occurs the first week of classes. 2. Senior music maprs who have attained a cumulative GPA average of 3.0 in their mapr instrument or voice will be awarded a Senior Performance Scholarshipwhich provides for free lessons in that mapr medium during the two semesters preceding graduation. Similar scholarships are available to entering freshmen. 3. A semester of study is 14 weeks of lessons and coaching. Any lessons during the Interim or Summer are arranged privately with the teacher. 4. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. 5. Credit is granted only for study with faculty members of the Augsburg College Music Department. The Natural Science Licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. The program of courses is designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors,the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in Education. Early consultation with adviser is essential. Arlin Gyberg, Coordinator Licensure Program for Teachers: The Minnesota Board of Teaching has approved the licensure program for science teachers and authorized Augsburg to recommend candidates in: Life Science, grades 7-12 Life Science (minor), grades 7-12 Physical Science (Chemistry major or Physics major), grades 7-12 Chemistry (minor),grades 7-12 Physics (minor), grades 7-12 Middle School Science, grades 5 9 Broad Base Requirement: Seven courses: two in Earth Science (Astronomy or Meteorology, Geology), two in General Biology, three in Physical Science (Physics for the Life Sciences or a year of General Physics, and two courses of General Chemistry). Biology Major (For licensure in L ife Science):The Broad Base requirement plus eight courses: seven BIO courses, including 491 and at least one from each of the following p u p s : 0351 (Invertebrate Zoology) or 353 (Comparative Vertebrate Zoology), (ID 355 (Genetics) or 474 (DevelopmentalBiology), (III)361 (Plant Biology) or 481 (Ecology), (W) 471 (Cellular Biology) or 473 (Animal Physiology), (V) 440 (Plant Physiology)or 476 (Microbiology),and one course in Organic Chemistry. Chemistry Major (For licensure in Physical Science):The graduation major in Chemistry: CHM 115,116 (GeneralChemistry) (or 105,106), 351,352 (Organic Chemistry), 353 (QuantitativeAnalytical Chemistry), 361 (PhysicalChemistry), 363 (PhysicalChemistry Laboratory), one Advanced Chemistry course, and Chemistry Seminar.In addition, a year of General Physics and two additional physics courses above General Physics. Modern Physics and Electronics are recommended. Physics Major (For licensure in Physical Science): The graduation major in Physics: PHY 121,122 (General Physics), 245 (ModernPhysics), 351 (MechanicsI), 362 (Electromagnetic F'ields I), 395 (ComprehensiveLaboratory) and three additional courses to be selected from 261 (Electronics),352 (MechanicsII), 363 (Electromagnetic Fields 11), 481 (Thermal Physics), 486 (Quantum Physics D, and 488 (Quantum Physics II). In addition, a year of General Chemistry and one course each of Organic Chemistry and Analytical Chemistry. Licensure with Minor: For Life Science, Broad Base Requirement plus seven courses in Biology; for Chemistry, the Chemistry minor-and an additional Upper Division course; for Physics, the Physics Minor plus one additional course above PHY 122. Science (For Middle School Licensure -grades 5-9): Broad Base Requirement and an additional seven Natural Science courses, two in Earth Science (Meteorology and Mineralogy or equivalent), two Biology courses above General Biology, and three in Physical Science, at least one each in Chemistry and Physics above the level of General Chemistry or General Physics. Note: This is not a Natural Science major; it is a program for licensure. Students must still complete a college major. Professional nursing is a scholarly discipline that offers a unique service to individuals, families and communities as they pursue goals to promote, maintain or restore their health. This service, as defined by the profession, is the diagnosis and treatment of human responses to actual or potential health problems. The xope of professional nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work not only in hospitals and clinics but in corporations, government agencies, communities and their own independent practices; they are direct care-givers, researchers, teachers, leaders, managers, administrators and consultants. The expanding practice of professional nursing mpkes practitioners who are liberally educated in the humanities, in the natural and social sciences and in nursing theory and methodology, and who are critical thinkers and ethical decision-makers.The nursing major, informed by study in the liberal artstradition and nursing theory, process, and research, prepares registered nurses for professional practice based on knowledge, reasoned inquiry and professional values. Augsburg's nursing program, leading to a Bachelor of Science degree with a major in Nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for Public Health Nurse registration in Minnesota. With one additional course, they are eligible to apply for School Nurse certification. Requirements for admission to the major are: completion of an associate degree or diploma program in nursing with a minimum overall grade point average of 25; a w e n t license to practice as a registered nurse in the state of Minnesota; and completion of courses in inorganic chemistry, organic or biochemistry, anatomy and physiology, microbiology, English composition, introductory sociology and introductory psychology. Students must take these courses at Augsburg or another accredited college or university prior to admission to the nursing major. The prerequisite courses in sociology, psychology, English, chemistry and biology listed above may apply toward distribution/general education requirements as well as toward admission to the major. All prerequisite courses must be taken using the traditional grading system and must have been completed at the 2.0 level or above. Courses with grades below 2.0 must be repeated or challenged satisfactorily. In addition, applicants must validate their theoretical knowledge via written testing prior to acceptance to the major. These tests are given at Augsburg through the Department of Nursing. Applicants must give evidence of current nursing clinical practice within the past five years. This may include 1) graduation from a school of nursing, 2) work experience, or 3) completion of a nursing refresher course, or an acceptableequivalent All students are required to take the NLN Baccalaureate Comprehensive Examination during the last semester of their senior year. Nursing Department Faculty: Beverly Nilsson (Chairperson), Marian Enos, Sharon Ostwald, Pamela Weiss-Faman, Teri Welcher Major: 10 courses in Nursing including 305,306,310,311,330,350,403, 404,423, 427; an approved Upper Division science course; and an ethics course, either PHI 380 or REL 483. A minimum grade of 2.0 in each nursing course and the required science and ethics courses, and a cumulative GPA of 2.5 at the completion of the Level I and Level I1 courses of study are required. Courses in the Nursing major are offered on weekends with clinical courses requiring additional weekday time. The courses are designed so that the mapr may be completed within three years. However, more time may be required to complete the total course of study depending on the number of d t s transferred from other colleges or universities.Studentsin nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the Nursing mapr should consult with an adviser from the Nursing Department for program planning. Honors Major: GPA of at least 3.6 in the major and 3.3 overall; applicationto the Department Chairperson by November 1of the senior year; recommendation by Nursing faculty; honors thesis to be defended before a faculty committee by April 15. Candidates register for 499 to complete the thesis. 305 Contemporary Nursing I: Communication This is a transitional course that introduces the componentsof the pro& sional role and begins the professional wcialkation process. The communicative process is emphasized as one means by which the nurse client relationship is negotiated. Interactive, group, and learning theories are explored for their applicabilityto changing professional ro1'es and practice. A teaching project is required. (Rereq. or current enrollment: an a p proved Upper Division science class) 306 Contemporary Nursing II: Paradigms in Nursing An introduction to theories and conceptual thinking in the process of professional development is provided in this course. The function of theory in guiding nursing practice is emphasized. Selected nursing conceptual models are studied and their application to practice is examined using the nursing process format. Clinical application of a holistic health assessment is required. (kereq.:305) 310 Community Health Nursing I This course focuseson community health delivery systems and the practice of public health nursing. Concepts of health are examined as they apply to current community health problems and issues. Clinical application of course content includes the assessment of an elderly person and definition of a framework for the assessment of a specific community. Ethical issues related to community health decision-making with aggre gate groups are explored. (Prereq.: 330) Community Health Nursing II: Practicum* This course provides a clinical experiencein the practice of public health nursing in which the student provides direct care to culturally diverse clients and groups. The student will provide care to both disease and disability and health promotion clients. The student will analyze a specific community system and the community's provision of health related s e ~ c e s(Prereq.: . 310) Trends and Issues in Nursing This course is designed to investigate the current responsibilities of the professional nurse. Contemporary economic, social, political and professional trends and issues are explored in relation to their implications for nursing practice. (Prereq.: 306; PHI 380 or REL 483 or concurrent enrollment) Introduction to Nursing Research The research process and the methods appropriate to nursing are emphasized in this course. Issues of ethics in nursing research are explored. Students critique nursing research for its applicability to nursing practice. (Prereq.: 330) Contemporary Nursing Ill: Families This course provides a theoretical basis for nursing of culturally diverse families throughout the life span. Content includes family as a social system and explores theories related to family structure and functioning as well as families with psychosocial problems. Consideration is given to the role of the nurse in family health care. (Prereq.: 350. To be taken prior to or concurrentlywith 423.) Contemporary Nursing IV: Leadership and Management This course provides a theoretical basis for leadership and management as emerging professional nurse roles. Concepts of change, conflict, communication and system dynamics are explored. Ethics, accountability and advocacy provide the basis for role development and professionalism. (Prereq.:403) Practicum In Nursing I: Nursing of the Family* This is a clinical practicum offering the student an opportunityto apply content from 403 in providing nursing care to complex families in a selected practice setting. (Prereq.: 403 or concurrent enrollment) Practicum in Nursing II: Leadership and Management* This clinical practicum utilizes knowledge and skills from 404. Opportunity is provided to apply leadership and management theory in a selected practice setting. (Prereq.: 404) Topics in Nursing This course is designed to provide in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the needs and interests of the students and faculty. (Prereq.: Senior standing or consent of instructor. On demand) 499 Independent Study This learning experience provides the opportunity for the student to study a selected topic or issue in depth. Students consult with faculty and submit written study proposals, objectives and methods of evaluation prior to registration. *If the pracficums in nursing me not taken concurrently with their respectice theory courses, students me required to consult zvithfaculty prior to registration regarding reztiezv of the theoretical content. The Philosophy Department assists students to understand issues raised in the traditional areas of philosophy. To this end, we consider problems of knowledge and questions of truth, the nature of reality, the basis of values and rules for correct reasoning. Our goals am to instill in students a love of truth, to inspire a curiosity about the sipficance and meaning of the world they experience and to develop the skills of critical analysis and creative synthesis. The liberal arts curriculum provides an opportunity for students to explore different aspects of the world from a variety of perspectives or disciplines. Philosophy plays a central role in the liberal arts by encouraging students to explore questions about themselves, human experience, right and wrong, the world and God.Ekpmng with two Somatic principles: "The unexamined life is not worth living" and l'Know yourself," the study of philosophy assists students in the realization of their unique potential for understanding and self-fulfillment Four courses in the history of philosophy -begmmng with the ancient Greeks and Romans and continuing through the Medieval and the Renaissance periods to the present -form the core of the philosophy program. In these courses students are taught how to read, understand and criticize great texts of Western civilization. In addition, students have the opportunity to explore the relation of philosophy to other disciplines and to take advanced seminarsin special topics. This major has been carefully planned so that students can easily have two majors. Though some majors go on to graduate school in philosophy, most use the major to prepare for other professional studies such as law, medicine or the Christian ministry. Many enter the marketplace, confident that the study of philosophy has given them the ability to think critically. I Philosophy Faculty: Bruce Reichenbach (Chaiierson), David Apolloni, Kenneth Bailey, Mark Fuehrer, Paul Holmer Major: Nine courses, including 230,241,242,343,344, and a course in the 400s (other than 499). Five of the courses must be Upper Division. Honors Major: Admission to the Philosophy Honors program is by recommendation of the Philosophy faculty.Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice, involving research above the course level, and a defense of this thesis before the faculty of the Department. Minor: Five courses including two from 241,242,343, and 344. I 110 Introduction to Philosophy Though each person has his or her own set of ideas and beliefs, rarely have they been critically analyzed or evaluated for their consistency, adequacy or truth. One reason for this is that individuals lack the needed skills. Another is that they may have had little opportunityto examine critically some of the ideas basic to Western culture. The purpose of this course is to provide the student with some experience in examining ideas and thereby to sharpen the critical and analytical skills required to evaluate and construct a system of ideas and beliefs. 120 Ethics Ethics studies our moral beliefs, helping studentsto consider the basis which they use to make moral judgments. The course explores the rnapr philosophical approachesto evaluating moral actions and then applies these approaches to contemporary personal and social moral issues. This enables students to be aware of the nature of value disputes, the different perspectives taken and the reasoning used to resolve them. Throughout the course Christian ethics will inform our considerations. Students taking 120 may not take 125. 125 Ethics and Human Identity This course is a philosophical study of the role of human understanding, feelings and action with respect to the pursuit of happiness. We begin by asking what the end or purpose of human life is, assessing the role of reason, will and passion with respect to this end, and then deciding on the moral and intellectual virtues required to reach the end. The topic of friendship and human loves is investigated next. The course ends with an analysis of human happiness. Students taking 125 may not take 120. 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules which govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. 241 History of Philosophy I: The Classical Philosophers The writings of Plato and Aristotle are the foundations of all philosophical thought in Western civilization. In this course students will read and analyze some of the key works by Plato and Aristotle. In addition, other philosophical schools of thought in the ancient world will be studied: Stoicism, Epicureanism and Neoplatonism, in order to familiarizethe student with the other elements that constitute classical philosophy. 242 History of Philosophy II: Medieval and Renaissance Philosophy The Middle Ages was a period of great synthesisof elements of Christian revelation, classical philosophy and Islamic culture. In this course students will read writings by St. Anselm, St. Bonaventure, Occam, St. Thomas Aquinas, Hildegard and Nicholas of Cusa in order to understand the process of philosophical assimilation involved in constructinga Christian philosophy. Sincethe Renaissance intensified the medieval synthesis, students willbe exposed to the thought of Pico, Ficino and Bruno. 299 Directed Study Independent Study for Lower Division credit. 343 Historyof Philosophy Ill: Enlightenment and 19th Century Philosophy Does knowledge begin with innate ideas or with experience? Can we get beyond our own concepts to know the world itself! What is an idealistic view of the world? This course studies the mapr rationalists of the 17th Century (Descartes, Spinoza, Leibnitz), the mapr empiricists of the 18th Century (Locke, Berkeley, Hume), Kant's synthesis of philosophy and 19th Century Idealism and the reaction to it (Marx, Kierkegaard, Nietzxhe). (Suggestedprior course, 241 or 242) 344 History of Philosophy IV: 20th Century Philosophy What lies behind 20th Century philosophys love affair with language? Is truth that which works? Can we remake philosophy as a rigorous science? These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, existentialism and phenomenology. (Suggested prior course, 241,242 or 343) 350 Philosophy of Religion What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can we reconcile the goodness of God with human and animal suffering? Are miracles possible? Are we really immortal? We will conduct a systematicinquiry into these questions which form the basis of religious beliefs. (Suggested: one prior course in philosophy. Cross-listed with Religion 350) 355 Oriental Philosophy A study of the basic concepts and philosophies which underlie Hinduism, Buddhism, Confucianismand Taoism. (Suggested: one prior course in philosophy) 360 Political Philosophy By studying the writings of political philosophers from antiquityup to the modem period, students will be asked to examine crucial questions concerning the organization of human society.The relation of the nature of the state to religion, the home and the aty will be looked at through the eyes of Plato, Aristotle, Cicero, Dante and Machiavelli. 365 Philosophy of Science The course explores whether scientists' knowledge of the world is profoundly different from and better than that of the nonscientist, what constitutes scientific knowledge and the degree of certainty yielded by the methods used by scientists to attain knowledge. In addition to dealing with these questions, students will work in researching and developing philosophical problems in the special sciences. (Suggested prior course, 230 or one course in natural science) 370 Existentialism Studies in the writings -both philosophical and literary -of prominent Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair and paradox. (Suggested:one prior course in philosophy) 380 Ethics of Medicine and Health Care Application of ethical principles to problems which arise in the areas of health care and delivery, human experimentation, genetic engineering, abortion, care for the dying and euthanasia. 399 Internship Internship for Upper Division credit. 410 Topics in Philosophy Advanced studies covering a specific area of philosophy, such as philosophical movements, the history of an idea or specific problem or interdisciplinaryproblems. S e m iformat. May be taken more than once for credit. (Suggestedprior courses: any from 241,242,343,344 or consent of instructor) 430 Studies in Individual Philosophers Advanced studies in the philosophy of particular philosophers. Seminar format. May be taken more than once for credit. (Suggested prior courses: 241,242,343 or consent of instructor) 499 Independent Study Individual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty adviser. See Health and Physical Education Physicists are not only curious about the world, but ambitious as well. Their aim is to understand the fundamental principles which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinatingand expanding area of study and as a basic science, physics plays an important role in many of the liberal arts disciplines and contributesto society's understandingof such areas as energy, weather, medical science and space exploration Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing M e n g e , the Department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met and stimulate sound thinking, perceptive judgment and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also serves as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmentalscience, engineering and medical and health related fields. In addition, the Physics program at Augsburg functions in a supportiverole for students majoring in mathematics, chemistry, biology and computer science. The Department also supervises the Pre-Engineeringprogram with degree programs available at cooperating universities at both the bachelois and the advanced degree levels. The Department maintains active research programs through its Center for Atmospheric and Space Sciences. Several students work each academic year and summer as research assistants in these efforts, which are supported by NASA, the National Science Foundation and other federal agencies. The Department also administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, fundedby NASA. Cooperative Education, Internship and Undergraduate Research programs provide opportunitiesfor students to apply their physical science knowledge and problem solving skills in practical situations in industrial, govemmental and academic settings. Studentsmay participate in alternating term Co-op programs or work part-time during two or moR academic terms. Internship opportunitiesalone generally involve only one semester. The Department serves the liberal arts tradition by offering courses for the non-science students that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some degree of comp~hension. Physics Faculty Kenneth Erickson (Chairperson),Stuart Anderson, Mark Engebretson, JeffreyJohnson, Robert Stenstrom,William Momma. Physics Research Staff: Anthony Hansen, William Jasperson, Miriam Peterson, David Venne. Atmospheric Sciences Research Group, Augsburg College Center for Atmospheric and Space Sciences. BA. Major:Nine courses, including 121,122,245,351,362,363,395 and 3% (onehalf course each), plus two courses above 122. B.S. Major: 12courses, including 121,122,245,261,351,352,362,363,395 and 396 (one-half course each), and 486, plus two courses above 122. A year of introductory chemistry is also required. B.S. Major with Concentrationin Space Physics: 13courses, including 121,122, 245,261,320,351,352,362,363,395 and 3% (one-half course each). 420 and 486, plus one course above 122. A year of introductory chemistry is also required. In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 124or 145, 125or 146, and PHY 121,122 during the freshman year, and MAT 224 or 245 and 226 or 247 during the sophomoreyear. Teaching Licensure Major: The same as the major. Students are advised to refer to the Education Department section of the Catalog and consult with the Education Department early in their planning. Honors Major: A GPA of 3 5 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the first term of the senior year. Minor: Five courses, including 121,122, and three courses above 122. Society of Physics Students: The Augsburg chapter of Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in SPS is open to all students interested in physics. Sigma Pi Sigma: Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. 101 Astronomy A descriptivecourse covering our solar system, stars and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. The necessary optical instnunents are explained and use is made of a 12-inch reflecting telescope, an eight-inch Celestron and a threeinch Questar. Night viewing and laboratory sessions are important components of the course. (Three onehour lectures. Prereq.: Mathematics Placement Group 11) 103 Conceptual Physics An introductory course in which the applications, problems and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. The course stresses a hands-on intuitive a p proach to physics and is designed to serve students in biology and education. (ll-me onehour lectures, two-hour laboratory. Prereq.: Mathematics Placement Group 111) 106 Introductory Meteorology A study of the science and wonders of the atmosphere.The course is designed to provide a working knowledge of the basic science principles required for kderstanding weather and climate. Attention will be given to the overall weather patterns of the earth and to the many varied aspects of weather, some of which include: clouds and precipitation, thunderstorms, tomadoes and hurricanes, weather monitoring and forecasting, the influence of weather on pollution, fronts, cyclones and optical phenomena of the sky. Laboratory exercises are included as an integral part of the course. The course is designed to be an elective or to satisfy the distribution/generaleducation requirement for the liberal arts student. (Three onehour lectures. Prereq.: Mathematics Placement Group 11) 111 Physics, Computers, and Society A study of the historical development of selected topics in physical science. Attention will be given to the interaction of physics and its associated technology with philosophy, religion and culture. Study of mechanics, electricity and digital electronics will lead up to discussion of the meaning of 20th Century physics and of the role of electronics and computers in modem society. Microcomputers will be used extensively in the laboratory. (Three onehour lectures, two-hour laboratory. Praeq.: Mathematics Placement Group 11) 121,122 General Physics I, II A rigorous study of classical physics including mechanics, wave motion, thermodynamics, electricity, magnetism and optics. Designed for Physics majors, Pre-Engineering students and other specified majors. Must be taken in sequence. ('Tluee one-hour lectures, %hour laboratory. Prereq.: MAT 124 or 145, or concurrent registration) 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to explore physics as a major and consider its career alternatives. Participationin a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement siteby registering with the Internship and Cooperative Education Office. 245 Modern Physics An introduction to modem physics from an historical and experimental basis. Relativity, quantum effects, atomic and molecular physics, nuclear and solid state physics. This course indicates the need for, and develops the experimental basis of, quantum mechanics. (Three one-hour lectures. F'rereq.: 122) 261 Electronics A review of AC and DC circuits and study of analog electronics comprises the first half of the semester. The second half includes study of digital electronics culminating in analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: 103,111 or 122; and MAT 122or 125 or 146) 299 Directed Study Independent Study for Lower Division credit. 320 Introductionto Space Science A survey of the earth's space environment including solar, planetary, magnetospheric, ionospheric and upper atmospheric physics. Topics include solar flares, solar corona, the solar wind, the bow shock, magnetopause, radiation belts, plasma sheet, magnetic storms and magnetosphere-ionosphere coupling with special emphasis on magnetospheric substorms, current systems, particle precipitation and a m r a . (Three one-hour lectures. Prereq.: 245) 327 Special Functions of Mathematical Physics An introduction to mathematical physics at an intermediate level, with emphasis on functions which have been developed to aid in analyzing problems in physics and engineering. Beginning with a review of complex numbers and partial differentiation, topics include Fourier series, series solution of selected differential equations, Legendre, Bessel and other orthogonal functions, partial differential equations and functions of a complex variable. (Three onehour lectures. Prereq.: 122or consent of instructor, MAT 224 or 245 or equivalent.) 351,352 Mechanics I, II A careful study of classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include conservation principles, single particle motion, systems of particles, oscillatory systems, central-force motion, dynamics of rigid bodies, gravitation, kinematics of two-particle systems and noninertial reference frames. (Three orle-hour lectures. Prereq.: 122, MAT 226 or 247) 362,363 ElectromagneticFields I, II The classical electromagneticfield theory is developed using the vector calculus throughout. Electrostatics, magnetostatics, solution of Laplace's and Poisson's kuations, electric and magnetic properties of materials and the theory of electromagneticradiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: MAT 226 or 247) 395,396 Comprehensive Laboratory (112 course each) An emphasis on independent laboratory investigations, including participation in physics seminars. Experiments in the area of mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics and modem physics. (One threehour laboratory and one seminar hour per week. Prereq.: junior standing or consent of instructor) 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of physics with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. Prior to the beginning of the term/registration, intaestd students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. 420 Plasma Physics A rigorous study of the fundamentals of plasma physics including plasma parameters, plasma drifts and particle motion, electric and magnetic fields, kinetic theory, and Maxwell-Boltzmann distribution function and Boltzmann equation, magnetohydrodynamics, plasma waves and instabilities and transport processes. The applicationsof plasma physics to laboratory and space plasmas will be emphasized. (Three onehour lectures. Prereq.: 362,363 or concurrent registration) 481 Thermal Physics The study of properties of systems and processes for which temperatureis an important variable. The subject is developed from two independentyet complementary viewpoints; the experimental, macroscopic classical thermodynamicsand the theoretical, microscopic statistical mechanics. (Three onehour lectures. Prereq.: 351) 486 Quantum Physics I A development from first principles, including de Broglie's postulates, the Sduoedinger equation, operators, wave functions, expectation values, angular momentum and approximation methods. Specific problems studied include potential wells and potential barriers, the harmonic oscillator and the hydrogen atom. (Three onehour lecture. Prereq.: 295, 351) 488 Quantum Physics II The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics and particle physics. (Three one-hour lectures. Prereq.:486) 499 Independent Study An opportunity for students to explore systematicallya problem in experimental or theoretical physics, worked out in consultation with a faculty adviser. Open to juniors and seniors with Departmental approval. P O ~SCIENCE L DEP- (POL) Firmly grounded in the liberal artstradition, political science has mots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and sigruficanceof authority in human affairs establish the focusof political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigatepolitical cooperation and conflict, analyze and compare political systems and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history and sociology to the study of politics. Providing work in several sub-fields of political science, the major supplies the breadth appropriate for graduate work in the discipline, as well as in public adminstration, public policy analysis, law and other professions. It also serves as a foundation on which to develop careers in public service, business, communications and other fields. Lqplative and other Intemships, as well as si@cant independent research projects, are within easy reach of Augsburg Political Science students in the Twin Cities area; combined with broad, balanced and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg Political Science students have the benefit of an experienced faculty that brings a balanced expertise to the course offerings, as well as speual strengthsin interpreting politics in the contexts of the mass communications media, communism, and American public law. The Departmental faculty is committed to the view that the study of politics, involving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important as@ of liberal learnings. Political Science Faculty Norma Noonan (Chairpason), Milda Hedblom, Andrew Aoki, Philip Fishman, Mary Ellen Lundsten, William Morris, Myles Stenshoel Major: Nine courses, plus Statistical Analysis (SOC 362). Required: 121 or 122or 160 or 170; 158; 484; and at least five other Upper Division courses in fourout of five political science areas. A seminar in one of the five areas may be counted for that area. Honors Major:The Honors Mapr in Political Science includes the requirements listed above, plus the following: The student's gradepoint average must be 3.5 in the major and 3.0 overall. The student must take an Honors Independent Study and a seminar, and must submit, not later than March 1of the senior year, an Honors Thesis to be defended before a faculty committee. Students may work with any member of the Department on their Honors Thesis. For specific requirements, consult the Departmental Chairperson. Students should apply for the Honors Major no later than the first term of the junior year. Minor: Five courses, including 121or 122or 170; 158; and at least three Upper Division courses in three out of five political science areas. Political Science Areas: (I) American Government and Politics, (ID Comparative Politics and Analysis, (III) InternationalPolitics, (IV)Public Law and (V)Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a Political Sciencemajor in combination with specified social science courses, in compliance with state requirements. For more information, see the Department Chairperson. See the class schedule for precise listing of terms in which courses are offered. I. American Government and Politics 121 American Government and Politics The politics of American government including the forms of political ideas, the pattern of participation, the dynamics of congressional, presidential and bureaucratic policymaking, and current issues in American society. 122 Metropolitan Complex Politics in the urban setting, including important issues, actors and strudures influencing public policy in the modern urban complex. Discussion-lecture, simulation and meetings with political experts and activists. 325 Public Administration The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion and management, emphasizingpolitical and economic interaction. (Prereq.: one course in political science or consent of instructor.) E 326 Political Parties and Behavior The political behavior of the electorate emphasizingpublic opinion and political parties in the electoral process. Field work with political parties and interest p u p s and media in presidential elections (optionalin nonpresidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of electionyears.) 342 Mass Communications In Society Effects of mass communicationson individual behavior; the uses and control of mass media for political and social purposes including a study of censorship, newsmaking entertainmentand public affairs programming. gunior and senior students only.) 370 Constitutional Law (See Section IV for description.) 371 Topics in Constitutional Law (See Section IV for description.) 421 Topics in American Politics Selected themes, including legislative, executiveor judicial process and policy process in American politics; national, urban or state focus;topic to be included in subtitle. (Prereq.:one course in political science or consent of instructor. On demand.) II. Comparative Politics and Analysis 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process, with some comparison of major political systems and discussion of contemporaryissues. 350 Comparative Democracies The emergence, maintenance and decline of selected democracies, focusing on political behavior, institutions, and processes. (Prereq.:one course in political science or consent of instructor) 351 Communist Political Systems A comparative analysis of the Soviet Union and other Communist states in terms of political behavior, institutions, processes and politics. (F'rereq.: one course in politid science or consent of instructor) 359 Topics: Women In Comparative Politics Various aspects of women in comparative politics will be explored. Themes will vary. (Prereq.: One course in political science or consent of instructor) 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political p m s s e s such as political participation, communications, political developments, political change and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor. On demand.) Ill. lnternational Politics 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations and a focus on recent problems. 363 Communist Foreign Policies Analysis of the motivation, formulation and implementation of foreign policies of Communist nations with emphasis upon the Soviet Union and China. (Prereq.: one course in political science or consent of instructor) 461 Topics in lnternational Politics Selected themes including interpretations of international politics, foreign policy decision making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) 490 Seminar in lnternational Relations Capstone semjnar for students mapring in International Relations; analysis of some methods for studying internationalrelations; analysis of mapr trends; senior thesis. Open to other studentsby consent of instructor. (kereq.: four courses in the International Relations sequence) IV. Public Law 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. 370 Constitutional Law The legal-plitical-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: 170 or consent of instructor) 371 Topics in Constitutional Law Selected topics in Constitutional Law, especially Civil Rights. Content will vary, defined by the subtitle of the course. (preq.: 170 or consent of -. -.--, :- -. 375 Media Regulation, Law, and Ethics A study of key issues and contemporaryconflicts in media ethics and regulation, including the uses of law to settle disputes about content in the media, access to the media and ownership of the media. Alternative justifications and critiques of mass media systems will be examined. (Prereq.: Lower Division political science course, speech/communications course, SPC/POL 342, or permission of instructor) V. Political Theory and Analysis 158 Political Patterns and Processes (See Section 11for description) A study of influential political philosophers, emphasiig the values, goals and assumptions which continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) 381 Topics in DemocraticTheory A study of democratic theory. The s u b j j matter will vary and be defined by the subtitle of the course: American political thought, comparative democratic theory, etc. (prereq.:one course in political science or consent of instructor) 382 Marxist Theory: From Marx to Mao Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social and economic dimensions of the theories, with some focus on the preferred futures envisaged in the doctrine. (Prereq.:158or consent of instructor) 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study; mapr research required. (F'rereq.:SOC 362 Statistical Analysis; 158and two Upper Division courses, or consent of instructor) VI. Seminars, Independent Study and Internships 199 Internship Lower Division Internship. Consult Internship Supervisor in the Department to determine project. (P/N grading only unless Internship Supervisor grants exception.) 295 Lower Division Seminar Special topics. Consult Department Chairperson concerning terms and subject matter. (On demand) 299 Directed Study Independent Study for Lower Division students. (Prereq.: consent of instructor) 399 lnternshlp Consult Chairperson or Internship Director to determine project. (Prerq.: consent of instructor. P/Ngrading only unless Internship Supervisor grants exception) 484 Political Analysis Seminar An analysis of &fferent approaches and theories in the study of politics including an examinationof the requirements of science as a model for political study; major research required. (Prereq.: SOC 362 Statistical Analysis; 158and two Upper Division courses, or consent of instructor) 490 Seminar in International Relations (See W o n 111for description) 495 Seminar Selected topics. Consult Department Chairperson concerningterms and subject matter. (Prereq.: consent of instructor) 498 lndependent Study: Metropolitan Resources An independentlydesigned course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, s y m p sia, performances, hearings. These resources become the core of the course, supplemented by traditional College resources, and designed in consultation with and evaluated by a faculty member of the Department. (Prereq.: consent of instructor) 499 IndependentStudy Topics defined through consultation between instructor and student. (prey.: consent of instructor) Psychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studyinghow people cope with their environment and interact with each other. The Department's courseshave three basic goals: (1)to introduce the student to the m m n t information and methods in psychology as well as earlier approaches to psychological questions; (2) to develop the ability to analyze, interpret and evaluate behavioral researchIand (3) to provide practice in the application of these principles. The Department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Cooperative Education and Internships are designed to provide students with practical pre-professional experience.On-thepb experience gives students the opportunity to test career fields and develop professional contacts. Psychologistsuse a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality and computer applications. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills can be beneficial in careers in business, education and other social services, the church and government, as well as in careers such as research, law and medicine. Student interns are placed in the metropolitan area where they can acquire practical, pre-professional experienceand develop professional contacts. This program mutually benefits the students and the community. I I Psychology Faculty Nancy Steblay (Chairperson),Lyla Anderegg, Grace Dyrud, Norman Ferguson, Duane Johnson Major: 10 courses including 105,230,330,381,399, and 493. A minimum of five courses must be from Augsburg. Students are also acpeded to select one course from the Developmental/Personalitycourses and other electives to complete the mapr. Not more than two courses from among 299,399 and 499 may be counted toward requirements for a mapr. It is recommended that Psychology majors take additional course work from other areas that will complement and strengthen their particular interests in psychology; for example, areas such as business administration, biology or communication.AU psychology maprs must have an adviser in the Psychology Department. Honors Major: GPA of 3.5 in the mapr and 3.0 overall, and completion of a high quality research project culminating the mapr program. Application for honors consideration must be made during the junior year. Please consult the Department Chairperson for more detailed requirements. Minor: Five courses including 105, with a minimum of two courses at Augsburg. Not more than one course from 299,399 and 499 may be counted toward the minor. 101 Self-Identity and Values A study of self-identity and values as related to personal l i i . This course uses a psychological perspective to explore the role of the individual in the larger social context. Major topics include the acquisition, develop ment and evolution of self-identity and values and the influence of sex roles. (This course does not substitute for PSY 105as a prerequisiteto Upper Division psychology courses.) 102 The Individual in a Social World An investigation of the behavior of the individual as it occurs in social environments. Examples of human behavior which are best understood through analysis of both individual and social factors will serve as the course framework. The scientific method is emphasized as an aid in understandingissues of influence in social systems, with major topics including attitude formation and group processes. (This course does substitute for PSY 105as a prerequisiteto Upper Division psychology courses.) 105 Principles of Psychology An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Application of psychological concepts to everyday situations is emphasized. 199 Internship A work-based learning experience in which a student, faculty adviser and site supervisor design a lezrning agreement which enables the student to explore psychology as a possible major and consider its career options. See PSY 399 for additional information. (Prereq.: 102or 105 and one other psychology course) 230,330 Research Methods: Design, Procedure and Analysis I, II A two-term sequence including experimentation in such areas as human learning, problem solving, social psychology and sensation-perception. Emphasis will be placed on both statistical and experimental design methodology. Research Methods I may be taken for credit without continuing in Research Methods II. Majors in Psychology must take both terms of the two-term sequence;230 must precede 330; 330 should be taken in the term immediately following 230. (Prereq.: 102or 105and MPG III) 251 Sensing and Perceiving An ecologically oriented approach to the study of perceptual systems. Emphasis on the processing of environmentalinformation and how this relates to adaptive behavior and subjective experience.Topics include: adaptationto novel environments, machine intelligence and anomalous perception such as illusions. (Prereq.:102or 105. On demand) 299 Directed Study Limited registration by special permission. Specific planning for the study must be completed and approved well in advance of the time of registration. (Prereq.: 102or 105) 325 Social Behavior Social factors which influence individual and group behavior in naturalis- tic and experimental settings. Topics include: cooperation, competition, affiliation, conformity and attitudes. (Prereq.: 102or 105) Developmental Psychology: Child Emphasis on normal child developmentand behavior. Consideration of theoretical systems used for viewing developmental sequence and continuity.Inquiry into practical implications and applicationsof data and theory in respect to the development of children. (Prereq.: 102or 105) Developmental Psychology: Adolescent and Young Adult Emphasis on normal development and behavior. Considerationof data and theory related to development during the adolescent and young adult periods of life. (Prereq.: 102or 105) Developmental Psychology: Middle Adult and Older Adult Emphasis on normal development and behavior. Consideration of data and theory related to developmentduring the middle adult and older adult periods of life. Includes perspectives on death and dying. (Prereq.: 102or 105) Brain 81Behavior A survey of the functions of the nervous system which are responsible for behavior in animals and human beings. Major topics include: sleep and wakefulness, motivation and emotion, learning and memory and mental disorders. (Prereq.: 102 or 105)Additional lab hours required. (On demand) Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence which the environment, both natural and human-made, has on behavior. Major topics include: overcrowding and environmentalstress; territoriality; defensible space and crime; and specific environments such as rooms, buildings and cities. (Prereq.: 102or 105) Learning Learning concepts, behavior change principles and psychology of instruction. Behavior change and individualized instruction projects. (Prereq.: 102or 105) PsychologicalAssessment Theory, principles and examples of tests of personality and intelligence. (Prereq.: 102or 105. On demand) Personality An introduction to the field of personality study including theory, research, assessment and contemporary applications. (Prereq.: 102or 105) Behavior Disorders An introduction to maladaptive human behaviors from the social, organic and psychological points of view. (F'rereq.: 102or 105) Psychology of Gender A study involving knowledge of materials bearing on the development of sex difkrences and roles, the effed of society upon values and goals, differentiallegal status of each sex and psychophysiologicaldata bearing upon these differences. (Prereq.:102 or 105 or consent of instructor) Organizational Psychology Theoretical conceptualizations of organizationalbehavior. A study of the individual, groups, structure, change and developmentin organizations. (Prereq.: 102 or 105) Psychology in Historical Perspective Historical developmentof psychological viewpoints and theoretical positions. (Prereq.: two psychology courses) Internship A work-based learning experience in which a student, faculty adviser and site supervisor design a learning agreement that links the principles and methods of psychology with the opportunities available at the placement. Prior to the be$nning of registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. (Prereq.:junior class standing and four psychology courses) Program Evaluation The application of scientific research techniques and statistical analysis to programs for social improvement.Designing information systems for the ongoing monitoring of programs. Assessing community needs. Assessing program effectiveness and efficiency.The political and organizational context of program monitoring and evalukion. The role of evaluation research for social policy and program improvement. (Prereq.: 264 or SOC 362;SOC 363.O n demand) Counseling Psychology Principles, methods and attitudes involved in the counseling process. Consideration given to goals and ethical guidelines for a counseling relationship. (Prereq.: three psychology courses and junior class standing) Current Topics in Psychology Study of selected areas and topics in psychology that are not treated extensively through current course offerings. Specific topics will be published prior to registration. (Prereq.: 102 or 105 and consent of instructor) Seminar: Contemporary Issues Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: five psychology courses) 499 Independent Study Limited registration by special permission for advanced students in psychology. Students must present a written plan prior to registration including carefully considered rationale and purpose for the proposed Study. Augsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task The biblical faith and tradition of the Christian church have influenced the Western world to a degree much greater than is sometimes recogruzed. They have affected and continue to influence language, literature, history, values and political structures. The student encounters this religious tradition in studying these and other areas. The study of religion and theology is intended to make such encounters more meaningful by a better knowledge of biblical history and that of the Christian church and by a larger acquaintance with theological thought. While it is true that the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more thanis represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from those prominent in the West. The Department of Religion seeks to introduce students to some of these major religious traditions. Coursesin religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith, enabling them to reflect theologically on their own religious commitment. The College offers both a major and a minor in Religion. Studentswho wish to work in the church as a parish or youth worker or as a director of Christian Education may find a major in Religion appropriatefor that purpose. Religion Faculty: Philip Quanbeck (Chairperson),John Benson, Bradley Holt, Lynne Lorenzen, Curtis Peter, William Russell, Eugene Skibbe Major: Eight courses, including 111,221,356,481 and 495, the seminar especially for majors, taken in the junior or senior year. Before taking the seminar, each major must have written one formal research paper and placed it on file with the Department Chairperson. Only one Interim course may be applied to the major. One Upper Division New Testament Greek course may be applied to the major. Religion Major with a Concentrationin Youth and Family Minis* This major requires nine courses including an Internship. In addition to the courses required for a Religion mapr, namely REL 111,221,356,481 and 495, the following are required: REL 342,343,415, and a supervised Internship in the Youth and Family area. Consultation with one of the staff members in the Youth and Family Institute is required in order that proper preparation in discipline areas outside the Department of Religion may be achieved. Program for Christian Day School Teachers: Students pursue one of the regular teacher education programs in the Department of Education to prepare for licensure by the State of Minnesota. In addition to the licensure program, five courses in reliion are required: 111,221,362, The Christian Day School (Interim) and The Lutheran Heritage (Interim). Student Teaching experience is required in both a public school setting and in a Christian Day School. This program prepares students who are intmsted in teaching in Christian day schools, particularly those of The Evangelical Lutheran Church in America, although participation is not limited to such schools. Honors Major: GPA of 3.3 in the mapr and 3.0 overall; research project approved by the Department and colloquium with the Department. Minor: Five courses. Not more than one Interim course may be counted for the minor. Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval is necessary before courses taken in other colleges can be accepted for Religion Department and/or general education course credit. All maprs are urged to consult with the Department Chairperson. 111 Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. 199 Internship Internship on Lower Division level. 221 Biblical Studies The origin, literary character and transmission of the biblical documents. The task of biblical interpretation.The history of Israel and the emergence of the church. 231 Religion in African-American History (See INS Minority Studies.) 299 Directed Study Independent Study on Lower Division level. 342 Theology of Youth and Family Living Contemporarytheories of youth and family living are examined within the context of Christian teachings. Emphasis will be placed on individual development at every age, how individuals relate in systems and how Christian ideas intersect to enhance the functioningof families, particularly in relationshipto current crises in teenagers &d families. Theology of Marriage The Christian tradition provides the opportunityfor wholeness by promising forgiveness of unworthy aspects of oneself, access to God's love, and greater acceptanceof one's spouse. In this course, parallel concepts of psychological wholeness, in the Jungiantradition, and of repentance and forgiveness in the Christian tradition are applied to marital relationships. Philosophy of Religion (See Philosophy Department) Denominationsand Religious Groups in America A study of the beliefs and worship practices of the major denominations and religious groups. Some contemporary cultic movements will also be considered. History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam. Lectures plus some discussion of primary documents from these religious communities. Survey of Church History A survey of Christian history in the early, medieval, Reformation and modem periods. Some attention to primary sources, in addition to interpretations of the periods in question. The expansion of the church, its inner life, its relation to the state and the development of its doctrine will be major elements of the study. Life and Work of the Church Congregational life in its varied character with attention directed to Christian education and curriculum, youth work and parish work. Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society. The Church in the First Four Centuries A study of the early Christian Church in the context of the Roman Empire, including such topics as persecution and martyrdom, the development of the creeds, Christianityin conflict with Gnosticism and mystery religions, monasticism and mysticism, early Christian worship. Also includes the theology of several early Christian leaders and a special unit on the life and thought of Augustine. Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16thCentury.Special attention to the writings of Martin Luther and other representative figures. Religlon In America A study of the development of religion in America. Special attention to the rise of religious liberty, revivalism, denominationsand the responses of religion to the challengesof its environing culture. Scandinavian Immigrant Church History Topics and themes related to church history and Scandinavian immigration to this country. (Offered as funding permits) The Church and Social Change in Latin America (See Global Education, Program in Global Community) American Indian Spirituality and PhilosophicalThought (See INS,American Indian Studies) Internship Limited to students who have completed at least four academic courses, have at least first semester junior standing and satisfy Department guidelines. The Gospels and Personality Theory The ministry of Christ, as recorded in the Gospels, will be studied as a context and foundation for the maximum utilization of personality theory In effectively responding to contemporaryissues of teenagers such as food disorders, suicide, addictions and perfectionism, among others. Eastern Orthodoxy This course will explore the history, theology, and liturgical life of the Eastern Orthodox Christian Church. Theology and history will be considered primarily from the perspective of those Christians who live in Greece, Turkey, Bulgaria, Romania, Yugoslavia and Czechoslovakia, with special attention to the Orthodox Church in the Soviet Union. Church Music and Worship (See Music Department.) Feminism and Christianity This course will consider the centralideas of Christianityand feminism and how they might be compatible. Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure and relationships. Attention to the variety of interpretationsgiven the person of Jesus, includingthe "quest for the historical Jesus." Theology of Paul A study of the Apostle Paul including his historical background, his relationship to the early church and some of the themes found in his writings. The Message of the Old Testament The various types of Old Testament literature.The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. Judaism A survey of the history of Judaism from the end of the Old Testament period to modern times, with emphasis placed upon the religious development. A special interest in such modern Jewish thinkers as Buber and Heschel. The Jewish Chatauqua Sodety annually makes a grant to Augsburg College in partial support of this course in Judaism offered in the Religion Department. Contemporary Theology An introductionto some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. Christian Ethics The bases of Christian social responsibility, in terms of theological and sociologicaldynamics. Emphasis on developing a c o m c t i v e perspective for critical reflection upon moral action. Psychology of Rellglon and Theology A study of current psychological views of religion in the context of the view of human nature. Special attention will be given traditional -tian to the classics in the field by Freud, Jung and William James, and to those Christian theologians who have been influenced by them. Seminar Selected topics. Required of majors in the junior or senior year. Others by permission of instructor. Independent Study Limited to students who are Religion majors and satisfy Departmental guidelines. Scandinavian Ama Studies is an interdiscipharyprogram drawing on the combined resourcesof the A C E and the ScandinavianCenter at Augsburg College. An expansion of the curriculum is underway, with plans to introduce new COW in Scandinavian design, political science,social work, history and geography beginning in the 1992-'93 academic year. Major: Eight Upper Division courses. Minor: Four Upper Division courses. Note: At least four of the Upper Division courses required for the mapr must come from the list below. The remainder may be transferred to Augsburg and included in the mapr on approval of the program adviser. Students graduating with a mapr or minor must also present the equivalent of intermediate level competence in a Scandinavianlanguage. See Norwegian course listings under the Foreign Language Department. Recommended supporting preparation: Study in Scandinavia (see Metro-Urban Studies, SUST), and elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, internationalrelations, sociology or socialwork Frankie Shackelford, Advisor 330 Contemporary Scandinavia A broad survey of Scandinavian culture with special emphasis on conditions and developments in the 20th Century.Knowledge of Scandinavian language desirable but not required. (Ondemand) 351 The Modern Scandinavian Novel Ledures provide a survey of the Scandinaviannovel. Class discussion based on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlof, PZr Lagerkvist, Knut Hamsun, Halldor Laxness and others. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written work in a Scandinavianlanguage. (On demand) 352 The Modern Scandinavian Drama Readings include dramatic works by Ibsen, Bpmson, Strindberg, Lagerkvist, Munk and other 20th Century dramatists. Lectures provide a survey of Scandinaviandrama with emphasis on Ibsen and Strindberg. Knowledge of a Scandinavianlanguage desirable. Language maprs and minors will be required to do assigned readings and written work in a Scandinavianlanguage. (On demand) 364 Scandinavian Immigrant Church History (See Department of Religion.) 372 Norwegian Language and Culture (See Metro-Urban Studies, SUST.) 3T7 Scandinavia in the World (See Metro-Urban Studies, SUST.) 382 Scandinavian Arts (See Department of Art.) 393 Norwegian Art and Literature: Perspectiveson Social Change (See Metro-Urban Studies, SUST.) 394 Urbanizationand Development in Scandinavia (See Metro-Urban Studies, SUST.) 499 Independent Study In consultationwith a faculty member, student selects a specific topic for study. A student may not list a double major in Social Science ahd in one of the component disciplinesunless the distribution selected in the Social Science major is significantly different from the other major. Khin Khin Jensen, Coordinator Non-WesternMajor: 14 courses: HIS 104; one social science methodology course (ECO 279, PSY 264, SOC 362 or 365); and 12 courses in at least four disciplines from the following: ECO 112,258; HIS 103,322,323,324,440,474; POL 351,363,382,461; PHI 355; REL 356; SOC 336; seminars, Independent Study or Interim courses on relevant topics in history and/or political science The student planning to fuJfiU this social science major should consult the Chairperson of the Department of History in choosing a major adviser. Studentspreparing to teach social studieson the high &ool lwel must complete, in addition to the professional requirementsto be met within the Department of Education, a competency-based program designed to provide a broad foundation in the social sciences. 1 JerryGerasimo, Coordinator Social StudiesTeaching Licensure:Seven courses (ECO 112 or 113, geography, HIS 222, POL 158, PSY 105, SOC 121 and 336) plus a major in one of five fields economics, history, political science,psychology or sociology. Geology and anthropology are also acceptablefields, although they are not offered as majors on the Augsburg campus. Students consideringa career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. SOCIALWORKDEPARTMEW (SWK) The SocialWork mapr prepares graduates for entry-level professional practice in the field of human services. The program is accredited by the Council on Social Work Education and leads to a Bachelor of Science degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, communities and to develop and analyze social policy. Several courses within the program utilize a student empowerment model for teaching and learning. Augsburg's social work mapr also provides a strong foundation for graduate studies in a variety of fields.Augsburg also offers a full-time Master of Social Work d e p e on a weekend schedule. The College's commitment to the liberal arts is highly compatible with education for professional social work practice. The liberal arts with its emphasis on breadth of understanding, cultural and ethnic diversity, openness to new ideas, analysis and synthesis, is an ideal foundation for socialwork education. As Sir Richard Livingston has said, "A technician is a person who knows everytlung there is to know about his/her p b except its ultimate purpose and social consequence." Effective .socialworkers should not be technicians. Augsburg social work graduates are entry level professionals. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the SocialWork Department. Unique learning opportunities for field work placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services, and a highly-educated populace. Social work opportunities abound. Minnesota is known for the vitality and relevance of its social services. The Twin Cities, as the hub for these services, provides both a plethora of field placements for social work students and external experts for the classroom The ethnic and economic diversity present in this metropolitan area provides opportunities for socialwork students to learn to understand, appreciate, respect and work with people different from themselves and to be enriched by this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. Appropriately, social work students have been involved in a wide variety of community service efforts including helping to develop the LINK program on campus, mobilizing studentsto assist a social service agency in their annual Christmas giving program, and tutoring at a local neighborhood center. The Social Welfare minor and electives in the Department allow students to support another major while gaining knowledge about human needs and growth, human services and the methods of effective citizenship. Students taking these courses have the opportunity to become knowledgeable about public issues and develop and nurture a perspective that sees the central importance of diversity to the social fabric of this country. But beyond knowledge, students are encouraged to use their talents and skills to address the needs of society in the interest of the public good. Social Work Faculty:Mary Lou Williams (Chairpenon), Maria Brown, Francine Chakolis, Edwina Hertzberg, Rosemary Link, Vincent Peters, Edward Skarnolis Major: 11core program courses: 361,363,364,461,462,463,465,466,467,469, and SOC 365; and eight supportingprogram courses: 257,260; BIO 101; PSY 105; SOC 121,231,265,375. (The Sociology sequence constitutes a minor in that discipline.) A minimum grade of 2.0 is required for each course in the core program and a 2.0 average is required in the supporting program. Concentration: Concentration in aging, chemical dependency, crime and corrections, social ministries, and youth are possible. Concentration consists of courses descriptive of functional, dysfunctional and programmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy: Social Work maprs must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite. A written selfstatement, reference letters, and the completion of all core and supportingprogram courses below the 400 level is necessary for candidacyreview. SocialWelfare Minor: Six courses, including 257 (or approved alternative), 361, 463; 260 or SOC 375; SOC 265; and one of 465, POL 121,158,325. School SocialWork Certification:State Department of Education-required Human Relations Certification for school social work is available through successful completion of EDS 388 plus a senior year field placement in a school setting. 1 Elective Courses Open to All Students: 230 Global Peace and Social Development This course offers a framework of non-violent social change and develop ment in the global context. It also identifes the focus of Social Work in addition to the many other disciplines which are vital to fosteringpeace, development and enhancement of a better quality of life for all human kind. The dynamics of peace and dwelopment are speafically drawn from the Social Work point of view with an overview of the socio-political, cultural, geographical, economic, religious and scientific facets of peace and how peace (or absence of peace) affects development and change. This is presented in the form of dialogue on current and future issues such as people-centered development, socialjustice, resource allocation, environmental depletion, and the women's movement in relation to peace concerns. This course also explores the non-violent alternativesto the current global arms build-up which is a contributing force in world-wide problems such as hunger, poverty, environmentalproblems, and the oppression of powerless and disenfranchised segments of society and/or racially segregated communities. 257 Exploring Human Services Experiential learning occurs as studentsvolunteer 80 hours (in a services agency or institution which students select.) The placement must be approved by course faculty and supervised by agency staff. In the context of this volunteer experience students have opportunityto interact with human service professionals, clients and communities of diverse culture/ ethnic heritage and special concerns (age, socioeconomicstatus, lifestyles, developmental/physical abilities, gender, etc.). The course is designed to help students learn about themselves in relation to a possible major or future career in the human services. The three-hour weekly seminar is dwoted to discussions which assist students in integrating agency experiencesand readings which explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic and political structure impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms". 260 Humans Developing This course provides the knowledge basic to an understanding of human growth through the life cycle and of the interplay of sociocultural, biological and psychological factors which influence the growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturing environment" in relation to human growth, the impact of "sustaining environment" and other special stresses relevant to growth. Growth related to populations and groups which represent ethnic and/or Westyle diversity is also a focus. Students will gain selfunderstandingthrough use of their own experiences. 299 Directed Study An opportunity for students to do readings and study on topics of interest. Proposed study must be approved in advance of registration. (Prereq.: 257 and consent of instructor) 340 Policies, Program and Skills for the Aging This course includes the study of the impact of socialpolicy on the older population, the older population's impact on social policy, services planned to address needs of older population and skills needed to work with this population. Class conducted in senior citizen residence. (Prereq.: sophomore standing or consent of instructor) 361 Soclal Responses to Human Needs This course describes the historical and contemporary systems of human service and the diversity of professionals and client groups. The major assumptions and social movements which have contributed to the charitable and governmental responses to human needs will be emphasized. Guest speakers and agency visits highlight the course. (Prereq.: junior standing or consent of instructor.) 399 Internship* Provides field learning experience for the non-major and supplementsthe required field work of majors (Prereq.: consent of instructor) 463 Community Development and Organization Locality development and socialchange through community organization, social planning and social action. Emphasis on: 1)s w e y of historical fonns of community organization and social change, 2) understanding the theories, basic issues, and strategies relevant to socialprotest and change, 3) examination of the role of staff and of the functions and interrelationships of community organizations, and 4) knowledge of and actual practice in the local community in the essential principles and techniques of organizing. (Prereq.: senior standing or consent of instructor) 465 Social Policy: Analysis and Development Includes the study of theories of social policy formulation and methods of analysis associated with needs and services, and analysis of the impact of policy on social work practice. Development and implementation will be viewed firsthand through work with a public policy agency or official. Readings and analytical paper integrate class concepts with practical experience. (Prereq.: 361,463 and senior standing or consent of instructor) 468 Speclal Topics (1 R to 1 course) Current issues in social work theory or practice. To be announced. (Prereq.: consent of instructor. Offered periodically in Interim.) 498 Independent Study Metropolitan Resources An independentlydesigned course which a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, s y m p sia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the Department. (Prereq.: 257 and consent of instructor) - 499 Independent Study Student must present a written proposal containing rationale, o b ' j v e s and methodology of the proposed study according to Department guidelines. (Prereq.:257 and consent of instructor) *Canbe takenin coordination with Cooperatize Education, which may provide payment for work in fieldsites. Courses Reserved for Social Work Majors Only 363 Methods and Skills of Social Work Basic features of the helping process, theoretical foundations, principles and techniques of social work interventivemethods and practical experience necessary for social work pradice with individuals and small groups with a diversity of professionals and client groups; dwelopment of the student's repertoire of relationshipbuilding skills. L,ecture discussion sessions and/or laboratory exercises each week (Prereq.: 361, junior standing) 364 Field Work I* Beginning supervised professional experiencein a social work agency which focuses on interviewing experience and relationshipbuilding. Ten hours per week, plus one small group supportive/discussion seminar per week. (Prereq.: 361, junior standing, concurrent with 363) 461 Advanced Methods and Skills in Social Work Enlargement and refinement of practice skills recognizing adaptationsof the problemsolving model to diverse populations through lecture, classroom exerciseand regular class work Enlargement of social group work skills, emphasis on developmentof generalist practice skills and eclectic approacheswith a focus on diversity of professionals and client populations. (Preq.: 2.0 GPA in 363 and in 364, candidacy status. Concurrent with 462) 462 Field Work II* Progressively responsible supervised professional social work experience including work with individuals, families, groups and/or communities in a social service agency. Ten hours per week, plus one supportive/ discussion seminar per week. (Prereq.: candidacy status; concurrent with 461) 466 Field Work 111 (1/2 or 1 course)' Continuation of 462 (1/2 course option during Interim. Prereq.: candidacy status, 2.0 GPA in 461,462,463) 467 The Soclal Worker as Professional Ethical practice, bureaucratic survival, professional p b attainment, affirmative action and sexual harassment issues, personnel policies and practices, organizationaltheory and resource development will be studied in the course.The field work practice becomes the laboratory for class exercises. (Prereq.: candidacy status, 2.0 GPA in 461,463) 469 Field Work IV' Continuation of 466. ( P r q . : candidacy status, 2.0 GPA in 466, concurrent with 467) *Can be faken in coordinationwith CoopcratizeEducation, which may pr& work in field sites. payment for Sociologyis a disciplined study of human social behavior. As a relatively young discipline, sociology provides yet another perspective on a theme which is common to many of the disciplines in a liberal arts curriculum, namely the theme that humans a w "social animals." Sociologyemphasizes the extent to which the human inclination to interact socially comes to exhibit r e g u l m patterns over time. These pattern together form a society or a social structure. Sociology seeks to understand these societal patterns. Sociologyalso seeks to understand patterns within the great variety of institutions that exist in a society. The SociologyDepartment at Augsburg is designed to help students think sociologically in terms of obtaining an understandingof society and developing skills in analyzing social institutions and patterns. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, Interim courses and field studies. The Department urges students to use Augsburg's urban setting as a laboratory for learning. A major in sociology can p-are one for a variety of Careers or for advanced professional studies. Cooperative Education and Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the personnel departmentsof both government and private corporations, in industrial relations work and in program evaluation Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work and urban planning. The Department of Sociology welcomes students who, in their quest for a liberal education, are looking for new and different ways of understanding and appreciating the often taken-for-granted aspects of our world. SociologyFaculty:Diane Pike (Chairperson), Vern Bloom, JerryGerasimo, Gordon Nelson, Garry Hesser Major: 10 courses including 121,349,362, 363,375,485. Highly recommended: an internship, cooperativeeducation, independent study or Upper Division Interim course in sociology.This recommendation is made in the hope that the student will take advantage of the variety of learning models offered through the Department. Consult the Department Chairperson concerning areas of concentration Honors Major: The student must have a minimum GPA of 3.5 in the mapr and 3.0 overall. Application for honors in sociologycandidacy shall consist of submission of thesis proposal to the Department Chairperson before April 1 of the junior year. Candidacy is contingent upon Departmental approval of proposal by April 30 of the junior year. After acceptance as a candidate, the student will register for 499 to complete work on thesis. Honors in sociology willbe granted to a candidate who successfully defends the thesis before March 31 of the senior year and maintains the GPA through graduation. Minor: Five courses including 121and two Upper Division courses (i.e., 300 and above). 121 Introduction to Human Society Sociology is a unique way of understanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups, interaction, inequality and social structure. Sociology is an essential tool for discoveringthe world and one's place in it. 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to explore sociology as a mapr and consider its career altematives. Participation in a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. 211 Human Community and the Modern Metropolis The cultural and structural dynamics of the modem world viewed from the perspective of the metropolitan situation, with a focus on the possibilities of human community in the context of urban institutionsand processes. 220 Sociology of Law This course examines the nature of law, its effect on society and the effect of society on it. From a sociologicalperspective, we will explore crosscultural notions of law, deterrence, the criminal justice system, the legal profession and corporate crime. The basic course format will be lecture and discussion based on the reading assignments. Evaluation is based on participation and two examinations. Students desiring Upper Division credit will be asked to write a paper on an assigned topic in addition to the exam. 231 Family Systems: A Cross-Cultural Perspective An examination of the famiiyas a social institution. The structures and processes within families are studied within their institutional and culturalcontexts. 265 Culture: Ethnicity, Gender and Race The dimensions of =cia1 and minority group relations. Mapr attention is focused upon prejudice, racism, and the role of self-understanding.P / N grading only) 273 Crime and Corrections This course includes an examination of corrections programs (prison, probation, treatment center, etc.) within the context of the American society and justice system. Attention is also given to theoretical formulations as to possible causes of criminal behavior and attempts at prevention and control. Field visit arranged to correctional facilities.) 299 Directed Study Independent Study for Lower Division students. Prereq.: 121and consent of instructor. ) 300,301,302,303,304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests which are not satisfied by regular course offerings. (Prereq.: consent of instructor) 336 Introductionto Cultural Anthropology The concept of cultureexamined in anthropology and in the way we see and live in the world. An analysis of basic assumptions underlying the ideas of "primitive," " c i v i l i i and "progress." The course will examine the person's relation to cultureand conduct an analysis of selected aspects of Western culture.(Prereq.: 121) 349 Complex Organizations Organizationsaffect almost everythingin contemporarylife. This course examines organizations as corporate actors, looking at the topics of culture,technology, structure and corporate deviance. (Prereq.: 121or permission of instructor) 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: 121recommended) 362 Statistical Analysis The fundamentals of descriptiveand inferential statistics for the social sciences. Designed specifically for sociology and political science majors, but recommended for others needing a statistical background for social science quantitative analysis. (Prereq.: Group 111Math Placement Test. For maprs, to be taken preceding 363.) 363 Research Methods An introduction to the skills involved in research design and data analysis. The practice of social research is learned through class activities and individual projects. Focus on learning usable skills. To be taken immediately after 362.(Prereq.: 362 or consent of instructor) 365 Quantitative Analysis and Program Evaluation Overview of commonly-used research methods, especially experimental designs and applications to program evaluations. Consumer o v e ~ e w of methods of organizing, comparing and interpreting quantitative information. Use of data-processing equipment for statistical analysis. Designed for social work maprs. Not to be taken by sociology maprs. (Prereq.: Level 111 Math Placement Test) 375 Social Psychology An examination of the idea of "group," its relationship to individual behavior and society. An analysis of the ideas of "self" and "identitf' and what part they play in understanding interpersonal relations and human behavior. A sociological view of mental health. A look at the major assumptions and processes underlying our everyday l i f e a look at the trivial, the o r d i i and the taken-for-granted. "Symbolic interaction," an important orientation in social psychology, will be used as a way of dealing with the major issues in the course. (Prereq.: 121,junior or senior students only) 381 The City and Metro-Urban Planning The primary focus of the course is upon the major issues confrontingthe present and future metropolis. Particular emphasis will center on altemative theories and approachesto shaping the future metropolis. Current developmentsin the Twin Cities region will be compared and contrasted to urban and regional developments globally and nationally. Resources include extensive readings, simulations, films,outside speakers and field trips in a seminar format. (Prereq.: 121 or 211 or consent of instructor) 399 Internship A work-based learning experiencein which a student, faculty member and site s u p e ~ s odesign r a learning agreement which enables the student to explore sociology as a mapr and consider its career altematives. Participation in a concurrent seminaris expested. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. (Prereq.: consent of instructor) 485 Modern Sociological Theory An examination of the major theoretical traditions withii sociology, tracing the course of their development in the 19th and 20th Centuries. (Prereq.: two courses in sociology including 121or consent of instructor) 498 lndependent Study Metropolitan Resources An independently designed course which a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultationwith and evaluated by a faculty member of the Department. (Prereq.: 121or 211 and consent of instructor) 499 lndependentStudy Student must present a written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: 121and consent of instructor) - Soviet and East European Studies is an ACTC pint major which seeks to give the student the broadest possible exposure to Russian and Soviet history, politics, literature, traditions and philosophy. The major is interdisciphary and offers perspectives on Russia both past and present. A minimum of two years of the Russian language is quired. This major is a good foundation for students preparing for careers in government, teaching internationalbusiness or law, espeaally when combined with a second major in a field such as business, economics, history, language, political science or theology. It also is a good foundation for graduate study in history, political science, language and literature or international relations. Magda Palmy-Zapp, Campus Coordinator Major: 11courses: four courses (two years) of basic college Russian (or equivalent competencies); two courses in Russian history; one course in Marxist theory; one course in Russian literature; one course in Soviet politics; two other courses from approved electives. Minor: Six courses: two courses (one year) of basic college Russian (or equivalent competencies); one course in Russian history; one course in Soviet politics; one coursein Marxist theory; one other course from the approved list of electives. East European ConcentrationMinor: Consult the Coodinatorform& information. Each student's major program must be approved by the Coordinator. Our quality of life, both personally and professionally, depends in large part upon the quality of our communication. A communication major at Augs burg is designed to enhance understandingof communication in a variety of contexts and to improve communicationskills. Since communication careers demand a broad educational background, the Department strongly encourages a second major or two minors in fields such as business, economics, Enghsh, history, international relations, political science, psychology, religion, social work or sociology. The Augsburg communicationmajor focuses on competencyin both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statisticsand search methods in their p r e grams. All communicationmajors must complete a core p u p of eight required courses and participate in Augsburg's Interscholastic Forensics Program. In addition to these requirements, majors must complete a program of five electivesfrom one of three concentrations: general cornmunication studies, business communicationor mass communication. Majors in all three concentrations are strongly encouraged to include an intemship (SPC 399) as one of their electives. Prospective majors should meet with a Departmental Adviser as early as possible to design an a p proved major program, preferably by the end of the sophomore year. Speech, Communication and Theatre Arts Faculty: David Lapakko (Chairperson), Deborah Bart,Julie Bolton, Michael Burden, James Hayes, Anne Holmquest, Martha Johnson Honors Major:The Honors Mapr is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors ma@ must maintain a 3.5 GPA in the mapr and a 3.0 GPA overall, and, as part of their mapr program, complete a substantial independent project of honors quality (SPC 499). Honors andidates should meet with their Departmental Adviser prior to their senior year to develop a proposal for the honors project. Communication Majo~:13courses overall -eight required core courses and five courses within one of three concentrations. Required of all Communication majors: 111,342,351,352,354,355, and any two of the following: ENG 223, ENG 225, ENG 226, ENG 227. Also required: participation in at least two interscholastic forensicstournaments. F General Communication Studies Major: Five additional electives from the following: 329,343,345, 347,350,360,399, 495; LIN 311; PSY 325, PSY371; SOC 362, SOC 375. Communication Major with Business Concentration: Five additional electives from the following 132, 225 329,330,345,399, 495; BUS 340, BUS 355, BUS 357; PSY325, B Y 371, F'SY 373; SOC 349, SOC 375. Communication Major with Mass Communication Concentration: Five additional electives from the following: 132,225,232,325,330,343,347,350,360,375, 399,495; ENG 241, ENG 327. For all three concentrations:Students may petition the Department to include as part of their mapr concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the Departmental Adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the Registrar and adviser or Department chair. Communication Minor: Six courses, including 111,342,351 or 352,354,345 or 355, and ENG 223 or 225 or 226 or 227. Prospective minors must obtain prior approval from a Communication faculty adviser. Speech Major f or Teaching Licensure:10 courses, including 111,241 or 343,350, 351,352,354,360; participation in at least five interscholasticforensics t o m e n t s in at least two events (one public address, one oral interpretation);and a minor in English. Recommended: 366, courses in theatre, participation in drama. Speech Minor for Teaching Licensure: 111 and six of the following: 241 or 343, 350,351,352,354,360, and participation in at least five interscholastic forensics tournamentsin at least two events (one public address, one oral interpretation). 111 Public Speaking Theory and practice of effeaive speaking and critical listening. Students have the opportunityto give several speeches and receive feedback about their performance from the class and the instructor. The course focuses on such topics as developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical thinking and listening. 132 Photography (See Department of Art.) 199 Internship Consult mapr adviser for details. 225,330 Communication Design I, II (See Department of Art.) 227 Journalism (See Department of English.) lntroductlonto Cinema Art (See Department of English.) Dlrected Study Independent Study for Lower Division credit. Advanced Journallsm (See Department of English.) Intercultural Communication This course exploresboth the problems and the potential of communication between persons of different cultural groups. Students examine Western and non-Westem cultural rulesIvaluesI assumptionsand stereotypes and how they affect the transmission of verbal and non-verbal messages. The course stressesboth a general theoretical understanding of the d d c s of cross-culturalinteraction as well as spedficknowledge - of how these principles relate to particular c u l d groups. Mass Communications in Society (See Department of Political Science.) Junior and senior students only. Broadcast Production I Introduction to video production with an emphasis on creative concept development, scriptwriting, directing and for video. s t u d i t s will work in production teams and will gain experience in operation of equipment. Organizational Communication An examination of the dynamics of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, formal and informal communication networks, management styles, power and authorityImotivation of employees, organizational culture, performance appraisal, effective use of meetings and sources of communication problems in the workplace. Designed to enhance communication skills of both managers and subordinates. Studentsboth investigate the literature on orp&tional communication and attempt to aPPiy it to their own experiences in organizations. Broadcast Production II This course is an advanced television production course in which students apply knowledge and experience gained in Broadcast Production I. This course combines studio and field production with special emphasis on post-production editing. Studentswork in production teams to create and produce a one-hour magazine format news program. (Prereq.:Broadcast Production I) Voice and Diction A study of vocal skills including tone production, breathing, resonating, articulating,listening, introduction to phonetics and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes and individual coaching. Argumentation Application of standards for sound evidence and reasoning in public speaking, discussion and debates. Key objectives include increasing skill in analyzing argumentativeclaims, being able to distinguish between strong and weak arguments, understanding tests for evidence and fallacies in reasoning and learning to apply principles of argumentation to contemporarypublic issues. Students have the opportunityto enhance their skills in debate and discussion and also learn to analyze and aitique arguments they encounter in their daily lives. Persuasion Theory of how people are influenced to change attitudes and behavior. The course deals with a broad range of topics, including obstacles to persuasion; cultural dimensions of persuasion; the use of logical and psychological appeals; empirical research in persuasion; how persuasion is used in politics, sales, advertising, and interpersonal contexts; the nature of mass movements and campaigns; the impact of the mass media on persuasion, and ethical issues related to persuasion. Students analyze persuasive messages in contemporary society, with practical work in speech and promotional projects. Interpersonal Communication A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build relationships and help to overcome communicationbarriers. This course combines theory and practice to help the student understand and manage communication problems more effectively. Small Group Communication A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership and conflict management. This course combines lecture with practical experienceto help the student become a more effective and productive member of a task-oriented small BOUPOrganlzational Psychology (See Department of Psychology.) Media Regulation, Law and Ethics (See Department of Political Science.) Internship (Consult mapr adviser for details.) Communication Topics Selected topics in speech and communication, with emphasis on the use of primary sources and methodology of research. 499 Independent Study in Communicatlon Independent Study for Upper Division credit. Theatre is not primarily an extracurricular activity nor is it merely entertainment. As a laboratory for learning that uses all of theliberal arts, theatre is the essence of a liberal arts education. By reliving how other people throughout history were thinkingfeeling and strugghg, students have a greater understandingof their own humanity. Theatre enables students to experience the beauty, mystery and ambiguity of life. Minneapolis-St. Paul is an ideal place to study theatre, because it is one of the major theatre centers in the United States. Augsburg students expand their knowledge of theatre not only by attending, but also by working in the professional and community theatres of the Twin Cities. Our theatre faculty have professional experience which enables them to provide students with realistic guidance and contacts. The Augsburg program encourages students to participate in all aspects of theatre production while providing each student the opportunity of emphasizing one specific area, such as acting, directing or design. Graduates enter many fields, such as professional theatre, television, film, advertising, law, journalism, business and religion. Theatre Arts Major: 11courses (222,228,229,232,361,362,366, &d four of the following: 116,226,295,325,393,50,, 60,, 367,428,429,432, 495); one Internship, one theatre Interim course, and 10 production units in three or more of the following areas: acting (two required), technical crew work (four required), playwriting, direction, design and theatre management. Because of the many professional and semi-professional theatres located in the Twin Cities, internships are a significant part of the educational experience. Theatre majors have the opportunity to work in the areas of design, technical, acting management, directing and dramaturgy. This mapr should be supported by coursesin dramatic literature including Shakespeareand Modern Drama or ScandinavianDrama. Strongly recommended: courses in movement, dance, art and media art (cinema, radio, television, video). Maprs must participate in dramatic productions everyyear. Students must maintain an overall 2 0 GPA to have mapr participation in productions. Freshmen planning to mapr in theatre arts courses should begin with courses 116,222,232 and 228. Honors Major: Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 35 GPA in the major and a 3.0 GPA overall and, as part of their mapr program, complete a substantial independent project of honors quality (SPC 499). Honors candidates should meet with their Departmental Adviser prior to their senior year to develop a proposal for the honors project. Theatre Arts Minor: Five courses, including 222,228 or 229,232,361 or 362,366, and five production units in the following areas: acting (one required), technical crew work (two required), playwriting, direction, design and theatre management. Theatre History and Criticism Minor: Five courses: 222,325,361,362 and 366. Theatre Arts Major for Teaching Licensure:10 courses: 116,222,228,232,241 or 343,350,360,361,362,366, plus 111, a minor in Engliih, and 10 production units in three or more of the following areas: acting (two required), technical crew work (fourrequired), playwriting, direstion, design and theatre management. Theatre Arts Minor for Teaching Licensure: Five courses: 222,228 or 229,232 or 116,361 or 362,366, plus 111, and four production units in the following areas: acting (one required), technical crew work (one required), playwriting, direction, design and theatre management. Speech-TheatreArts Major for Teaching Licensure: 12 courses, 111,222,228 or 229,232 or 116,241 or 343,350,351,352,354,360,361 or 362,366, a minor in English and partiapation in two activities (forensics, theatre, media). 116 Creative Drama A study of various forms of dramatic movement, pantomime and play through activity, reading, observation and discussion. Emphasis on improvisationaltechniques and active participation. Development of dramatic pieces from written, verbal, visual and audible sources. Some fundamentals of acting are introduced. 199 Internship (Consult faculty in area of emphasis.) 222 Introduction to Theatre A survey of dramatic art including major historical periods, plays, artists; dramatic structure, principles, and values; basic concepts and techniques of the play production process. 228 lntroduction to Stagecraft Introduction to the backstage world of the theatre; its organization, aafts, magic and art. Technical production experience, practical projects and theatre tours. Open to all students. (Lab required, lab fee.) 229 Stage and Llghting Design An introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. The class will also taketheatre tours, have visiting designers and have practical involvement with the Augsburg spring production. (Lab required, some materials needed.) 232 Acting An introduction to the art of acting. Focus on physical, mental and emotional preparation and exploration of the aeative approach to scene and character study in American drama. Introduction to Asian and Asian-American Theatre This course is a survey of the rich theatrical performance styles, aesthetic theories, and plays of traditional Asian cultures. A s w e y of 20th Century Asian America performers, productions, theatre companies, and plays will also be explored. The course will include lecture, films, videos and demonstrationsby visiting performers. Students will read and analyze selected Asian and Asian American plays and will be required to attend and review one live production. Directed Study Independent study for Lower Division credit. Playwriting An introductory course in writing for the stage, television and film. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111and one literature course. ENG 226 also recommended.) Interpretative Reading Basic principles of oral interpretation of prose, poehy and drama. Study, discuss, practice and perform readings in prose, poehy and drama before small and large groups. Theatre History and Criticism I An overview of theatre history, dramatic literature and criticism from the classical Greek through the Medieval period. The theatres of Asia are also introduced. Reading of several plays and attendance at local theatre productions are required. Theatre History and Criticism II An overview of theatre history, dramatic literature and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Stage Direction I Basic directorial techniques: choice of plays, play analysis, production organization, technical collaboration, casting, rehearsals, blocking and characterization. Direction of a short production required (one-act or excerpt from full-length play). (Prereq.:a 200 or 300 level theatre course) Stage Direction II Indepth analysis and practical experiencein direding different play forms and styles: serious, comic, period, experimental, musical. Direction of a short production required (one-act or excerpt from full-length play). (Prereq.: 366 or consent of instructor) Internship (Consult faculty in area of emphasis.) 428 Advanced Technical Methods Advanced construction and problem-solvingtechniques in technical areas of scenery, props, lighting, sound, costumes and make-up. (Prereq.:228 or consent of instructor. Lab fee) 429 Advanced Deslgn Advanced projects in set and lighting design. Introduction to costume design. (Prenq.: 229 or consent of instructor) 432 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene study. Emphasis is on a variety of roles from the classics, including Shakespeare, French neoclassicism, Restoration comedy, realism and non-realism, epic and the absurd culminating in preparation and presentation of a professional audition. 495 Theatre Topics Selected topics in theatre. 499 Independent Study In Theatre Independent study for Upper Division credit. Augsburg College offers a minor in Women's Studies. (See listing under Interdkciphary Studies (INS). COLLEGE BOARDOF REGENTS Chak Wee Chair Raymond A. Grinde Trnasurer David L.Swanson RodneyP.3urwd betaw Barbara C Gage Theyeminpmenthesesaffereachnmneis the expi~ationdate of current term. Nancy H. Bottemiller (1992) Homemaker, Wadena, Minn. Rodney P. Burwell (1994) Xerxes Corporation, Minneapolis, Minn. The Rev. stephen J. Comils, (19%) Senior Pastor, Central Lutheran Church, Ph.D. Minneapolis, Minn. H. David Dalquist III (19%) President, Northland Aluminum Products, Inc., st. Louis Park, Minn. Darrell J. Egertson Julian P. Foss (1994) Chief Financial Officer, Dart Transit Co., St. Paul, Minn. (19%) Retired Businessman, Mesa, Ariz. Barbara C. Gage (1992) Homemaker, Long Lake, Minn. Raymond A. Grinde Carolyn T. Groves (19%) Retired Businessman, Roseville, Minn. (19%) Admhktrator, S. J. Groves and Sons Company, Minneapolis, Minn. Norman R. Hagfors (1995) President, Norsen, Inc., Minneapolis,Minn. Elling B. Halvorson (19%) President, PapiUon Airways, Inc., Kirkland, Wash Men A. Housh (1995) President, Cargill Marine and Terminal, Edina, Minn. George 0. Johnson, Ph.D. (19%) Associate Professor and Division Head, Health ServicesAdministration, University of Minnesota, Minneapolis, Minn. 'ZheHonLaJwe'lhamas (1995) Judge, Hennepin County Government Center, Minneapolii, Minn. L;lngt=J.D. Gary H. Lohn (1994) Control Data Business Advisors, Bloomington, Minn. The Hon. Kenneth G. Nelson (19%) State Representative, Miiesota House of Representatives, 9. Paul, Minn. The Rev. Maymid L. Nelson (1996) Senior Pastor, Calvary Lutheran Church, Minneapolis, Minn. I b d y n J. Nordaune, J.D. Donald G. Oren Harvey M. Peterson Curtis A. Sampson Richard L. Shepley Ronald K. Speed Gladys I. Strommen Leland N. Sundet David L. Swanson Michael W. Thompson Pamela L. Tibbetts William A. Urseth flo wiger, Ph.D. May Ka-Yee Yue DMSION (1994) Partner, Nordaune & Friesen, St. Louis Park, Minn. President, Dart Transit Company, St. Paul, Minn. President, Catco Company, St. Paul, Minn. President and Chief Executive Officer, Communications Systems, Hector, Minn. Partner, Marshall F m c i a l Group, Minneapolis, Minn. Vice President, Public Afhirs, Honeywell, Inc., Minneapolis, Minn. Homemaker, St. Paul, Minn. Chaiian and Chief Executive Officer, Sundet Companies, Bloomington, Minn. Retired Businessman, Minneapolis, Minn. Realtor, Edina Realty, Inc., Edina, Minn. Vice President, Strategic Planningand Development Fairview, Minneapolis, Minn. President and Chief Executive Officer, US. Directives, U.S. Restaurant Minneapolis, Minn. Associate Professor, St. Cloud State University, 9. Cloud, Minn. President, Financial Services Associates, Inc., Edina, Minn. m~ED~CUION THEEVANGELICAL LUTHERAN CHURCH INArvmua (ELCA) Board Chair: The Rev. Dennis H. Dickman Secretary:Solveig Gregory Vice-Chair Mary Ellen H. Schmider Executive Staff Executive Director: The Rev. W. Robert Sorensen Assistant Director for Finance: Beata H. Sorenson Director for Colleges and Universities:James M. Unglaube Assistant Director for Colleges and Universities: Naomi E. Linnell I I I I I Area Code: 612 President ..............................................................................................................330-1212 Academic Affairs ..................................................................................................330-1024 Admissions ...........................................................................................................330-1001 Toll free number ........................................................................................143M-788-5678 Alumni Programs .................................................................................................=I179 Business Office (Feesand Accounts) .................................................................. 330-1029 Campus Ministry (CollegePastor) ..................................................................... 330-1732 330-1162 Career M c e s ................................................................................................. College Center Manager/Coordinator, SpecialEvents ...................................330-1121 College Relations (News and Publications) ...................................................... 330-1180 330-1171 Development (Fmancial Gifts to the College) ............,......-............................. ..................... 330-1120 Facilities Office ...................................................................... Fiicial Aid (Scholarships)...............................................................................330-1046 General Information (Other office numbers; business hours only) ....-..............................................+.....*............................... 330-1000 Evenings ..............................................................................................................330-1234 330-1786 Graduate Program ..............................................gramgram.gram............gram......gram....g Ice Arena Manager ...............................................................................................330-1251 Interim Office ........................................................................................................330-1025 Library ...................................................................................................................330-1017 Parent Programs ....................-...........................................+................................ 330-1179 Personnel Office ............................................................................................. 330-1058 Registrar ................................................................................................................330-1036 Student Activities Office ......................................................................................330-1111 Student Affairs .....................................................................................................330-1160 Student Government Office ...............................................................................-330-1110 Student Life (Housing) ........................................................................................=I109 Summer School Office ......................................................................................... 330-1786 Weekend College .................................................................................................330-1782 ...-.... The College has designated the following persons as coordinators for disaimination inquiries or grievances: Affirmative Action Coordinator (matters based on race. creed. national or ethnic origin)-Contact the Office of Finance and Management (612/330-1026) Vern M.Bloom. Assistant Professor. Sociology- Memorial Hall (612/330-1133). 504 Coordinator (mattersbased on physical or mental handicap) William R.Rosser. Vice President for Student Affairs Memorial Hall (612/3S 1168). Title D( Coordinator (matters based on sex or marital status) Sandra Jacobson. Director of Personnel- Ground Floor. Memorial Hall (612/3301023). Employment All correspondence should be addressed to the designated individual at Augsburg College. 731 21st Avenue South. Minneapolis. MN 55454.Formal grievance procedures are described in the Student Guide.Copies are available from the Personnel Office. Office of the President President ........................................................................................... Charles S. Andason Executive Secretary to the President ............................................... Carolyn S. Canfield College Pastor ............................................................................................ David T. Wold Director, Church Relations ............................................................................Curtis Peter Director, Admissions .................................................................................1 A. Stack Cook Assistant to the President for Diversity .........................................................n Assistant to the President for CommunityRelations .................................. Rita Kaplan Academic Affairs Vice President for Academic Affairs and Dean of the College .................................................................Ryan A. LaHurd Executive Secretary to the Academic Dean ........................................... i s M. Nielsen Associate Dean for Academic Affairs ................................................. David Gabrielson Associate Academic Dean for Graduate Vander Schaaf and Special Programs ..................-........................................ a Assistant to the Academic Dean for Advising ..............................Anita Johnson Gwin Director, Weekend College .............................................................. J. Thoni OperationsManager, Weekend College...............................................Nancy Shmickle Graduate Program Coordinator ..............................................................Laura Erickson Acting Registrar ............................................................................................. Jay Phinney InstitutionalResearch Analyst .............................................................. R o W.Clyde Director of Library ......................................................................................... e Cline P. Hackney D i o r , Audio-visual Center .............................................................B Interim Director ....................................................................................David Gabrielson Director, Faculty Development ................................................................. M e McNeff Director, CooperativeEducation .......................................................... Garry W. Hesser Enrollment Coordinator, Weekend College ....................................Deirdre Middleton Admissions Coordinator, Weekend College ....................................... JeanetteWittmer Student Affairs Vice President of Student Affairs and Dean of Students ............................................................................... a m R. Rosser Executive !3ea&q .................................................................................. Casey McGuire Assodate Dean of Students ...................................................... Linda SchremppAlberg Director, Counseling ............................................................................ N a n Guilbeault Warren Director, Academic Enrichment ........................................................d Coordinator, C.L.A.S.S. ..................................................................................... Jo Weir Director, Career Services ..............................................................................T Wagner Director, Residence Life .............................................................................char lie^ strey Housing Coordinator, Tower ...............................................................Michael Peterson Housing Coordinator, Area .............................................................................. Pat Sorac Coordinator, International Programs ....................................................... Kathleen Lutfi Director, American Indian Support Program ...................................Bonnie A. Wallace I Housing Coordinator, Area ..............................................................................Pat Sorcic Coordinator, InternationalPrograms .......................................................Kathleen Lutfi Director, American Indian Support Program ...................................Bonnie A. Wallace Director, Black Student Affairs ..................................................................M . Anita Gay Coordinator, Student Activities ..................................................................e l l Krebs Development and College Relations Vice President for Development..............................................................Gregory Ritter Executive !3cretaryto the Vice President ..................................................Betty Arnold Director, Development ..............................................................................Gordon Olson o m s I. Benson Director, Planned Giving ..................................................................... C. Carlson Senior Development Officer ..................................................................Jy Director, Corporate and Foundation Relations ..........................................Carol Forbes Pam Meyer Assistant Director, Alumni/Parent Relations .......................................... Acting Director, Alumni Parent Relations/ Director, Annual Fund ......................................................................Donna McLean Associate Director of the Augsburg Fund ........................................N o Okerstrom -or, College Relations .........................................................................P e Davies Director, Publications ..............................................................M q r Westman Safgren Publications Specialist ...................................................................... Holland-TUE Finance and Management Vice President for F i n c e and Management .......................................Michael Ranum Executive Secretary to the Vice President ....................................................Pat Ostreim Director of Student Enancial Swices ........................................H e r d A. Johnson Assistant Director of Student Financial Services ........................................i s Larson Financial Aid Counselor ..................................................................................................... Director, Personnel .................................................................................a Jacobson Dick Adamson Controller ................................................................................................... Director, Administrative Computer Center ........................................w e Terrien Manager, College Center ................................................................... M A. Nelson r e E. Christopherson Manager, Central Services .................................................... Director, Purchasing/Bookstore .............................................................Robert P. Gores Director, Marriott Corp. Food Services .......................................................T Wagner Director, Plant Services ..........................................................................Weninger Supervisor, Maintenance .........................................................................Robin A. Curtis Manager, Ice Arena ....................................................................................James J- Carey Courtland L. Agre, Professor Emeritus of Chemistry. Ph.D., University of Minnesota. Ernest W. Anderson, Professor Emeritus of Health and Physical Education. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological !hninary;L.L.D., Concordia College, Moorhead. Margaret J. Anderson, Lib&, B.S., M.A., University of Minnesota. Raymond E. Anderson, Professor Emeritus of Speech, Communication and Theater, B.S., M.A., Ph.D., University of Minnesota. Val& Baltha, Professor Emerita of Foreign Languages. Magister der Philosophia, University of Latvia. Carl Chrislock, Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. L Gracia Christensen, Professor Emerita of English. Ailene Cole, Professor Emerita of Theatre Arts/Speech. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. K.Bemer Dahlen, Professor Emeritus of English. M.S. University of Minnesota. Sheldon P. Fardig, Professor Emeritus of Education. B.A. Carleton College, M.M., Ph.D., Northwestern University. Henry G. Follingstad, Professor Emeritus of Mathematics. Orlue Gisselquist, Professor Emeritus of History, B.A., M.A., Ph.D., University of Minnesota. Theodore J.Hanwick, Professor Emeritus of Physics. Ph.D., New York University. Katherine Hennig, Professor Emerita of Music. M.A., University of Minnesota. Einar 0.Johnson, Professor Emeritus of Education. Ph.D., University of Washington. James D. Johnson,Professor Emeritus of Music. Ph.D., University of Minnesota. Edor C. Nelson, Professor Emeritus of Physical Education. M.Ed., University of Minnesota. Anne Pederson, Professor Emerita of English. M.A., University of Minnesota. Laurette E. Pelton, Professor Emerita, Education. LaVonne J.Peterson, Professor Emerita of Health and Physical Education. M.Ed., University of Minnesota. Martin Quanbeck, Professor Emeritus of Education. Ph.D., University of Minnesota. Marianne D. Sander, Dean of Students Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D. Mus., Lakeland College. Marjorie H. Sibley, Professor Emerita, Library Dr. Paul G. Sonnack, Professor Emeritus, Religion Paul T. Steen, Professor Emeritus of Sociology. Ph.D., University of Minnesota. JohnThut, Professor Emeritus, Music Joel S. Torstenson, Professor Emeritus of Sociology. Ph.D., University of Minnesota. Fall 1991 Labor Day recess ....................................................................................... Upperclass validation, Freshmen registration M, Sep 2 Classes begin .............................................................................................. w1Sep4 Last day to register, add a class, drop a class without notation on record, move Upper/Lower Division course to Upper Division or Lower Division ...................................................T , Sep 10 Last day to designate grading option ................................................................ F Oct 25 Mid-term break ....................................................................................................F, Od 25 Interim registration ......................................................................... M, Od 28 - F, Nov 1 Spring term pre-registration ........................................................... M, Nov 18- F, Dec 6 Last day to withdraw from a class .............................................................. F Nov 15 Thanksgiving recess begins ............................................................................ Th,Nov 28 Classes resume ..................................................................................................... M, Dec 2 Classes end ........................................................................................................... F, Dec 13 F i i examinationsbegin .................................................................................. M, Dec 16 F i i examinations end ....................................................................................Dec 19 F d grades due and Incompletes due from spring and summer '91 ................................................................. W, Dec 27 Interim 1992 Classes begin ........................................... ............................................ M. Jan 6 Last day to register. add a class. drop a class without notation on record or move Upper/Lower Division course to Upper Division .......................................................................................T. J 7 Last day to designategrading option .................................................................F Jan 17 Last day to withdraw from a class ......................................................................F Jan 17 Classes end ............................................................................................................9Jan 29 Interim grades due ................................................................................................F Feb 7 Spring 1992 Validation of registration. Classes begin ...........................................................MI Feb 3 Last day to register. add a class. drop a class without notation on record. move Upper/Lower Division course to Upper Division or Lower Division ............................................................F Feb 7 Mid-term break begins .....................................................................................M Mar 23 Classes resume .................................................................................................M Mar 30 Last day to designate grading option .................................................................F Apr 3 Last day to withdraw from a class .................................................................. F. Apr 17 Easter break begins ............................................................................................. F Apr 17 Classes resume ................................................................................................... MI Apr 20 Early registration for fall ..................................................................M Apr 27- F. May 8 Classes end .......................................................................................................... F. May 15 Fiiexaminations begin ..................................................................... ...M ,May 18 Fiiexaminations end ................................................................................... May 21 Badureate and Commencement ............................................................... Su,May 24 F i i grades due and Incompletes due from fall '91 and Interim '92 .................................................................. F May 29 Summer School 1992 Term I ............................................................................................ T May 28 .F. June21 Term I1 .............................................................................................. M. June24 .F. Aug 2 Correct as of February 8,1991. Beginning yem of seruice on f m l t y is indicated with pmenthesis. Charles S. Anderson (1976). President, B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary;Ph.D., Union Theological Seminary,New York. Ryan A. LaHurd (1985). Vice President for Academic Affairs and Dean of the College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph.D., University of Wisconsin-Madison. Nancy I. Aarsvold (1986). Instructor of Foreign Languages. B.A., Pacific Lutheran University; M.A., University of Minnesota. Ruth L. Aaskov (1%0). Associate Professor of Foreign Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Gerald E. Allan (1991). Instructor, part-time, Psychology. B.A., University of Minnesota; M.A., University of Pennsylvania. Earl R Alton (1960). Professor and Department Ch-on of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Patricia K. Amo (1991). Instructor, part-time, English. B.A., M.A., University of Minnesota. Lyla M. Anderegg (1959). Associate Professor of Psychology, B.A., University of Minnesota; M.A., Northwestern University. Barbara Andersen (1%9). Associate Professor of English. B.A., Northwestern College; M.A., Northwestern University. Edwin D. Andersen (1987). Instructor, part-time, Mathematics, Computer Science and Education. B.A., Macalester College; M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota. Kristin M. Anderson (1984). Assistant Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Stuart M. Anderson (1989). Assistant Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990).Studio Artist/Flute, part-time. B.M., Augsburg College; M.M. Northwestern University. Andrew L Aoki (1988). Assistant Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., University of Wisconsin-Madison. David B. Apolloni (1989). Visiting Assistant Professor, Philosophy. B.A., Ph.D., University of Minnesota. Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., PhD, University of Minnesota. Mary Claire Baldus (1991). Instructor, part-time, Social Work. B.A., College of St. Benedkt; M.S.W., Saint Louis University. Deborah Bart (1980). Assistant Professor of Speech, Communicationand Theatre. B.A., M.A., University of Minnesota. Shelley S. Baxter (1990). Instructor, part-time, Economics. B.A. The Evergreen State College; M.A., University of Notre Dame. Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota. David L Beaulieu (1991). Instructor, part-time, History. B.A., M.A., Ph.D., University of Minnesota. JohnE. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vem M. Bloom (1971). Assistant Professor, part-time, Sociology. B.A., M.S.W., University of Minnesota. Joseph C Bodziock (1986). Instructor, part-time, English. B.A., St. Joseph's College; M.A., University of New Hampshire, Ph.D., University of Minnesota. Jeanne M. Boeh (1990). Assistant Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Nancy C Bologna (1990). Instructor, part-time, Psychology. B.S., Regis College; M.S., North Dakota State University; Ph.D., Washington State University. JulieH. Bolton (1975). Associate Professor of Speech, Communication and Theatre. B.S., M.F.A., University of Minnesota. Richard Borstad (1977). Associate Professor and Department Chairperson of Health and Physical Education. B.A., MA., Ph.D., University of Minnesota. JamesA. Brothen (1988). Visiting Instructor, part-time, History. B.A., M.A., Ph.D., University of Minnesota. Maria Brown (1980). Assistant Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S., University of Wisconsin-Madison. Michael R Burden (1990). Assistant Professor of Speech, Communication and Theatre (Designer and Technical Dirxtor). B.A., Augsburg College; M.F.A, University of Minnesota. Diane F. Busico (1986). Assistant Professor of Business Administration/MIS. B.S., Youngstown State University; M.B.A., Kent State University. Thomas L. Busico (1988). Instructor, part-time, Business Administration/MIS. B.S., Youngstown State University; M.B.A., Kent State University. Louis H. Cairoli (1990). Instructor in Mathematics and Computer Science. B.S., M.S., John Carroll University; M.S., Syracuse University; M.S. Kansas State University. Laura V. Castor (1990). Instructor, part-time, English. B.A., Muhlenberg College; M.A., University of Minnesota. JohnCerrito (1983). Assistant Professor in Business Administration/MIS. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Francine Chakolis (1983). Assistant Professor of Social Work B.S., Augsburg College; M.S.W., University of Minnesota. Marisha A. Chamberlain (1991). Instructor, part-time, Speech, Communication and Theatre. M.F.A., Goddard College. Stephen D. Chapman (1991) Instructor, part-time, Art. B.A. Augsburg College; M.A., Hamline University. Rosalie Clark (1979). Instructor, par-time, Social Work. BAS., M.S.W., University of Minnesota. Wisconsin-Eau Claire; M.A., Ph.D., Western Michigan University. Robert W. Clyde (1967). Associate Professor of Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Carolyn S. Clemmons (1990). Instructor, part-time, Education. B.A., Talladega College; M.A., University of Minnesota. Elaine R. Cline (1990). Assistant Professor, Director of Library. B.A., College of William and Mary; M.L.S., University of Michigan. Mariette S. Cole (1989). Instructor, part-time, Biology. B.A., University of California; M.S., Ph.D., University of Wisconsin. Lawrence E. Copes (1980). Associate Professor of Mathematics and Computer Science. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University. Larry Crockett (1985).Associate Professor of Mathematics and Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary. Kenneth R Croken (1988).Instructor, part-time, Political Science. B.A., St. Joseph's University;J.D., New England School of Law. Cathleen A. Dalglish (1986). Assistant Professor, part-time, English. B.A., College of St. Catherine, M.F.A., Vermont College. Wayne A. Dalton (1984). Studio Artist/Voice, part-time. B.A., University of Redlands; M.Th., Ph.D., School of Theology at Claremont. Laurel R. Davis (1991). Instructor, part-time, Sociology. B.S., Springfield College; M.A., University of Iowa. Mary E.Dean (1990). Instructor, part-time, Business Administration/MIS. B.A., University of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown University. Suzanne I. Dorke (1989). Assistant Professor of Mathematics and Computer Science. B.A., University of Delaware; M.A., University of Wisconsin. Bruce K. Drewlow (1988).Assistant Professor of Education. B.S., Moorhead State University, M.Ed., University of Minnesota. John Dunham (1987). Studio Artist/Cello, Music. B.A., Syracuse University; M.M., University of Michigan-Ann Arbor. Beverly C Durkee (1965). Professor of Mathematics and Computer Science. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. Earl W. Eames, Jr. (1987) Instructor, part-time, Business Administration/MIS. S.B., Massachusetts Institute of Technology. Mary G. Endorf (1986). Assistant Professor of Education. B.A., Hamline University; M.S., SUNY-Cortland;Ph.D., University of Minnesota. Mark J. Engebretson (1976).Professor of Physics. B.A., Luther College; M. Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Carol A. Enke (1986). Instructor, part-time, Health and Physical Education. B.S., University of Minnesota. Marian S. Enos (1987). Instructor, part-time, Nursing and Education. B.S.N., M.S., Ph.D., University of Minnesota. Joseph k Erickson (1990). Assistant Professor of Education. B.A., M.A., College of St. Thomas; MA. Luther Northwestern Theological Seminary;Ph.D. University of Minnesota. Kenneth N. Erickson (1970). Professor and Department Chairpason of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., University of Minnesota. Anita L. Fisher (1991). Instructor, part-time, Foreign Languages. B.A., M.A., University of Montana. Phillip F. Fishman (1988). Instructor, part-time, Political Science. B.S., University of Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University. Marilyn Pearson Florian (1980). Assistant Professor of Health and Physical Education and Women's Athletic Director. B.A., Augsburg College; M.A., St. Cloud State University. Bruce D. Forbes (1990). Instructor, F-time, Rdigion BA, Morningside Collegq M.Th., Perkins School of Theology; Ph-D., Princeton TheoIogical %mi~~ary. Robert Friederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel College; M.A., Pennsylvania State University. Steven W. Freimuth (1989). Instructor, part-time, Business Administration/MIS. B.A., University of Minnesota. Mark L Fuehrer (1%9). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Stephen M.Gabrielsen (1963). kofessor of Music. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Frieda Gardner (1990). Instructor, part-time, English, B.S.. Columbia University; PhD, University of Minnesota. Etheline K Garetz (1989). Assistant Professor, part-time, Education. B.A., University of Minnesota; M.S., University of Nebraska; Ph.D., University of Minnesota. M. Anita Gay (1987). Director, Black Student Affairs. B.S., Southern University, Baton Rouge; M.A., Howard University. Jerry Gerasimo (1971). Professor of Sociology.B.A., Lake Forest College; MA., Ph.D., University of Chicago. Richard Germundsen (1987). Assistant Professor of Education. B.S., Mankato State University; M.A., School of International Service, American University; Cand. Mag. Universitet i Bergen, Norway; Ph.D., University of Minnesota. Peter Gillen (1988). Instructor, part-time, Business Administration/MIS. B.S.B., University of Minnesota. Paul H. Grauer (1979). Assistant Professor of Health and Physical Education and Men's Athletic Director. B.S., Concordia College, Nebraska; MEd., University of Nebraska; M.A., University of Minnesota. Douglas E. Green (1988). Assistant Professor of Enghsh. B.A., Amherst University; M.A., Ph.D., Brown University. Richard A. Gresczyk (1990), Instructor, part-time, Foreign Languages. B.S., M.Ed., University of Minnesota. Joan L Griffin (1986). Associate Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Brian G r h a (1990). Studio Artist/Saxophone, part-time. B.A., Dartmouth College. Satya P. Gupta (1976). Professor of Economics and Department Chairperson. B.S., M.S., Agra University, India; M.S., Ph.D., Southan Illinois University. Donald R Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Brian P. Hackney (1983). Assistant Professor, Director of Audio-Visual Center. B.A., University of Wisconsin-Eau Claire; M.A., University of Wisconsin-Stout. Roxannne Hale (1991). Instructor, part-time, Foreign Languages. B.A., University of Pacific; M.A., University of Minnesota. Paul P. Halvorson (1985). Instructor, part-time, Business Administration/MIS. B.A., Augsburg College; M.A., The American University. James Hayes (1991). Assistant Professor of Speech, Communication and Theatre. B.S.E., M.S., Emporia State University, F'h. D., University of Wisconsin-Madison. Summer Hamille (1989). Instructor, part-time, Health and Physical Education. M. Anaam Hashmi (1990). Instructor, part-time, Business Adrninistration/MIS. B.E., N.E.D., University of Engineering & Technology, Karachi; M.B.A., Ball State University; D.BA., Kent State University. Milda K Hedblom (1971). Professor of Political Science and Director, Canadian Studies Program. B.A., Macalester College; MA., Ph.D., University of Minnesota. Andrew Heglund (1989). Studio Artist/Percussion, part-time. BM., University of Minnesota. Thomas J. Herbst (1990). Assistant Professor of Biology. B.S., St. John's University, M.S, Hofstra University; Ph.D., University of Minnesota. Robert S. Herforth (1966). Professor and Department Chairperson of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Edwina L Hertzberg (1977). Professor of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. G a q W. Hesser (1977). Professor of Sociology, Director of Metro-Urban Studies, Director of Cooperative Education Program. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Melissa S. ("Mickey") Hessler (1991). Instructor, part-time, Health and Physical Education, B.A., Augsburg College. Nelly Trocme Hewett (1988). Instructor, part-time, Foreign Languages. B.A., Earlham College. Wendy B. Hines (1991). Instructor, part-time. Business Administration/MIS. B.S., Southern University. Norman D. Holen (1964). Professor of Art. BA., Concordia College, Moorhead; M.F.A., University of Iowa. Paul L Holmer (1986). Distinguished Visiting Professor of Philosophy. B.A.,M.A., University of Minnesota; Ph.D., Yale University. Anne Holmquist (1991). Assistant Professor of Speech, Communication and Theatre. B.F.A., Drake University; M.A., Ph.D., University of Iowa. Bradley P. Holt (1981). Professor and Department Chairperson of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M. Phil., Ph.D., Yale University. JohnR Holum (1957). Professor of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Marilyn N. Homwitz (1988).Instructor, part-time, Business Admjnistration/MIS. B.A., M.B.E., University of Minnesota. Mary Budd Horozaniecki (1988). Studio Artistfliolin and Viola. B.M., Indiana University. Kenneth B. Huber (1989). Studio Artist/Piano. BM., M.M., Indiana University. David Hudson (1990). Instructor, part-time, English. B.A., M.A., University of Minnesota. Sally M. Hunter (1989). Instructor, part-time, Education. B.A., College of St. Scholastics; M.T., University of Wisconsin. M. Shahidul Islam (1989).Instructor, part-time, Economics. M.B.A., Dhaka University, Bangladesh; University of Minnesota. I. Khin Khin Jensen(1955-56,1959). Professor of History, Director of East and Southeast Asian Studies. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E.Johnson(1968). Professor of Psychology. A.A., North Park College; B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Harriet W. Johnson(1989). Instructor, part-time, Education. B.A., University of Richmond; M.A., University of Minnesota. JeffreyE. Johnson(1985). Assistant Professor of Physics. B.S., M.A., and Ph.D., University of Minnesota. Martha B. Johnson (1988). Assistant Professor of Speech, Communication and Theatre. B.A., MA., and Ph.D., University of Wisconsin-Madison. Mary E (Mimi)Johnson (1962). Associate Professor of Foreign Languages. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota. Amin Kader (1974). Associate Professor and Department Chairperson of Business Admiiistration/MIS. B.Comm., University of Cairo,Egypt; M.B.A., University of Michigan. Kenneth S. Kaminsky (1987). Professor, Mathematics and Computer Science. A.B., M.S., Ph.D., Rutgers State University. Jane Kammerman (1986). Instructor, part-time, Business Administration/MIS. B.A., University of California; J.D., University of Minnesota. Mike Kapel(1991). Instructor, part-time, Business Administration/MIS. B.A., University of Minnesota. Robert Karl& (1973). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. Randall W. Kindley (1991). Instructor, part-time, Political Science. BA., M.P.A., University of North Carolina;Ph.D, Duke University. Mary A. Kingsley (1965). Associate Professor and Department Chairperson of Foreign Languages. B.A., St. Olaf College; M.A., Middlebury College. M d e e I. Klemp (1980). Assistant Professor and Studio Artist/Oboe, part-time. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Thomas Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University; M.A., Xavier University; Ph.D., Case Western Reserve University. Joan C. Kunz (1987). Assistant Professor of Chemistry. B.S., University of MissouriSt. Louis; Ph.D., University of Wisconsin-Madison. Roy H. LaFayette (1972). Instructor, part-time, Business Administration/MIS. B.S.B., University of Minnesota. David V. Lapakko (1986).Assistant Professor and Department Chairperson of Speech, Communication and Theatre. M.A., Ph.D., University of Minnesota. Cheryl Leitschuh (1989). Instructor, part-time, Psychology. B.A., University of Minnesota; M.Ed., South Dakota State University; Ed.D, University of South Dakota. Nicholas A. Lenz (1980). Studio Artist/Voice, part-time. B.A., SouthwestState University; M.F.A., University of Minnesota. Ronald L Libertus (1985). Instructor, part-time, American Indian Studis. B.A., University of Minnesota; M.A, Windham College. Rosemary J. Link (1986). Assistant Professor of Sodal Work M.Sc, London University; Ph.D., University of Minnesota. Cynthia Dunbar Lohman (1985). Studio Artistfloice, part-time. B.A., MM, University of Minnesota. Lori L Lohman (1990). Assistant Professor of Business Adrninistration/MIS. B.A., M.B.A., University of Minnesota. J. Lynne F. Lorenzen (1988). Assistant Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; MA., The Qaremont Graduate School. Joyce Paxton Lumpkin (1991).Instructor, part-time, Health and Physical Education. B.A., California State University. Steven Lund (1983). Studio Artist/Trombone, part-time. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Instructor, part-time, Political Science. BA, Smith College; M.A, Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. Linda McKeag (1991). Instructor, part-time, Business Admiistration/MIS. B.S.,, University of Wisconsin-La Crosse; M.B.A., College of St. Thomas. Esther G. McLaughlin (1989). Assistant Professor of Biology. B.A., Ph-D., University of California Berkeley. Marie 0.McNeff (1968). Professor of Education, Director of Faculty Development. B.S., M.Ed., Ed.D., University of Nebraska. Phyllis M. Metcalf (1989) Assistant Professor, part-time, Education. B.S., M.A., Eastern Michigan University; M.A., University of Minnesota. Roberta Kagin Metzler (1974). Associate Professor of Music. B.A., Park College; B. Music Ed., M. Music Ed., University of Kansas. Felai Meziou (1987). Assistant Professor of Business Administration/MIS. B.A., University of Tunis, Tunisia; MA., Ph.D., University of Minnesota. Erwin D. Mickelberg (1956).Professor of Biology. B.A., Augsburg College; M.A., University of Minnesota. JoAnn Michna (1991). Instructor, part-time, Mathematics and Computer Science. B.A., College of St. Catherine; M.Ed., University of Minnesota. Jan Miner (1984). Instructor, part-time, Speech, Communication and Theatre. B.A., Lycoming College; M.A., Bowling Green State University. Jay A. Miskowiec (1991).Instructor, part-time. English. B.A, University of Minnesota; M.A., Universite de Paris Vm. Kinney G. Misterek (1989).Instructor, part-time, Business Administration/MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of M i e s o t a . John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. William Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary;Ph.D., University of Colorado. Thomas Morgan (1983). Associate Professor of Business Administration/MIS. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon. William D.Moms (1987). Instructor, part-time, Political Science. BA., Oakland University; Ph.D., Carnegie-Mellon University. Mildred (Mike) Mueller (1988). Assistant Professor of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Robert M. Murphy (1986). Instrustor, part-time, Business Administration/MIS. B.A., University of Toledo. Sr. Mary Henry Nachtsheim (1989).Instructor, part-time, Foreign Languages. B.A., College of St. Catherine; M.A., Ph.D. Lava1University. Eliawira N. Ndosi (1990). Instructor, part-time, Business Administration/MIS. B.A., Carleton College; M.A., University of Minnesota. Gordon L. Nelson (1967).Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary;M.A., Ph.D., University of Chicago. Richard C Nelson (1968). Professor and Department Chairperson of History. B.A., University of Nebraska; M.A. Ph.D., University of Minnesota. Pamela Nice (1991). Instructor, part-time, Speech, Communication and Theatre. B.A., M.A., Ph.D., University of Minnesota. Catherine Cluistie NicholI (1973). Professor of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Michele M. Nielsen (1989). Assistant Professor, part-time, Chemistry. B.A., University of Northern Colorado; M.S., University of California, Santa Barbara. Beverly J. Nilsson (1977). Professor and Department Chairperson of Nursing. B.S., M.S., University of Minnesota. Norma C. Noonan (1966). Professor and Department Chairperson of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Celeste M. WBrien (1975). Studio Artist/Piano, part-time. B.A., Hamline University. Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Michael O'Neal(1989). Instructor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Kathleen H. Olsen (1990).instructor, part-time, Speech, Communication and Theatre. B.A., St. Olaf College; M.A., Pennsylvania State University. Gordon W. Olson (1988). Instructor, part-time, Music. B.A., Concordia College. JeremiahOlson (1989). Instructor, par-time, Religion. B.A., Minot State University; M.Div., Trinity Lutheran Seminary. Lila J. Olson (1990). Studio Artist/Voice, part-time. B.M., University of Kansas; M.M., University of Nebraska. Sharon K. Ostwald (1986). Adjunct Assistant Professor of Nursing. M.S., Ph.D., University of Minnesota. Magdalena M. Paleczyny-Zapp (1986). Assistant Professor of Economics. BA., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonorniczna, Krakow. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B. Div., Bethel Seminary; MA., Ph.D., University of Minnesota. Patricia A. Parker (1960). Instructor, part-time, Education; B.A. Eastern Michigan Universtiy; M.A., University of Michigan; Ph.D. University of Minnesota. Cathy Paulsen (1990). Instructor, part-time. Religion. B.A., St. Olaf College, M.A., Lone Mountain College. Curtis Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Paul Pender (1985). Instructor, part-time, Business Administration/MIS. B.A., M.B.A., University of Wisconsin. Helene Peters (1990). Instructor, part-time, Foreign Languages. M.A., University of Toulouse; Ph.D., University of Minnesota. Vincent Peters (1988). Assistant Professor of Social Work. B.A., Loyola College, Madras; M.A., Madras School of Social Work, Madras, India. Noel J. Petit (1984). Associate Professor of Mathematics and Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Joyce Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Diane L Pike (1981). Associate Professor and Department Chairperson of Sociology. A.B., Connecticut College; Ph.D., Yale University. Paul E. Pork (1991). Instructor, part-time, Business Administration/MIS., B.S.B., University of Minnesota; M.B.A., Mankato State University. Sandra L Powers (1990). Studio Artist/Clarinet, part-time. B.M., Eastman School; M.M. Northwestern School. Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary;M.Th., Ph.D., Princeton Theological Seminary. Philip A. Quanbeck, I1 (1987). Instructor, part-time, Religion. BA., St. Olaf College; M.Div., Luther Theological Seminary. Randi Quanbeck (1990). Instructor, part-time, Foreign Langauges. B.A., Concordia College; M.A., Northwestern University. Larry C. Ragland (1985). Associate Professor of Mathematics and Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Studio Artist/Guitar, Music. B.M., M.M., University of Minnesota. Edward R Raupp (1989). Instructor, part-time, Business Administration/MIS. B.S., Carnegie Tech; M.B.A., Wharton School. Patrick M. Redmond (1989). Instructor, part-time, Art. B.S., University of Minnesota. Bruce R Reichenbach (1968). Professor and Department Chairperson of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Jacqueline 0.Richardson (1990). Assistant Professor of Education. B.S., Morris Brown College; M.S., Fort Valley State College; Ph.D., University of Minnesota. Michael Robin (1990). Instructor, part-time, Social Work. B.A, M.S.W., M.P.H., University of Minnesota. Thomas C. Rolfs, Jr. (1986).Studio Artistflrumpet, part-time. B.F.A., University of Minnesota; M.M., Northwestern University. Thomas D. Rossin (1986). Assistant Professor and Department Chairperson of Music. M.F.A., University of Minnesota. Eleni Roulis (1987). Instructor, part-time, English. B.A., St. John's University; M.A., New York University; Ph.D., University of Minnesota. Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Patricia L. Rude (1990). Instructor, part-time, Foreign Languages. BA., Gustavus Adolphus College; M.Ed., University of Minnesota. William R Russell (1991). Assistant Professor, part-time, Religion. B.A., Ph.D., University of Iowa; M.Div., Luther Northwestern Seminary. S Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Hamed Sallam (1988). Instructor, part-time, Economics. B.S., Ein Shams University, Cairo; M.S., Cairo University; Ph.D., Tbilisi State University, U.S.S.R. Pauline Sateren (1974). Instructor, part-time, Music Education. B.A., Northwestern College; M.M.Ed., University of Colorado. Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A., Augsburg College, M.A., University of Minnesota. Milo A. Schield (1985). Associate Professor of Business Administration/MIS. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Assistant Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Gregg W. Schneider (1991). Instructor, part-time, Business/M.I.S. B.A., Gustavus Adolphus College;J.D., Hamline University; M.B.A., College of St. Thomas. Robert T. Schultheis (1990). Instructor, part-time, Business Administration/MIS. B.B. A., College of Sante Fe; M.B. A., College of St. Thomas. Frankie B. Shackelford (1990). Assistant Professor of Foreign Languages. B.A., Texas Christian University; Ph.D., University of Texas. Edward R Skarnulis (1990).Associate Professor of Social Work B.A., Omaha University; M.S.W., Ph.D., University of Nebraska. Eugene M. Skibbe (1964).Professor of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg Germany. William W. Smith, I11 (1990). Instructor, part-time, Religion. BA., Minnesota Metropolitan State University; M.Div., I.T.C. Morehouse School of Religion. Stanley I-LSolnick (1984). Assistant Professor of Business Administration/MIS. B.A., M.B.A., University of Northern Colorado. Meredith J. Sommers (1991). Instructor, part-time, Religion. BA., Minnesota Metropolitan State University; MA.L., Augsburg College. Yong Nam Song (1987). Instructor, part-time, Economics. B.A., Jeon Buk National University, Korea. Robert J. Stacke (1990). Assistant Professor of Music. B.A., Augsburg College; M.A.C.I., College of St. Thomas. Nancy K.Steblay (1988). Assistant Professor and Department Chairperson of Psychology. B.A., Bemidji State University; M.A., Ph.D. University of Montana. Donald B. Steinmetz (1968).Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Myles Stenshoel(1965).Professor of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Robert Stenstrom (1990). Assistant Professor of Physics and Mathematics. B.S., M.S., University of South Dakota. Lynn J. Stevensen (1990).Instructor, part-time, Health and Physical Education. B.S., Southwest Minnesota University; M.S., University of Windsor, Mankato State University. Stuart M. Stoller (1986).Assistant Professor of Business Administration/MIS. B.S., M.S., Long Island University. Diane L Strandberg (1989).Instructor, part-time, Education. B.S., M.S., Mankato State University. Beverly J. Stratton (1986).Assistant Professor of Mathematics and Computer Science. B.A., MA., Boston University. Marie Struss (1988).Instructor, part-time, Education. B.S., Mankato State University; M.S., Mankato State University. Mary Jo Stump (1988).Part-time student teacher supervisor, Education. B.A., Ball State University; M.A., Northern State College. Grace K.Sulerud (1966).Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Ralph L Sulerud (1%4). Professor of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. K a h y n Swanson (1985).Associate Professor and Department Chairperson of English. B.A., St. Olaf College; M.A., University of Minnesota. William Swenson (1989).Instructor, part-time, Master of Arts in Leadership Program. A.B., Ph.D., University of Chicago. James Thomas (1991).Instructor, part-time, Religion. B.S., Concordia Teachers College; M.Div., Christ Seminary/Seminex; M.Ed., The City University of New York; S.TM., Union TheologicalSeminary;D.Min, Graduate Theological Foundation. Philip J. Thompson (1959).Professor and Department Chaiierson of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. James D. Urbach (1990).Instructor, part-time, Business Administration/MIS. B.A., Augsburg College. Ronald F. Walter (1988).Instructor, part-time, Foreign Languages. B.A. , Swarthmore College; M.A., Ph.D., Indiana University. G l o M. ~ Warner (1988).Instructor, part-time, Biology. B.S., St. Olaf Collge; M.S., Ph.D., University of Minnesota. Donald M. Warren (1978).Instructor, part-time, Introductionto Liberal Arts, Director of Academic Enrichment. B.A., M.A., University of Minnesota. Martha A. (Cary)Waterman (1991).Instructor, part-time, English. B.A, University of Denver; B.S., M.A., Mankato State University. Pamela Weiss (1983).Assistant Professor, part-time, Nursing. B.S.N., University of Nebraska; M.P.H., University of Minnesota; Ph.D., University of Minnesota. Theresa Welcher (1986).Assistant Professor of Nursing. B.S. and two M.S. degrees, South Dakota State University. Mary Louise Williams (1978; 1984).Assistant Professor and Department Chairperson of Social Work. B.F.A., M.S.W., University of Pennsylvania. Maria K Woroby (1990).Assistant Professor, Reference Librarian. B.S., M.A., University of Minnesota. Angela Wyatt (1981).Studio Artist/Clarinet, part-time. B.A., St. Olaf College. Robert D. Wykstra (1989).Instructor, part-time, Business Administration/MIS. B.A., Calvin College; M.B.A., Western Michigan University. Peter G. Yackel(1990). Instructor, part-time, History. B.A., M.L.T., Wittenberg University; M.A., Ph.D., Ohio State University. William C. Youngblood (1990).Instructor, part-time, Psychology. B.A., Valparaiso University; M.A., Indiana University; M.Div., Bethel Theological Seminary;Ph.D., University of Minnesota. RD.Zehnder (1991). Instructor, part-time, History. B.A., Carleton College; M.A., Stanford University, University of California, Davis; Ph.D., Kansas University. Stephen Y. Zheng (1990). Assistant Professor of Mathematics and Computer Science. B.S., Sichuan University, Chengdu;Ph.D., University of Minnesota. Augsburg ..........................8 ElAbout Academic Affairs .....................251 Academic Calendar ........2.60. 254 Academic Internships................73 Academic Information .........59-96 Academic Organization and Programs ...................................63 Academic Policies and Procedures ............ ... .....76 Academic Progress. Probation and Dismissal ...........................94 Academic Requirements and Credit .........................................69 Academic Skills Enrichment .....50 Accessibility..................................2 Accounting Specialization ......109 Accreditation ............................2. 9 Accreditation and Memberships ........................211 Activities ..................................... 53 Adapted Physical Education Major .......................................163 Administration ......................... 251 Admissions ......................1215-19 Advanced Placement Program Test ............................92 American Indian Studies .........171 American Indian Support Program ................1250 Annex Houses ......................13. 56 Application Procedures .............16 Art ............................................ -.-99 Art History ................................103 Assessment of Previous Learning (APL) Program .........92 Associated Colleges of the Twin Cities ( A m Programs ...61.65.67. 71 Associated Support Organizations .....-.,-............... 13 Athletic Affiliation .......................2 Athletics .................... . ...... 49 Audio-visual Services ...............62 .-..... Audit Fee .................................... 22 Auditing Courses ....................... 91 Augsburgian ..............................49 Augsburg Echo .......................... 49 ................................ 37. 104 :%Student Support Program ..................... 51 Board of Regents ...................... 248 Books and Supplies ...................23 Business .................................... 109 Business Administration and Management Information systems ................................... 108 ..............................60. 254 ElCalendar Campus ......................................... 2 Campus Guide ......................... 269 Campus Location ............... 11. 270 Campus Ministry .......................48 Campus Tours ............................ 16 Canadian Program.....................76 Cancellation of Courses .............78 Career Services ...........................51 Center for Global Education ............................ 12. 76 Chemical Dependency Program .................................... 68 Chemistry ................................. 116 Chinese ..............................121. 146 Choir ......................................... 49 Christensen Center .........12.49. 55 City Arts ....................................186 Class Confinnation ....................77 Class Schedule............................ 98 Classification (Sophomores. Juniors. Seniors) .......................92 Coaching Endorsement ...........163 College Costs 1991- '92 .............. 22 College Level b i n a t i o n Program (CLEP) ....................... 93 College Relations ..................... 252 Commons ................................... 55 Communication ....................... 239 Computer Resources .................62 Computer Science ....................180 Concert Band ..............................49 Continuing Education Program ................................... 75 Cooperative Education ........72, 73 Costs and Financial Aid ............69 Counseling Services...................51 Course Descriptions ...........99-246 C.M.A. Certification .................110 C.P.A. Certiiication .................. 109 Credit Assessment Program (CAP) ......................... 93 Credits ......................................... 98 la Dean's List .................................. 95 Degrees Offered ......................... 60 Departmental Comprehensive Exams ............93 Departments and Programs ............................ 97-246 Deposits .................... . . ............. 23 Development and College Relations .................... 252 Diredory ................................... 250 Disabled Student Program ........ 52 Distribution Requirements .......80 Division for Education (ELCA) .................................... 249 Dismissal ..................................... 94 Divisions and Departments ......63 Dual Degree Programs ......65, 137 Early Admission of Freshmen .................................. 17 East and Southeast Asian Studies ..................................... 121 49 Echo ............................................. Economics ................................. 123 Economics-Business Adminstration Major .............109 Education .................................. 127 Education for Senrice .................. 9 Elementary Education ............. 128 Eligiiility and Application ........69 Employment ............................... 30 Engineering .............................. 136 English ......................................1 3 English as a Second Language (ESL) Program ..........................94 Enrollment .................................... 2 Entry Level Skills Requirements ........................... 83 Evangelical Lutheran Church in America (ELCA) .....................2.49 Ethnic Studies ...........................172 Experiential Education Programs ...................................72 Evaluation and Grading ............89 Explanation of Grades ...............90 Facilities and Housing ...............12 Facts and Figures .........................2 Faculty .................................61. 256 Faculty Emeriti ......................... 253 Fees ........................................2 3 Finance and Management .......252 Finance Specialization .............109 Financial Aid .....................2.25. 69 Financial Policies ........................24 Financing Your Education .............................21-46 Fine Arts .....................................49 First Year Experience Program .......................52.79. 144 Food Service ...............................55 Foreign Study .................54.68. 72 Former Students ...................18. 79 Foreign Language Placement ...89 Foreign Language Department ..,,.......,............. , ................. -145 Foreign Study .................54.68. 72 Foss. Lobeck. Miles Center for Worship. Drama and Communication ....................... 12 French ........................................ 146 Freshmen , 16 Full-Time Student ......................22 ..................-.......-...- Education Curriculum ElGeneral Requirements .................79.8 1-89 Skills Component ....................83 Liberal Arts Perspedives ........85 General Information (Academic) ................................60 General Studies ........................156 George Sverdrup Library ..........13 German ...............................72. 149 Gift Assistance............................28 Global Education Programs ...............69.70. 71. 157 Grade Point Average ...........79. 91 Grades .........................................90 Graduate Program .....................75 Graduates .................................... 2 Graduation Level Skills ............. 84 Graduation Requirements ........78 Graduation with Distinction .................................% Grants ....................................27. 28 and Physical HHealth Education ................................161 Health Education ...................161 Health Service ............................54 Higher Education Consortium for Urban Affairs (HECUA) ....................... 68.70. 71 History ................................40. 165 History of Augsburg College ........................................ 8 Honors Program ........................67 Housing ...........................12.23. 52 Humanities ............................... 169 Ice Arena ..................................... 12 Incomplete Grade ......................90 Intercollegiate Athletics.............49 InterdisciplinaryStudies .........170 254 Interim ..................................... Interim Abroad .. 70 Inter-Institutional 67 Programs ................................... International Baccalaureate Program .................................... 92 International Business Specialization.......................... 109 International Programs .............53 International Relations ............174 International Students .........19, 53 Inter-Race ....................................13 Internships, Cooperative Education and S e ~ e L e a r n i n g..................... 72 Intramural Athletics ..................50 Introducing Augsburg ...........7-13 KCMR Radio ..............................49 Kindergarten-Elementary Education ................................128 27 Kinds of Aid ............................ Learning Disabilities Program ....................................52 Leave of Absence .......................78 Liberal Arts Perspectives ..........84 Library .............................. 2.13. 62 Licensure Program for Science Teachers .....................198 Lifetime Sports ...........................84 Linguistics.................................151 Literature. Ideology and Society in Latin America (LISLA) ....................................187 Living on Campus ..................... 55 Loan Assistance ........................ 2 8 Location ...............................11. 270 Majors and Minors (also see Course Descriptions) ...........2 6 3 Management Information Systems (MIS) .........................113 Management Specialization ....109 Maps ..................................269. 270 Marketing Specialization ........109 Master's Degrees ..................60. 75 Mathematics .............................176 Mathematics and Computer Sdence .....................................175 Melby Hall ..................................12 Memberships .......................... 2,11 Memorial Hdl ............................ 13 Metro-Urban Studies ...............182 Metreurban Studies Term (MUST')..........................184 Minors ...................................63, 64 Minnesota Minority Education Partnership (MMEP) ................13 Minnesota Studies in International Development ........................3. 71 Minority Studies (see Ethnic Studies) ................172 Mortenson Tower ................. 12. 56 Murphy Place ............................. 13 Murphy's .................................... 55 Music .........................................188 Music Education ...................... 190 Music Ensembles ..............191. 197 Music Hall ..................................12 Music Performance Studies .....................190. 191. 197 Music Therapy ..................190. 1% Natural Science ........................198 New %dents .Regular Admission .................................26 No Credit Grades .......................91 Norwegian (NOR) .................152 Numbering of Courses ..............99 Nursing ..................................... 199 Off-CampusPrograms ................2 ....................................... 153 Old Main ..................................... 12 Orchestra ....................................49 Orientation (First Year Experience Program) ...............52 m. . Part-Time Students .................... 22 s-No credit .................... 90. Pastor ........................................ . 48 Payments .................................... 24 Perspectives ..........................84. 85 Philosophy ................................ 203 Physical Education ..................163 Physical Disabilities Program .................................... 52 Physics ...................................... 207 Policies .........................2.11.24. 76 Political Science ........................212 Pre-Professional Programs ........65 PreRegistration ......................... 77 Plwqlisiks ..........................-... 99 President's Greeting ...............- 5 President's Office ..................... 251 . Probation .................................... 94 Program in Global Community .......................71, 157 Psychology ................... . 217 .. Refunds El Ewts ........................*.*...........24 ...................................... 248 Registration ....................-.-....... 76 Religion ..................................... 222 Religious Affiliations ...................2 Residence Life ............................ 52 Residence Requirement .............79 Room and Board ........................22 ROTC .............-..........*................68 Russian ......................................154 Center ..................13 QScandinavian ScandinavianArea Studies .....227 Scandinavian Urban Studies Term ( S u m ........................... 185 Science Hall ..............-............ 13 Scholarships.....................27, 30-46 Secondary Education ...............132 Senrice-Learning 74 Sigma Pi Sigma ........................208 Smiley's Point Clinic ..................54 Social, Cultural, Recreational .............................. 49 Social Policy and Human Servicesin Latin America ......158 Social Science ............................228 Social Studies ............................ 228 Social Work ...............................229 Sociology...................................234 Society of Physics Students .................................. 208 South American Urban Semester (SAUS) ....................186 South Hall and Annex Houses ....................13, 56 Soviet and East European Studies ...................238 Space Physics ............................208 Spanish ...................................... 154 Special Education ..................... 136 Special Interest Houses .............56 Spcial Students (Non-Degree) ............................ 18 Speech/Communication/ Theatre Arts ............................ 239 -- ........................ Sponsored Scholarships ............30 Student Activities .......................53 Student Affairs .........................251 Student Affairs Division ...........50 Student Employment ................30 Student/Faculty Ratio .................2 Student Government .................48 Student Life ...........................47.57 Student Project for Amity Among Nations (SPAN)..........72 Student Publications..................49 Student Rights ............................56 Student Teaching Abroad .........72 Studio Art ....................,.......,.. 101 Study Abroad (also see Interim Abroad) ............54,68, 72 Sverdrup Library .......................13 Sverdrup-Oftedal Memorial Hall ..........................13 Teaching Licensure also majors) .......................65 Test Scores .................................. 16 Theatre Arts ......................239. 243 Transcripts ..................................16 Transfer Students .................17. 83 Tuition. Fees. Room and Board ..................................22 Tutor Center .........................13. 53 . ( Midwest Association DlUpper for International Education (UMAIE) ...................................70 Urban Studies Options ............184 Umess Tower .......................13. 56 veterans ...................................... % Weekend College ...................... mW&W .................................. Withdrawal from College ........... Women and Development: Latin American Perspectives 160 ....... Work Study Program ................a O Y o u t h and Family Institute .......13 1. Admissions House 2. George Sverdrup Library 3. Science Hall (S) 4. Old Main (OM) 5 . West Hall 6. Mortensen Tower 7. Urness Tower 8. Christensen Center 9. Sverdrup-Oftedal Memorial Hall 10. Music Hall (M) 11. 2222 Murphy Place (MP) 12. Melby Hall (MH) 13. Ice Arena 14. Stage I1 Theatre 15. Center for Global Education 16. ScandinavianCenter 17. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (F) 18. Youth and Family Institute 19. Jeroy C. Carlson Alumni Center 20. Tutor House 21. American Indian Support and Minority Education Partnership 22. Inter-Race A. Admissions Parking Student Parking C. Visitor Parking D. The Quad E. Faculty/Staff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H. Riverside Medical Center Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only Accessible Entrance From Minneapolis Interstate 94 east to 25th Avenue exit, left to Riverside Avenue, left to 21st Avenue South, left at Augsburg sign. From St. Paul Interstate 94 west to Riverside exit, right on Riverside Avenue to 21st Avenue South, left at Augsburg sign. Parking Allposted Augsburg College parking lots are free and open for student use from 4:30 p.m. Friday through Sunday evening. Lots are located on 7th Street between 21st and 22nd Avenues and south of 8th Street on 21st Avenue. Most street parking is two hour parking, seven days a week. Additional parking is available in the Riverside Medical Center ramp, or U of M parking lots on the north side of Riverside Avenue. Offlclal Publlcatlon of Augsburg College Spring 1993 731 21st Avenue South Mlnneapolls, MN 55454 6121330-1000 This catalog supplement amends information given in the 1991-1993 Augsburg Catalog. Only those sections which have substantial changes are included. Consult the Registrar's Office for information on new or deleted courses, changes in course titles or descriptions. Supplement information is listed under the same headings as in the Catalog, followed by page numbers in parentheses. Refer to these pages in the Catalog for complete information. It is the responsibility of each student to know the requirements and academic policies contained in this publication and the 1991-1993 Catalog. If you have questions about anything in this Supplement or !te Catalog, consult a faculty adviser, the Academic Dean of the College or the Registrar. A1though information was current at the time of publication, it is subject to change without notice. Tuition, Fees, Room and Board Special Fees .....................................................-5 ............................................................................. ,5 Refunds ...................................................................................- 6 Financial Aid ................... ...................................................... -6 ........................ ....--... ACADEMIC INFORMATION Kindsof Aid Graduation Requirements ................................... 7 ...................... . .................................. .8 Liberal Arts Perspectives .............................................................. .9 ..................................................................10 Map ...........................................................................~........ 11 Academic Calendar Augsburg College does not discriminateon the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Education Amendments or Section 504 ofthe Rehabilitution Act of1973, as amended, in its admission policies, educational programs, activities and employment practices I I I TUITION, FEES,ROOMAND BOARD(P. 22)(1993'94) Tuition (full-timeenrollment) ......................................... $11,292.00 Tuition (day school part-time enrollment) per course ...............$ 1,050.00 Audit Fee (for part-time students) per course Room Rent (includestelephone) Full Board (19 meals a week) ........................$ 434.00 $ 2,168.00 ....................................... .................... ...............$ . . . 2,036.00 Partial Board (14 meals a week) ..........................................$ 1,976.00 ............................................................$ Fees - ACTC Bus Fee ......................................................$ Flex 5 point plan Fees - Student Activity Fee ................... ..... OTHER SPECIAL Fm (NoN--ABLE) (P. ................$ 1,800.00 12.00 100.00 23) Fees Billed on Student Account Fees Payable by CheckICash Late Registration (per day after classes begin) ......... $ 25.00 Application (new and/or special students) ............$ 15.00 Registration Change after first 5 days (cancel/add/change grade option, or combination at one time) .................. $ 5.00 Nursing Credit Validation Tests ............$122.00 Nursing Comprehensive Exam ...$ 15.00 Music Therapy Internship (one half course credit) ...$434.00 LockerRental (commuters) ...$ 20.00 Private Music Lessons, per semester (14 lessons) ......$256.00 Student Parking Lot Permit -car ........................$ 72.00 -motorcycle ............... $ 36.00 Student Teaching (per course for full-time students) ......$ 38.00 Student Teaching (per course for day school part-time students) ......$240.00 Study Abroad (in approved non-Augsburg programs) $184.00 Student Activity Fee (part-timestudents) ......$ 50.00 Transcript Fee (per copy after first, which is free) ...$ 2.00 Special Examinations, Cap & Gown Costs (Scheduleon file in Registrar's Wce) Refundswill be calculated on a pro-rata basis for students attending Augsburg for the first time. The refund will be a portion of tuition, fees, and expenses equal to the period of enrollment up to the 60 percent point in time of the period of enrollment. Students may appeal refund decisions through the Petition Committee. Current financial aid regulations and program provisions are disclosed with the financial aid notice. Financial assistance awarded through Augsburg is normally a combination of scholarships, grants, loans and part-time work opportunities. The College cooperates with federal, state, church and private agencies in providing various aid programs. Nine out of 10Augsburg students receive financial aid in the form of scholarships, grants, loans and/or part-time employment. The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application determine the amount of assistance for which a student is eligible. This analysis estimates the amount a student and family can be expected to provide for college expenses, using the a p proved federal formula and taking into account such family financial factors as current income, assets, number of dependents, other educational expenses, debts, retirement needs and special considerations. How AND WHEN TO APPLY (P.26) General Information The Financial Aid Office can supply you with detailed instructions when applying for financial aid. Financial aid applications are processed and the awards are released in the order they are completed. All financial aid is contingent on available funds and current regulations. It is the student's responsibility to obtain funds from non-Augsburg sources (e.g., Pel1 Grant, Minnesota State Grant). Although Augsburg will estimate these resources where appropriate, they must be confirmed by the funding source. Application Process 1.Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for admission. 2. Obtain the Free Application for Federal Student Aid (FAFSA) from a high school or college financial aid office and complete the application form. Mail the completed application to Federal Student Aid Programs in the envelope provided. 3. Obtain and complete the Augsburg Financial Aid Application. Submit this form and the required 1992 Federal Tax forms to the Student Financial ServicesOffice at Augsburg. I, ,I 1 4. Priority will be given to applications filed by April 15,1993. Application materials postmarked after April 15 will be awarded on a first-come, firstserved basis, based on available funds. Applications completed after July 1,1993, may not be processed by Augsburg until October 1,and then based on available funds. Students enrolling for the fall term with incomplete financial aid applications must be prepared to meet the full cost of the term without financial aid. 5. Within four to six weeks, Augsburg will receive the analysis. If at that time you are accepted for admission, the Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid offer. 6. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work applications will be sent to you. 7. All transfer students must submit a financial aid transcript from each institution previously attended regardless of whether or not you received aid at the institution. Returning students who attend summer sessions at another school are also required to provide the Financial Aid Transcript. These forms are available through the Admissions Office or the Student Financial ServicesOffice. KINDS OFAID (27) Gift Assistance I B Regents' Merit Scholarship Program -The Regents' Merit Scholarships are awarded to incoming full-time freshmen of high academic achievement Depending on rank or score, Augsburg will award scholarshipsof $ l , W to $4,000 each year, renewable each year, regardless of financial need. Students Matriculating after January 1, 1993, under Distribution Requirements for Graduation - No changes. Students Matriculating after January 1, 1993, under Perspective Requirements for Graduation - See below. Completion of 33 courses -At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13may be in one department, except in certain approved majors -17 (Music Education) or 20 (Music Performance) for the Bachelor of Music degree, 15 for the Bachelor of Science (SocialWork) degree, and 18 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing) degrees. The course total must include two Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less Interim course than the number of years at Augsburg (but no more than two Interim courses are required). This is calculated on each transfer student's evaluation of transfer credits. No more than the following maximums may be applied toward the 33 total courses required: two Interim courses; two courses by independent/ directed study; four courses of internship; and eight course credits with a grade of Pass (PI. Non-traditional grading (P) also has the following limits: two in the major except Elementary Education and Nursing; one in the minor if approved by the department chairperson. Interim courses taken that are not counted among the course total for graduation requirements (extra Interim courses) may still be counted for meeting Perspective or Graduation Skills requirements. Students who enter an academic program with a baccalaureate or higher degree should contact the Registrafs Office about specific requirements for a second baccalaureatedegree or for the equivalent of a major. Students Matriculating prior to January 1, 1993, under Perspective Requirements for Graduation - See below. Completion of 34 courses -At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13may be in one department, except in certain approved majors -17 (Music Education) or 20 (Music Performance) for the Bachelor of Music degree, 15 for the Bachelor of Science (Social Work) degree, and 18 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing) degrees. The course total must include two Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less Interim course than the number of years at Augsburg (but no more than two Interim courses are required). This is calculated on each transfer student's evaluation of transfer credits. No more than the following maximums may be applied toward the 34 total courses required: three Interim courses; two courses by independent/directed study; four courses of internship; and eight course credits with a grade of Pass (P).Non-traditional grading (P) also has these limits: two in the major except Elementary Education and Nursing; one in the minor if approved by the department chairperson. Interim courses taken that are not counted among the course total for graduation requirements (extra Interim courses) may still be counted for meeting Perspective or Graduation Skills requirements. Students who enter an academic program with a baccalaureate or higher degree should contact the Registrar's Office about specific requirements for a second baccalaureate degree or for the equivalent of a major. Perspective: The Character and Mission of Augsburg College: The Christian Faith Three courses are required to meet this Perspective except for the following: 1. Transfer students entering with 14-23 courses will be qMto take two courses in the Christian Faith Perspective while registered at A u g s b w and 2. Transfer students entering with 24 or more courses will be required to take one course in the Christian Faith Perspective while registered at Augsburg. Perspective: Western Heritage Two courses are required to meet this Perspective. (One course is required to meet this Perspective for transfer students entering with 14 or more courses.) Perspective: The Social World Two courses are required for this Perspective. (One course is required to meet this Perspective for transfer students entering with 14 or more courses.) Perspective: The Natural World Two courses are required to meet this Perspective. (One course is required to meet this Perspective for transfer students entering with 14 or more courses.) [ 1 Fall 1993 Interim 1994 New student orientation Su, Sept. 5 - Tu, Sept. 7 Freshman registration W, Sept. 8 Upperclass validation W, Sept. 8 Classes begin W, Sept. 8 Last day to register Classes end Last day to designate grading option F, Od. 22 Spring 1994 Mid-term break F, Oct.22 Interim registration M, Od. 25 - F, Oct. 29 Spring Term registration - M, Nov. 15 - Tu, Dec. 3 F, Nov. 19 Last day to add a class or drop a class without notation on record F, Feb. 4 Last day to withdraw from a class F, Mar. 25 Mid-term break begins M, Mar. 28 M, N ~29 ~ Last . day to designate Final exams end M, Jan. 31 F, Feb. 4 Classes resume Final exams begin W, Jan. 26 Last day to register n,N ~25 ~ Classes , resume F, Dec. 10 F, Jan. 14 Classes begin Thanksgiving recess begins Classes end I Last day to designate grading option, or withdraw from a class Last day to add a class or drop a class without notation on record Tu, Sept. 14 Last day to withdraw from a class II T"* Sept. l4 Interim classes begin M, Jan. 3 Last day register, add a class, or drop a class without notation on record T, Jan. 4 grading option Tu, Apr. 5 F, Apr. 8 M1Dee. l3 Early registration for fall M, Apr. 25 - F, May 6 Th' Classes end F, May 13 Final exams begin M, May 16 Final exams end Th, May 19 Baccalaureate/ Commencement Su, May 22 1. Admissions House 2. George Sverdmp Library 3. Science Hall 4. Old Main 5. West Hall 6. Mortensen Tower 7. Umess Tower 8. Christensen Center 9. Sverdmp-OftedalMemorial Hall 10. Music Hall 11.2222 Murphy Place 12 Si Melby Hall 13. Ice Arena 14. Stage I1 Theatre 15. College Relations 16. Nordic Center 17. Foss, Lobeck, Miles Center for Worship, Drama and Communication 18. Center for Global Education 19. Jeroy C Carlson Alumni Center 20. Youth and Family Institute 21. American Indian Support and Minority Education Partnership 22 Oscar Anderson Hall A. Admissions Parking B. Student Parking C. Visitor Parking D. The Quad E. Faculty/Staff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H. Fairview/% w s Parking Ramp I. Husby-Stromrnen TennisCourts J. Resident Parking Only K. Student/Commuter Parking Accessible Entrance
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A Greeting
from the
President
On behalf of the entire college
community, I welcome you to
Augsburg College. It is a pleasure
to introduce the College to
prospective students and to use
this opportunity to welcome new
and returning students.
Augsburg has earned a reputation
as an affordable...
Show more A Greeting from the President On behalf of the entire college community, I welcome you to Augsburg College. It is a pleasure to introduce the College to prospective students and to use this opportunity to welcome new and returning students. Augsburg has earned a reputation as an affordable, quality liberal arts college of the church. The mission of the College, its academic programs and its metropolitan location attract a wide variety of students, a diversity which is actively encouraged. Whether from a small town, a large city or another country, all students enjoy the sense of community here at Augsburg. The College continues to grow, building on a tradition of excellence in its programs, f a d t y , students and facilities. It is a place where community, national and world leaders meet to discuss issues and ideas. I invite you to become part of this tradition of excellence -Augsburg is an exciting and challenging place to prepare for your future. I look forward to meeting you on campus. Charles S. Anderson President - AUCSBURC LOLLECE FACTS AND FIGURES Location -Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation - The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 18 percent represent other Protestant denominations and 21 percent represent the Roman Catholic Church. Accreditation -North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and National League for Nursing. Member -Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council. Registered with the Minnesota Higher Education Coordinating Board, as described on page 11. Enrollment (1993-'94) - 2,964 students from 26 states and 26 nations. I Graduates - 11,839 undergraduates from 1870 through July 31,1993. StudentIFaculty Ratio - 13.84 to 1. Undergraduate class size averages 20-25. Campus - 16 major buildings. Major renovations in 1979-'80 with special emphasis on accessibility. Accessibility - Augsburg is now one of the most accessible campuses in the region. A skyway-tunnel-elevator system provides access to 10 major buildings without going outside. I Financial Aid -Over 90 percent of the students receive some form of financial aid from the College and many other sources. I Library -Over 175,000 items, access to over 7,000,000 through CLIC, the Twin Cities private college library consortium and Minitex, the regional library network. School Year - Semesters from September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend College -trimesters, September to June. Augsburg Graduate Program - trimesters, September to June. Majors -More than 40 majors in 22 departments. Off Campus Programs - Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA),International Business Program, Upper Midwest Association of Intercultural Education (UMAIE)and extensive cooperative education and internship programs. Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. I Policy - Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, gender, sexual preference, marital status or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admission policies, educational programs, activities and employment practices. A ugsburg College in - is grounded traditions - the traditions of its founders, of the church and of higher education in the liberal arts. From this framework springs a dynamic, challenging and evolving institution that rises to the challenges of today's - and tomorrow's changing world. Germany, in 1530. Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first college stude,ntswere enrolled in 1874 and the first graduation was in 1879. Augsburg is committed to educating the whole person, encouraging and respecting diversity and serving the larger community. Through education, understanding and service, Augsburg faculty, staff and students can affect the future in positive ways. Early Leaders Establish a Direction The phrase, "Think globally, act locally" rings true at Augsburg. The College's location in the heart of the Twin Cities provides rich opportunities for experiential education, volunteer service, internships and cultural enrichment. In a sense, the cities are an extended campus for Augsburg students. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for service," and to the Mission of the College: To developfuture leaders of service to the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway -Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three part plan: First, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907),required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the About Augsburg 7 Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. But the college division was still important primarily as an attachment to the seminary. The Focus Changed This attitude began to change after World War I. In 1911, Georg Sverdrup, Jr., became President. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the College as a teacher and administrator. The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary, and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary) in St. Paul in 1963. A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to non-traditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsbwg added the Music Hall,Mortensen Tower, Urness Tower, the College Center, Ice Arena and Murphy Place. Dr. Charles S. Anderson has led the College since 1980. He guides Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs and a curriculum that draws on the resources of the city as extensions of campus and classroom. Augsburg continues to grow under his leadership. Some of the accomplishments during his tenure include instituting three graduate degree programs, hosting national and international figures at College-sponsored forums and events, increased accessibility and the addition of the Foss Center for Worship, Drama and Communication. - About Augsburg Augsburg continues to reflect the commitment and dedication of the founders who believed: An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens; The city, with all its excitement, challenges and diversity is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now more than 11,800 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical centers - Riverside Medical Center - is adjacent to the campus, with the Mississippi River and the Seven Corners theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Reaching the Twin Cities is easy. Most airlines provide daily service to Minneapolis-St. Paul International Airport and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/ skyway system connects the two tower dormitories, the fi;e buildings on the ~ u a d r i ~ lplus e , Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama and Communication. Admissions Office -The central admissions office is located at 628 21st Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. American Indian Support Program and Black Student Affairs Program Offices - Located at 620 21st Avenue South, these programs provide support services and information to American Indian and Black students. Anderson Hall -Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is the newest building on campus. Located at 2016 S. Eighth Street, Anderson Hall contains four types of living units and houses 192 men and women. (1993) Anderson-Nelson Athletic Field - The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air supported dome covers the field during the winter months, allowing year-around use. Christensen Center - Center of nonacademic activity, with spacious lounges and recreational areas, dining areas, About Augsburg 9 bookstore and offices for student govemment and student publications. (1967) program and two admissions representatives. College Relations House - Located at 709 23rd Avenue South, provides offices for College Relations staff, who oversee public relations and publications for the College. Ice Arena -Two large skating areas for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. (1974) Center for Global Education Located at 609 22nd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. It is also the office for the Coordinator of Academic Programs Abroad. Melby Hall -Named in honor of J. S. Melby, dean of men from 1920 to 1942, basketball coach and head of the Christianity Department. It provides facilities for the health and physical education program, intercollegiate and intramural athletics, chapel services and general auditorium purposes. (1961) East Hall -Houses the Minnesota Minority Education Partnership (MMEP) and the Center for Atmospheric Space Sciences at 2429 S. Eighth Street. Foss, Lobeck, Miles Center for Worship, Drama and Communication Establishes a new "front door" for the College on Riverside Avenue. The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The TjornhomNelson Theater, Hoversten Chapel and the Amold Atrium are also housed in this complex, which provides space for the Campus Ministry program, drama and communication offices. Augsburg's computer lab, the Karen Housh Tutor Center and the John Evans Learning Laboratory are located in the lower level of this facility. (1988) The JeroyC. Carlson Alumni Center Named in 1991to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. Located at 2124 S. 7th Street, the center houses the offices of Alumni/Parent Relations, the Augsburg Fund, Community Relations, the Hispanic/Latino support Mortensen Tower - Named in honor of Gerda Mortensen, dean of women from 1923 to 1964, has 104 one and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. (1973) Music Hall - Contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. (1978) Old Main -Home for the Modem Language and Art Departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. (1900) Science Hall ,- Houses classrooms, well-equipped laboratories, a mediumsized auditorium and faculty offices. In 1960 the Lisa Odland Observatory on the roof was completed. (1949) South Hall and Annex Houses -All are located in or near the campus area and provide additional housing accommodations for students, faculty and staff. Iu - About Augsburg George Sverdrup Library -Named in honor of Augsburg's fourth president, it contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg archives, classrooms and faculty offices. (1955) Sverdrup-Oftedal Memorial Hall Named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. (1938) 2222 Murphy Place -Houses offices for Weekend College, Graduate and Special Programs, Cooperative Education and classroom space. (1964) Urness Tower -Named in honor of Mr. and Mrs. Andrew Umess, who have given several generous gifts to the College. The tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. (1967) W ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs which increase both individual and group understanding and achievement. In addition to the programs listed below, the College is also home to Elderhostel and College of the Third Age programs. Inter-Race: The International Institute for Interracial Interaction- Inter-Race facilitates interracial understanding in families, schools, places of work, communities and society. The Institute provides training and consultation, research, education, resource centers, publications, public policy and legal study in five centers. Inter-Race is located at 600 21st Avenue South. Minnesota Minority Education Partnership (MMEP) -The Minnesota Minority Education Partnership, Inc., is a non-profit membership organization that works closely with students, the communities of color and representatives from education, business, government and nonprofits to develop programs that help students of color succeed academically. By drawing on the talents and resources of others concerned with the success of students of color, MMEP creates collaborative, workable approaches to complex problems. MMEP believes that concentrating on the needs of students of color helps them move from thinking to doing, from wanting to having, and from dreaming to achieving. The MMEP office is located in East Hall. Nordic Center - The Nordic Center promotes interest in contemporary Norden, encourages the pursuit of Nordic studies and nurtures intercultural relations between the United States and the five Nordic nations of Denmark, Finland, Iceland, Norway and Sweden. The Nordic Center is located at 2400 Butler Place. Augsburg Youth and Family Institute - The Institute is designed to help churches better serve the changing needs of youth and families. The Institute at 2011 South Seventh Street offers academic programs at both undergraduate and graduate levels, as well as seminar/ workshops, a resource center and counseling senices. W POLICIES It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, gender, sexual preference, marital status or handicap as required by Title IX of the 1972 About Augsburg Ir Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed in the directory in the back of this catalog, or to the Director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society, the Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schools of Music (NASM). We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs will meet the standards of every student, educational institution or employer. For Freshmen - 14 Early Admission of Freshmen - 15 For Transfer Students - 15 For Former Students - 15 For Special Students - 15 International Student Services - 16 - ADMISSIONS A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community, the College community and the community at large. Because firsthand appraisal of programs, facilities and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an Admissions Counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Call the Admissions Office any weekday between 8:00 a.m. and 430 p.m. - (612) 330-1001 or toll-free (800) 788-5678. We'll answer your questions and arrange a tour for you (including Saturday momings during the school year). Our office is on the northwest comer of Seventh Street and 21st Avenue South in Minneapolis. (Please call first.) Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. . . 1 FRESHMEN Application for Admission -Applicants should complete the application for admission and the essay and return them to the Admissions Office together with the non-refundable $20.00 application fee. Transcripts - An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transcript upon graduation. General Education Development scores (G.E.D.) may be presented instead of the high school transcript. Test Scores - Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT or PSAT are also accepted. It will suffice if test scores are recorded on the official high school transcript. Additional Information- If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an Admissions Counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's course work, additional letters of recommendation or writing samples may be requested by the Committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admissions Confirmation of Admission - Accepted students who are applying for financial aid are asked to make a $loo* tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $loo* tuition deposit. Those students who wish to live in College housing must also submit a $100 housing deposit. *Non-refundableafter May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendations from the high school faculty and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. I TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional aedit for work taken at unaccredited institutions and to require that certain courses be taken at Augsburg. Augsburg College limits transfer course work from two-year colleges once a student has reached junior status. If all transfer work has been taken at a two-year college as a freshman or sophomore, a maximum of 17 Augsburg courses, or 96 quarter credits, will be accepted toward the number of Augsburg course credits required for the baccalaureate degree. A cumulative grade point average (GPA) of 2.0 (on a 4.0 scale) or better is required on previous college work. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Office and departmental section of this catalog to see if admission to the major is necessary. I FORMER STUDENTS Students who have intempted attendance at Augsburg College without requesting a leave of absence and who wish to return must apply for re-admission through the Registrar's Office. Students who have attended any other institution(s) during the absence from Augsburg must have an official transcript sent from each institution to the Registrar's Office. Returning students do not pay the application fee. I SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Usually part-time l3 - Admissions students, they may subsequently become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree). A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree) status is available from the Admissions Office. Augsburg welcomes students from countries around the world. International students from more than 50 countries have attended Augsburg since 1954. Students should contact the Admissions Officefor an International Student Application and information on the application procedure. Applications must be received two months prior to the start of the semester: July 1for Fall, November 1for Spring. , For additional information, call (612) 330-1001, or 1-800-788-5678 (toll free), or write to: International Student Admissions Augsburg College 2211 Riverside Avenue Minneapolis MN 55454 College Costs Tuition and Fees - 1 Room and Board - 1 Special Fees - 18 Deposits and Payments - 19 1 Financial Policies Refunds - 20 I Financial Aid How and When to Apply - 21 Kinds of Aid I 1 a I .I I I I Merit Scholarships - 22 Gift Assistance - 23 Loan Assistance - 23 Student Employment - 24 Sponsored Scholarships - 25 X OUR LDUCATION A 11students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts -from alumni, faculty, staff, parents, church, friends, foundations and endowment income. Audit Fee (for part-time students) per course However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Room Rent (includes telephone and basic service) The Board of Regents has approved the costs listed below for the 1994-'95 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. TUITION, FEES, ROOM AND BOARD Tuition (full-time enrollment) ..................$485.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. .......... $2,234.00 (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ......... $2,138.00 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) Flex 5 point plan Fees ......... $2,076.00 .......... $1,890.00 ....................... $112.00 ..... $ 11,902.00 This rate applies to all full-time students attending in September, 1994. Students are considered full-time when they take three or more courses during the semester terms. The charge includes tuition, general fees, facility fees and admission to most Collegesupported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course ....... $1,270.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking Lifetime Sports are charged the audit rate for that course. OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account ACTC Bus (full-time students only) ............... $12.00 Late Registration (per day after classes begin) ...........$25.00 Registration Change after first five days (cancelladd/ change/grade option, or combination at one time) .................. $5.00 Music Therapy Internship (one-half course credit) ...... $485.00 Private Music Lessons, per semester (14 lessons) ........ $270.00 Student Teaching (per course for full-time students) ........ $50.00 Student Teaching (per course for part-time students) ....... $100.00 Financial Information Is Study Abroad (in approved non-Augsburg programs) .... $193.00 Student Activity Fee ............. $100.00 Student Activity Fee (part-time students) .......... $50.00 Fees Payable by Check/Cash Application (new and/or special students) ............. $20.00 $128.00 Nursing Credit Validation Tests Nursing Comprehensive Exam .... $16.00 Nursing Name Pins ............... $5.00 Locker Rental (commuters) ........ $26.00 Student Parking Lot Permit - car ....................... $81.00 -motorcycle ................ $41.00 Transcript Fee (per copy after first, which is free) ........ $2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registrar's Ofice) .. BOOKS AND SUPPLIES These costs are estimated to be $500.00 per year. DEPOSITS Enrollment Deposit (non-refundable) ........ $100.00 Required of all new students after acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. Housing Damage Deposit ..... $100.00 Required of all resident students at the time of signing a contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to July 1for Fall Semester or January 1for Spring Semester, $50 will be forfeited from the $100 deposit as a service charge. The entire deposit will be forfeited if cancellation is after these dates. I PAYMENTS Semester Fees - Prior to the start of each semester a Statement of Estimated Charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Options - (1)Annual payments, due August 15 as billed; (2) Semester payments, due August 15 and January 15 as billed; (3) Payment Plan upon application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter; (4) 10-month Payment Plan -upon application, College approval, and payment of a $50 administrative fee, the annual charges may be paid in 10 equal installmentsbeginning June 15 and ending March 15. No finance charge will be assessed on accounts which are current. An application will be sent upon request. - Financial Information A finance charge is applied at a simple rate of 1percent per month on any account with an open balance of 30 days or more or on a 10-month payment plan in which payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Perkins Student Loan and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students fill out Withdrawal from College forms available in the Advising Center or Registrar's Office. They must be filled out completely, signed and turned in to the Registrar's Office. Students who properly withdraw, change to part-time, are dismissed or are released from a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule: 100% - through the first five days of classes (less $100 administrative fee) 90% - from the 6th through 10th day of classes 80% - from the 11th through 15th day of classes 70% - from the 16th through 20th day of classes 60% - from the 2lst through 25th day of classes 50% - from the 26th day of classes through the mid-point of the term No refund will be made after the middle class day of the term. Board refunds are made on a proportionate basis. If a student is forced to withdraw due to illness or an accident, the refund will include the normal percentage plus onehalf of the percentage adjustment, upon submission of a report from the attending doctor stating the inability or inadvisability of continued e ~ o h e n t . Students who elect to omit an Interim or to graduate in December are not entitled to a refund of Interim tuition, room and board charges. Students who participate in an approved off-campus Interim are eligible to apply for a board refund and room sublease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustments for aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. REFUNDS FOR NEW STUDENTS FIRST TERM AT AUCSBURC Refunds will be calculated on a pro-rata basis (using federal government guidelines) for students attending Augsburg for the first time. The refund will be a portion of tuition, fees and expenses equal to the period of enrollment up to the 60 percent point in time of the period of enrollment. The federal statute guidelines and requirements for refunds are more stringent for Financial Information 21 first-term new students. Students may appeal refund decisions through the Petition Committee. Financing higher education could be the most significant investment a person or family makes in a lifetime. So, proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistance to protect access to a quality education in spite of increasing costs. Financial assistance awarded through Augsburg is a combination of scholarships, grants, loans and part-time work opportunities. The College cooperates with federal, state, church and private agencies in providing various aid programs. For the 1993-'94 academic year, nearly 9 out of 10 students at Augsburg received scholarships, grants, loans and part-time employment. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis estimates the amount a student and family can be expected to provide for college expenses, taking into account such family financial factors as current income, assets, number of dependents, other educational expenses, debts, retirement needs and special considerations. HOW AND WHEN TO APPLY New Students - Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for admission. 2. Obtain the Free Application for Federal Student Aid (FAFSA)from a high school or college financial aid office. Complete the application, enter the Augsburg College Code 002334, and send the application to the processing agency after January 1but before April 15 for priority consideration. 3. Complete the Augsburg Financial Aid application and submit it to Student Financial Services. 4. After Augsburg receives the analysis and you are accepted for admission, the' Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid. 5. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work applications will be sent to you. 6. Transfer students must submit a financial aid transcript from each postsecondary institution previously attended before financial aid will be offered. The financial aid transcript forms are available from the Admissions or Financial Aid offices. 7. All applicants (and parents of dependent students) are required to provide a copy of their most recent federal tax form. Returning Students Eligibility for assistance must be re- :L Financial lntormation established each academic year by filing the Augsburg Application for Financial Aid and the Renewal Free Application for Federal Student Aid (FAFSA). Renewal is based on the family's financial eligibility, the student's satisfactory academic progress and fund availability. KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans that might be available in their own communities. It could be worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs and fraternal organizations for information on aid available to students meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children and other sources. Merit Scholarships President's Scholarships - President's Scholarships, which assure gift assistance equal to tuition, are awarded annually to the most academically qualified full-time freshmen students. These scholarships are awarded without regard to need. The awards are renewable for three years based on academic performance at Augsburg. Because this is a unified program, full tuition is assured; that is, the College guarantees the difference between non- Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due February 15. Details are available from the Admissions Office. Transfer Scholarships - Transfer Scholarships up to $5,000 are available to full-time students in the day schedule who are direct transfers to Augsburg College following two years of full-time study at a community college or other approved twoyear college. Students must have maintained at least a 3.3 GPA on a 4.0 point scale. Scholarships are awarded without regard to need and will be renewed for a second year given satisfactory academic performance. Special application is due April 1.Details are available from the Admissions Office. Regents' Merit Scholarships -The Regents' Merit Scholarships are awarded to incoming full-time freshmen of high academic achievement. Depending on high school class rank or college entrance test score, Augsburg will award scholarships of $1,000 to $4,000 each, renewable each year, regardless of financial need. Performing Arts Scholarships -These recognize student excellence in music or theater. Students with talents in music (vocal and instrumental), acting, stage design or production are qualified for this $1,000 annual award. Selection is based on individual performance auditions, good academic standing and letters of recommendation. These scholarships are renewable as students maintain involvement with a co-curricular performance group. Hoversten Peace Scholarships Recognize students who have demonstrated a commitment to peace, service and community. Examples of involvement of recent scholarship recipients include Financial Information z! Amnesty International, Habitat for Humanity, community service and church activities. Lutheran Leader Scholarships These scholarships recognize incoming freshmen of high academic achievement with a demonstrated record of leadership within their congregations. Students eligible for the $1,000 annual renewable award are those who rank in the top 30 percent of their high school class and have the recommendation of their pastor. Paired Resources in Ministry and Education (PRIME) Awards - Augsburg College will match the first $500 a year of a student's scholarship or grant from a Lutheran congregation. The scholarship or grant check from the congregation must be received at Augsburg by October 1. Gift Assistance (Need Based) Augsburg Tuition Grants - Available to students who have shown academic potential and have financial need. A student's academic performance, financial need, and high school and community involvement are taken into consideration. Minnesota State Scholarships and Grants - Awarded by the state to Mimesota residents who have financial need. For 1993-'94, these ranged from $100 to $5,889. All applicants from Minnesota are expected to apply. Federal Supplemental Educational Opportunity Grants - A federal program administered by the College. To be eligible, a person must: (1) be a U.S. citizen or permanent resident; (2) have exceptional financial need as defined by the program; (3) be capable of maintaining satisfactory academic standing at the College; and (4) be accepted for admission. Federal Pell Grants - Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1994'95 was $2,300. Application is made by filing the FAFSA. Bureau of Indian AffairsITribal and State Indian Scholarships -Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full- and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be of 1/4 degree Indian ancestry and be enrolled with a federally recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary; contact the American Indian Support Program office. Indian grants supplement all other forms of financial aid. Questions may be directed to the American Indian Support Office or to your local BIA, Tribal or State Indian Education Office. Loan Assistance Federal Perkins Student Loan -A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. Loans are interest-free during your education. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least halftime. Simple interest of 5 percent and repayment of the principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan cames a teacher cancellation clause. The maximum which may be borrowed for undergraduate - Financial Information L4 study is $15,000 ($30,000 including graduate school). Federal Stafford Student Loans Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a local lender or state agency in states which provide such programs. Subsidized Stafford Loans are need-based loans which the federal govenunent subsidizes by paying accrued interest while in school and during the grace period. Therefore, the borrower is not responsible for interest accrued while in school or during the sixmonth grace period. Interest begins accruing on the date of disbursement for the Unsubsidized Stafford Loan and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually based on the 91-day Treasury Bill. For students with existing loans, the interest rate will match the interest rate on their existing loans (7%,8%, 9% or S%/lO%). The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized & Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized & Unsubsidized Stafford) Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 Federal Nursing Student Loan -A federal program with provisions similar to the Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half-time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS) - PLUS is a loan program to help parents meet college costs of their dependent childreri. Parents may borrow up to the cost of attendance (minus other aid). Repayment begins within 60 days of check disbursement at a variable interest rate not toexceed 10 perceni and a minimum payment of $50 per month. Application forms are available at Augsburg College or the lending institutions. Applications are normally filed with the bank or thrift institution with which your family has an account. The Student Educational Loan Fund (SELF) - SELF is administered through the Minnesota Higher Education Coordinating Board. Applications are available from the Office of Student Financial Services. Undergraduates may borrow up to $6,000 per year minus any other student loan indebtedness. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $1,000. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments b e p the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students with proven Financial Information 2s financial need who are at least one-half time students. Assignment is made on the basis of need and potential competence in performing the duties assigned. Parttime work provided by the College is considered financial aid, just like scholarships, loans and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Students should make application to both the Financial Aid and Personnel offices for work study positions. Federal College Work Study Program and Minnesota State Work Study Program - Under these programs the federal or state government supplies funds on a matching basis with the College to provide some part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty, staff and friends of the College, offers more than 175 sponsored scholarships. For more detailed information about sponsored scholarships, contact the Student Financial Services Office or your admissions counselor. Sponsored scholarships are available in the following categories: general scholarships, special scholarships, minority/ international student scholarships, and departmental scholarships. Social, Cultural, Recreational- 28 Fine Arts - 29 IntercollegiateAthletics - 29 Intramurals - 29 Student Affairs - 29 Academic Skills Enrichment - 29 Program for Students with Disabilities (CLASS) - 30 Support Programs - 30 American Indian - 30 Asian American - 31 Black Students - 31 Hispanic/Latino - 32 Career Services - 32 '1 ' I 1 Center for Counseling and Health Promotion - 32 Health Service - 33 Id First Year Experience - 33 , Student Activities - 33 International Programs - 33 I Food Service - 34 ( Residence Life Program - 35 (Housing) I I , '1 L Student Standards of Behavior, Complaints, Records - 36 2g 3TUDENT LIFE I bxperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for leaming and living at Augsburg will add dimension to their education. Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Through student government students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decisionmaking process at Augsburg. Student govemment also sponsors and directs student activities, protects student rights and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gfts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our The College Pastor and Campus Ministry staff have offices in the Foss, Lobeck, Miles Center and are available for spiritual guidance, counseling, support or information. Student govemment is organized into the executive branch, the legislative branch and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible -program planning, writing, editing or service opportunities.If you want to get involved, contact the president or vice president of the Student Body in their offices in the lower level of the Christensen Center. Throughout the year, a variety of social and cultural activities take place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment and visiting personalities in various fields. The Christensen Center is the focus of Student Life leisure-time activity on campus. The Gameroom and Student Lounge, popular hang-outs, are located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Augsburg Echo; the yearbook, The Augsburgian; Student Government and the Augsburg Student Activities Council. KCMR, a studentoperated non-profit radio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Urness Tower. Students have many opportunitiesto participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band and Orchestra perform on national and intemational tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Deparbnent and have the opportunity to attend a series of on-campus v,&shops with visiting arts professionals. I INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. The Student Affairs Division is comprised of a variety of programs, services and activities dedicated to complementing and enhancing students' educational experience and the academic programs of Augsburg College. These programs, services and activities provide students with an enriched collegiate experience which celebrates our rich diversity of student needs and interests; attends to the social, cultural and career development of students; and enhances students' academic performance through direct intervention and environmental management. The following information provides a brief introduction to the major efforts of the Student Affairs Division. I ACADEMIC SKILLS ENRICHMENT INTERCOLLEGIATEATHLETICS Augsburg is affiliated with the Minnesota IntercollegiateAthletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division LII. Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, tennis, track and field and golf. Women annually compete in volleyball, cross country, soccer, basketball, track and field, softball and tennis. The Academic Enrichment Program is designed to offer students study skills assistance so that they may achieve their best from their studying. The program includes four components: the Learning Center, the Tutor Center, the Learning Laboratory and the Center for Learning and Adaptive Student Services (CLASS). The Learning Center, located in Memorial Hall, Room 119 and Foss Center, Room 18, assists students in improving their skills in such areas as time management, 30 Student Life - notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies and learning styles. The staff will assist students in developing effective and efficient study skills. The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for content tutoring in most freshman and sophomorelevel courses. The Center also notifies students of tutoring labs available, as well as supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the courses. The JohnEvans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing and mathematics through the use of computer software. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. W PROGRAM FOR STUDENTS WITH DISABILITIES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) serves over 150 students and is recognized nationally as a leader in the field of educating students with diagnosed learning and physical disabilities. The CLASS program is a logical outgrowth of the College's commitment to provide a high quality liberal arts education for students with diverse backgrounds, experiences and preparation. Augsburg has a commitment to recruit, retain and graduate students with learning and physical disabilities who demonstrate the willingness and ability to participate in college-level learning. The staff includes three licensed learning disabilities specialists, a physical disabilities specialist, and an accommodationspecialist, who supervises work-study students and coordinates accommodation services for students. One-on-one meetings between students and specialists are the centerpiece of the program model. Accommodations include individualized academic support, advocacy with faculty and staff, special testing arrangements, taped textbooks, peer tutors, securing notetakers, access to and training on computers, and adaptive technology, such as a Braille printer, dictation and voice recognition software, and adaptive keyboard equipment. Modified and accessible dormitory rooms are available. During the 1980s Augsburg spent nearly one million dollars to make the campus accessible to persons with physical disabilities by constructing a skyway-tunnelelevator system that connects 10 major buildings. Augsburg has the oldest and most extensive learning disabilities program among the private colleges in Minnesota. For more information, please contact the CLASS office at 612/330-1053 to request a copy of the CLASS brochure and/or schedule an ~nformationalappointment with a specialist. W AMERICAN INDIAN SUPPORT PROGRAM The American Indian Support Program, located at 621 21st Avenue South, is a multifaceted office established in 1978 to recruit and retain American Indian students. It is a national model of success and continues to have one of the highest retention and graduation rates of Indian students in the state of Minnesota. Student Life Components of the program are as follows: American lndian Support Services: Assistance in admissions procedures, financial aid procedures including BIA, Tribal and Minnesota Indian State Scholarship applications, orientation and registration, course work selection, individual education plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing and crisis intervention. It advises and supports the Intertribal Student Union (ITSU). Intertribal Student Union: ITSU serves as a peer support group for incoming and currently enrolled American Indian students. ITSU also organizes and cosponsors cultural events. Minnesota Indian Teacher Training Partnership:MNITTP is a cooperative effort between Augsburg College and the Minneapolis Public School District, intended to increase the number of American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness for each year the student teaches, one fifth of the loan will be forgiven. American lndian Studies Minor: An academic component encompassingthe range of American Indian contributions to North American culture. Courses offered include art, religion, history, literature, Ojibwe language and women's issues. For more information, contact Dr. Virginia Allery, 612/330-1385, or see course listings under Interdisciplinary Studies in the academic section of the catalog. Anishinabe Library Project: Over 1,000 books, a variety of journals and scholarly publications, research materials, American Indian magazines and newspapers and over 125VHS videos are housed in the Sverdrup Library and at the American Indian Support Program Office. The library project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States. H ASIAN AMERICAN SUPPORT PROGRAM The Asian American Support Program was created in 1992 to recruit and retain Asian American students and to enhance the quihty of their total experience while at Augsburg College. The program seeks to create opportunitieswhere Asian American students can be involved in and contribute to all aspects of academic and student life. The Program provides assistance in the admissions and financial aid application procedures, orientation, registration and course work selection, career development, academic and non-academic difficulties, and employment and placement referrals. The Asian American Association is affiliated with the Support Program. The Association carries out various activities during the acadeinic year to increase the network of friendship and support for Asian American and other students at Augsburg. BLACK STUDENT SUPPORT PROGRAM The Black Student Affairs Office (BSA) is committed to enhancing the education and personal development of students of African descent, and to promote cultural and historical awareness, academic achievement and social interaction. BSA sponsors 31 - 32 Student Life events and activities, such as celebrating Martin Luther King's birthday, Afrikana History Month, the Each One Reach One mentoring program and Augsburg Black Alumni Council gatherings. The Pan-Afrikan Student Union (PASU) provides support to students, including a schedule of social and cultural activities. The headquarters is in the BSA Office, as is the Pan-Afrikan Center. HISPANIC/LATINO SUPPORT PROGRAM The Hispanic/Latino Support Program offers students individualized attention in many areas, including academic support, counseling and advocacy. Students find assistance in: admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment and placement referrals. The program advises the Latino Student Association and supports academic, social, cultural events, and other activities that improve the academic and personal development of Hispanic/Latino students and provides awareness of the unique aspects of the Hispanic culture. CAREER SERVICES The Career Services Department is committed to assisting all students with their career planning. This process is an important part of a student's development while attending college. To aid students in this process, Career Services offers students the opportunity to actively participate in career seminars, career assessments, oneon-one counseling, self-paced computer career planning modules, and use of the Alumni Resource Network for informational interviews. S e ~ c eare s available to all students, but some programs are sponsored especially for seniors. Seniors are encouraged to attend one of three annual job fairs with recruiters representing business, education or nonprofit and government sectors. There is also an annual graduate and professional school fair for seniors to explore educational options after graduation. CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Counseling provides a supportive environment where students have many opportunitiesto gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, family problems, motivation, transitions, breaking away from family, self-image, difficult decisions, eating concerns, etc. Counseling is an educational process in which students learn to think objectively about themselves and learn methods of understanding themselves and others. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Student Life 3: Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. Professional staff offer private consultations, individual assessments and group workshops to accommodate the needs of all students. Topics include varied health issues such as fitness, nutrition, weight management, stress reduction, alcohol and other drug use, sexuality, etc. Students interested in health issues can combine learning and practice through involvement with Health Promotion services. Academic and practicurn opportunities are also available to students from a variety of academic disciplines. HEALTH SERVICE Riverside University Family Practice Clinic serves as the Augsburg College Health Service and is a family practice residency clinic affiliated with the University of Minnesota. The clinic is located one block from campus at 2615 Franklin Avenue South. Office visits for illness and injury are free for all Augsburg students. Students must check family health insurance coverage to determine if they are included. If not, contact the Vice President for Student Affairs Office for information regarding student health insurance. FIRST YEAR EXPERIENCE PROGRAM (FYE) The FYE program assists students in their first Augsburg registration, provides orientation events before classes begin, and also includes a seminar series. FYE reflects the College's commitment to a meaningful introduction to college for our students - an enriching beginning for a college career. To provide focus for this introduction, the ME seminar is centered on a series of themes. These themes are reflected in and expanded upon in readings, discussions and other activities. Diversity, tradition, change, ways of knowing and what it means to be an educated person are all themes associated with the program. STUDENT ACTIVITIES The Student Activities program creates opportunities for students to enhance their leadership skills through active involve ment in developing events, activities and organizations which serve the student community. Hundreds of major programming effortsand targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. INTERNATIONAL PROGRAMS The International Student Services Office focuses on the needs of international students. It also serves as a resource for those interested in international events and global issues. International Students -International students receive assistance in meeting their educational objectives through advising on academic concerns, immigration and visa problems, financial matters, practical matters (taxes, insurance, housing, daycare) and personal concern. New international students participate in an orientation program before the beginning of the term which provides 14 Student Life practical information on housing, banking, using local transportatiod and course registration. Students also learn about the U.S. educational system and adjusting to life at Augsburg. Study Abroad -An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine Scandinavian perspectives on world peace in Norway, or thrill to the sounds of "The Magic Flute" at the Viennese state opera house. Study abroad provides opportmities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures and gain knowledge about the increasingly interdependent world. Students interested in studying offcampus receive advice on selecting programs which best fit their academic, career and personal objectives. Assistance is given with program application, course registration, financing and travel arrangements. Orientation and re-entry programs are offered to assist students in integrating the experience abroad into their course work and personal lives. The deadline for application is December 15 for off-campus study the following year. All students in good academic standing at Augsburg may apply for permission to study off-campus. The cost for many programs is equivalent to full tuition, room and board for a semester on-campus. Financial aid is granted on the same basis as on-campus study. Students normally receive the same number of course credits abroad as they would if studying on-campus. Courses abroad can fulfill major, distribution/ general education and graduation requirements when approved by academic advisers and the Study Abroad Adviser before departure. Augsburg Community -The International Programs Office works to utilize the cross-culturalperspectives of its intemational students and students with experience overseas to educate the college community on world issues. This is done through faculty, staff and student development programs which include activities sponsored by the Cross-Cultural Club and the International House, forums on world issues sponsored by the Global Community and Amnesty International student groups, and seminars focusing on issues of cross-cultural communication for faculty and staff. FOOD SERVICE The Commons -Situated on the top floor of the Christensen Center, this is the main food service facility for students, faculty and staff. %s pleasant, spacious room features small table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's - Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups and salads, desserts and beverages. - Augsburg provides a variety of board Student Life plan options for those living in College houses or nearby apartments. RESIDENCE LIFE PROGRAM Augsburg recognizes the importance of the residence experience during the college years. Research indicates that students who live on campus will be more likely to complete their college degree successfully. Augsburg provides a diverse and dynamic residence program which fosters the development of community, and supports and enhances the academic experience. Live-in staff assist students by providing social and educational programming, facilitating conflict resolutions and assisting in emergencies. Each complex contains 24hour study rooms, computer services, laundry and vending services and access to security staff. Augsburg expects all freshmen and sophomores, not living at home, to live in college-operated housing. Housing for married students and students with families is available. Students rent a room at the beginning of the Fall term for the entire academic school year. New students receive room assignments the summer before they arrive at Augsburg. Upper-class students make housing arrangementsin the Spring. All resident students must sign room and board contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1 in order to secure housing. Students who deposit after June 1will be provided housing only if space is available. All students living on campus must pay a $100 deposit when they sign the housing contract. The fee is credited to the student's account when he or she moves out. The College houses approximately 700 students in residence hall rooms, apartments, floor houses, and townhouses. A wide variety of options are available, including single rooms. Urness Tower -All new students and some upper-class students live in Urness Tower. This 11-story high-rise houses 324 students. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. In Urness Tower, rooms are furnished with a bed, dresser, desk and chair. Linens are not provided. Mortensen Tower -This building is a 13-story high-rise apartment building. It contains 104 onebedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Tower is carpeted, air conditioned and contains kitchen units. It is otherwise unfurnished. Anderson Hall - Opened in Fall 1993, this is the newest residence hall. It contains four types of living units: two-bedroom apartments, two-room suites, floor houses and townhouses. This residence houses 192 men and women. All rooms are furnished with beds, dressers and desks. It is equipped with telephones, cable TV and computer hook-ups. Special Interest Housing -Students may submit proposals in the Spring for a program which allows them to live as a group with a special educational contract. Examples of programs include Campus Ministry, healthy living options and international floors. 3! - l6 Student Life STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The C O 1 l e ~ a statement of standards for student behavior and has provided for due process in matters of disciplinary action, grievances and grade appeal. The College operates in compliance with the Family Rights and Privacy Act. Students have the right to inspect certain official records, files and data which pertain to them and which are maintained in the Officeof the and the Placement Office, and to challenge inaccurate or misleading information. Persons seeking additional information on these topics should contact the Vice President for Student Affairs Office. General Information - 3, Degrees Offered - 38 Academic Calendar - sa , Computer Resources - 39 Academic Advising Center - 39 I Academic Organ'mtion and Programs Divisions and Departments - 40 Majors and Minors - 40 Teaching Licensure - 42 Pre-Professional Programs - 42 Honors Program - 43 Inter-Institutional Programs - 44 Study Abroad - 45 Experiential Education - 48 Weekend College -50 Graduate Programs - . Other Programs - 51 Academic Policies and Procedures - 5 Registration- 51 Withdrawal from College - 52 Leave of Absence - 52 General Education Curriculum - 53 Quick Check Summary of Graduation Requirements - 53 Graduation Requirements - 55 Students Entering 1993 and After Students Who Entered Prior to 1993 Students Entering Under Distributio Curriculum Requirements - 64 Skills Component - 57 Liberal Arts Perspectives - 58 Rationale for Perspectives - 63 Evaluation and Grading - 66 Assessment of Previous Learning Program - 68 Academic Progress, Probation and Dismissal - 70 Four Year Assurance Program - 71 - ACADEMIC INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated as fully human persons -intellectually, spiritually and physically. To act effectively, human beings must have a broad grasp of the of the world from which they have come as well as the world in which live. providing courses in the humanities, natural sciences and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students the opportunity to develop skills for participation in exercise and sporting activities. Students choose from over 40 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. DECREES OFFERED Augsburg offers the Bachelor of Arts, the Bachelor of Music and the Bachelor of Science undergraduate degrees. Augsburg also offers the Master of Arts in Leadership, the Master of Arts in Education-Leadership and the Master of Social Work graduate degrees. ACADEMIC CALENDAR Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a 4-week January Interim. Full-time students normally take four course credits each semester and one course during Interim. A maximum of three course credits can be earned in the two annual summer sessions, one of four weeks and one of six weeks. fiecalendar is coordinated with of the four other colleges of the Associated CoU,ges of the Twin Cities, so students can t&e courses on another during the regular term. (SeeRegistration on page 51 and Calendars on page 269 and 270.) January Interim is~&cularly intended to be a time for both students and faculty to employ different styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunitieswithin the United States and abroad. Augsburg offers two Summer School sessions. The Summer School catalog is published in the winter of each year, is distributed to all students, and is available by contading the Summer School Office. Augsburg Weekend College and Graduate Programs follow a trimester calendar (see Augsburg Weekend College and Graduate Programs, pages 50 and 51). FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. ~ o sfaculty t hold the dodorate or other terminal degree and all consider teaching to be the focus of their activity. Faculty are involved in social, professional and a variety of research activities, but see these activities as supporting their teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fields but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned a First Year Experience (FYE) adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. tapes and films, and supplies media equipment free of charge for instructional use. Audio and video tape duplication within the limits set by copyright law is available. Fees are charged for the production of transparencies and posters as well as for lamination. The Center supplies television sets, VCRs, video cameras, video editing, tape recorders, microphones, slide, overhead, filmstrip, opaque and movie projectors as well as screens and carts. Film bibliographies and advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. I COMPUTER RESOURCES I LIBRARY AND AUDIO-VISUAL SERVICES A relaxed atmosphere, a helpful staff and friendly student library assistants make the library a favorite place to study and do research. The main library houses over 175,000 books, journals, records and microforms. Music, chemistry and art history slide libraries are located within departmental areas. A se~ce-orientedstaff provides students with assistance to meet diverse information needs including instruction in the use of the library, reference service and guidance in pursuing research. Students have access to a wide variety of local, regional, national and international databases. Arrangements are made for access by students with physical limitations and special needs. Students have access via a computerized online catalog and daily courier service to all the library holdings of the seven private liberal arts colleges of the Twin Cities and the James J. Hill Reference Library. The Library Audio-Visual Center houses a large collection of sound recordings, video The recent completion of a new computer classroom and lab in the Foss Center was an important addition to the growing list of computer resources accessible to Augsburg students and faculty. Computing clusters -located in the residence halls, the Foss Center computer lab, the Library and the Science Building are connected via a campus-wide network that offers a full range of network services. Students also have 24-hour access seven days a week to more than 30 computers in the Mortensen/Umess study lounge. Augsburg College, a member of the National Science Foundation's Internet since 1990, is connected to hundreds of universities and other institutions in the U.S. and around the world. Internet access and a renewed focus on educational technology is allowing Augsburg to integrate these electronic resources into many different areas of the learning process. I ACADEMIC ADVISING CENTER The Academic Advising Center advises transfer students and students with undeclared majors, provides information on - Academic lntormation matters of general education, administers and tracks all entry level skills assessments, interprets catalog and graduation skills requirements, and advises both students who have been placed on academic probation and re-entering suspended students regarding GPA requirements. The Center also coordinates summer advising for the orientation program and provides in-service training and development for f a d t y advisers. DIVISIONS AND DEPARTMENTS The College curriculum is offered by 22 departments which are grouped into four divisions for administrative and instructional purposes. Humanities -Catherine Nicholl (Chair).Art, English, Modern Languages, Philosophy, Religion, Speech, Communication, Theatre Arts, College Librarians. Natural Science and Mathematics Mark Engebretson (Chair).Biology, Chemistry, Mathematics, Computer Science, Physics. Social and Behavioral Sciences Richard Nelson (Chair).Business Administration, Accounting, Economics, History, Management Information Systems (MIS), Political Science, Psychology, Sociology. Professional Studies -Vincent Peters (Chair).Education, Health and Physical Education, Music, Nursing, Social Work. MAJORSAND MINORS Majors, or concentrations of study, may be within one department, within one division or cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students may contact the Registrar about creating a unique major. Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Administration Business Administration/Economics Business Administration/Finance Business Administration/Intemational Business Business Administration/Management Business Administration/Marketing Chemistry (B.A. or B.S.) Communication General CommunicationStudies Mass Communications Organizational Communication Computer Science (B.A. or B.S.) East and Southeast Asian Studies' Economics Applied Economics Economics Economics/Business Administration Education Kindergarten-Elementary Secondary (non-major, licensure only) Engineering2 Academic lntormatlon - English Health Education History International Relations Management Information Systems Mathematics Applied Mathematics Mathematics Metro-Urban Studies Modem Languages' French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S. -Weekend College only) Philosophy Physical Education Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Psychology Religion Russian, Central and East European Area Studies Social Science Social Work (B.S.) Sociology Speech Theatre Arts Transdisciplinary Women's Studies Accounting American Indian Studies Art Art History Studio Art Biology Business Administration Chemistry Communication Computer Science East and Southeast Asian Studies Economics English Health Education History International Business International Relations Linguistics Management Information Systems Mathematics Metro-Urban Studies Modern Languages ' French German Norwegian Spanish Music Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Religion Social Welfare Sociology Russian, Central and East European Area Studies' Special Education Speech Theatre Arts Theatre Arts Theatre History and Criticism Women's Studies It is possible for students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). - Academic lntormation 'L Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg Registrar's Office. Cooperative Program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning1 intermediate/advanced courses not available at consortium colleges in Arabic, Chinese,Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC ofice. *Dualdegree programs with the University of Minnesota Institute of Technology, Washington University School o f Engineering and Applied Science and Michigan Technological University. W OTHER STUDY PROGRAMS Teaching Licensure Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education: EnglishLanguage Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry or Physics), Science (grades 5-91, Social Studies, Spanish, Speech, Theatre Arts, and in the special areas of Art (K-121, Band (K-12) and Classroom Music (grades 5-12), Orchestra (K-12) and Classroom Music (grades 5-12), Vocal and Classroom Music (K-9), Vocal and Classroom Music (grades 5-12), and Physical Education (K-12). Students planning to teach on the secondary level have advisers both in the Education Department and the area of their academic major($ Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, the ministry, veterinary science, pharmacy or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the Assistant to the Dean for Academic Advising early in their freshman year to arrange for help from the appropriate faculty adviser. Pre-Dentistry - These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 113,114; PHY 121,122; CHM 115,116 (or 105,106), 351,352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering-This program provides a course of study which enables students to complete introductory core requirements in mathematics, science and the liberal arts necessary for engineering. Some students in the program choose to transfer after two years to an institution granting degrees in engineering, while others elect to participate in a dual degree program. Augsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri, or Michigan Technological University, Houghton, Michigan. The dual degree programs afford students the opportunity to combine a strong background in the liberal arts, including an elected major, with the study of engineering. Academic Information Pre-Law - Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take the course POL 170 (Law in the United States) to help determine their interest in law. Pre-law students should major in a discipline of their own choosing and will satisfy most law school entrance requirements with a record of solid achievement in the liberal arts. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. At Augsburg, the Biology and Chemistry Departments have majors which can fulfill the academic requirements for pre-medical students. Both require CHM 115,116 (or 105,106),MAT 145,146;and PHY 121,122. The chemistry major also requires CHM 353,361, one advanced course, seminar and two or more biology courses. The biology major also requires BIO 113,114,201,491 and at least one from each of five groups (BIO 367,386,471), (BIO 355,474), (BIO 351, 353,473), (BIO 361,440), (BIO476,481) with BIO 353 and 355 especially recommended for medical school. Designed to meet the University of Minnesota ( M i m e apolis) requirements, both programs also encourage courses in the behavioral sciences and humanities, including psychology and sociology. The University of Minnesota (Minneapolis)requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult with their faculty adviser early in the freshman year. Pre-Occupational Therapy, PrePhysician's Assistant and Pre-Physical Therapy - Course work in preparation for these training programs should be discussed with a faculty member in the Biology Department. Pre-Pharmacy -Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113,114; CHM 115,116,351,352; ECO 112 or 113; ENG 111and a second course; MAT 145, 146; PHY 121,122; electives from hurnanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary -A student may enter a theological seminary with any of several different majors, such as history, philose phy, English, psychology, sociology or religion. Recommended preparation includes REL 111,221; at least two semesters of history (WesternCivilization);one or more courses in the history of philosophy and Greek in the junior and/or senior year. Pre-Veterinary Medicine -To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, two courses; MAT 145; public speaking, one course; CHM 115,116 (or 105, 106),351,352,353; BIO 113,114; PHY 121, 122; economics, one course; two courses in art, literature, music, humanities, theatre, or Upper Division modem languages; and anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the curriculum requirements. Requirements at other universities may vary. Honors Program The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, with opportunities for transfers - 4: 14 Academic Information and others. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript and which provides a n advantage for both employment and graduate school application. During the freshman and sophomore years, students take a four course honors sequence that satisfies four Perspectives. They also participate in a Monday Forum program that affords an opportunity to hear outside speakers, assess films, and pursue course sequence topics in greater depth. The First-Year Experience (FYE) is also integrated into the freshman sequence. During the junior and senior years, students take four mini-seminars (one full course credit upon completion),one each semester and participate in a six week Monday Forum program each term. Seniors take a Senior Seminar during Interim, which satisfies a Perspective requirement, and are obliged to complete an approved Honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal which publishes outstanding student papers. Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct enquiries to Dr. Joan Griffin, Director of Freshman and Sophomore Honors, or Dr. Larry Crockett, Director of Junior and Senior Honors. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media Center -Through CLIC, the Twin Cities private colleges library consortium, and MINITEX, the regional library network, the Augsburg community has access to over 5,000,000 volumes. Associated Colleges of the Twin Cities (ACTC) -Full-time weekday students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music and some independent studies. See Independent Study for additional details. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools or to undertake a specific course or major not offered on the home campus. The colleges have coordinated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January Interim. Higher Education Consortium for Urban Affairs (HECUA) -Augsburg, in cooperation with 17 other colleges and universities in Minnesota, Wisconsin, Iowa and South Dakota, develops and offers offcampus study semesters in Scandinavia, South and Central America and the Twin Cities. All HECUA programs are interdisciplinary and address the critical issues associated with social change, inequality and the human community. The consortium also facilitates innovative curricular endeavors, an interchange and sharing among faculty, cooperative research, international and experiential education and conferences on planning and metro-urban studies. Academic Information 4! Chemical Dependency Program -A cooperative effort between Augsburg College and Minneapolis Community College in downtown Minneapolis has resulted in the establishment of a four-year program in social work, sociology or psychology with a chemical dependency specialty. The program is designed to train specialists to help professional people in dealing with chemical dependency problems. Courses are taken on both campuses. Air Force ROTC -Augsburg students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two and three year AFROTC scholarships. For more information, contact the Office of the Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. Naval ROTC -Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more mformation, contact the Office of the Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad, students may find themselves exploring the ancient Mayan ruins in Mexico, meeting with women's groups in Namibia, examining Scandinavianperspectives on world peace or hilling to the sounds of music at a Viennese opera house. International Study at Augsburg College is intended to motivate students to act responsibly and effectively in society by expanding their awareness of other cultures, deepening their understanding of the human condition on a global scale, and helping them to understand the connections between social justice and global interdependence. Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off-campus. Although foreign language skills are an asset to students studying abroad, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. Students must apply by December 15 for study off-campus for the next academic year. Costs and Financial Aid The cost of many programs is equivalent to full tuition, room and board for a semester on-campus. Financial aid is granted on the same basis as on-campus study. Cost estifnates are drawn up to assist the Financial Aid Office in awarding aid to students studying overseas. Academic Requirements and Credit Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic - Academic 16 Information program. Students majoring in a variety of disciplines, from the natural sciences and mathematics to the humanities, are among those who study abroad each year. Students normally receive the same number of course credits abroad as they would if studying oncampus. Courses abroad can fulfill major, distribution/general education and graduation requirements when approved by academic advisers and department chairs before departure. A sample of study programs is highlighted below. For information on these or other programs overseas, contact the Coordinator of Academic Programs Abroad. Also see the International Studies section of the Department and Programs section of this catalog for full course descriptions of the programs listed below. The Center for Global Education The Center for Global Education facilitates cross-cultural learning experiences which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the perspectives of the poor and of others struggling for justice and human dignity. The Center's study programs are conducted in Mexico, Namibia, Norway and Switzerland. Students experience three distinct types of living situations, which include living with other participants in a community house, spending several days in a rural setting and several weeks living with host families. They also travel together on two-week seminars -in Mexico to Central America, in Namibia to South Africa, and in Switzerland to Italy and Germany. The cost of these programs is equivalent to full tuition, room and board for one semester on campus plus airfare. Augsburg College/OstFold, Norway Semester or Academic Year Augsburg, in cooperation with the University of North Dakota and the city of Moss, offers this semester or year-long exchange program in Moss, Norway. Students are taught in English. Courses offered may meet perspectives for general education requirements, or count as electives in communication, international business and Nordic Area Studies. Students live with host families on the island of Jeby. Application deadline: April 15. Women and Development: Latin American Perspectives - Fall This program explores the experience of women in Latin America, focusing on their roles in economic development, social change strategies, and the connections women are drawing among issues of gender, race, class and global economics. The course offers credit in areas such as religion, political science and Spanish. Application deadline: April 1. Social Policy and Human Services in Latin America - Fall This program introduces students to the central issues currently facing Latin America by focusing on new models of political organizing, popular education and human services. Credit may be earned in social work, sociology, education, political science and Spanish. Application deadline: Apnl 1. Southern Africa Societies in Transition - Fall This intensive progrim of study and travel is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition Academic Information 43 from colonialism to independence. Students will explore the complex political, social and economic dynamics of building a new nation. Credit may be earned in history, political science and religion. Internships are available with development agencies. Application deadline: April 15. Contemporary Issues in Mexico and Central America - Spring This program examines the history of political change, the dynamics of social justice and the role of the church in Latin America. Students explore the importance of community and the role of U.S. citizens in social and political change. Credit may be earned in areas such as history, religion and Spanish. Application deadline: October 15. International Development and Human Rights in Latin America - Spring This program focuses on the themes of international development and human . rights. It includes coursework in human rights, international development, Hispanic literature and Spanish composition and conversation. Credit may be earned in Spanish, Latin American studies, international relations, political science, economics, peace studies, anthropology and pre-law studies. Internships in human rights organizations are available. Application deadline: October 15. Women and Development: A Southern Africa Perspective - Spring This intensive study and travel program is designed to introduce participants to the central issues facing Southern Africa, with emphasis on the experience of women. The program introduces students to the struggle of women in Southern Africa, to the history of their role in society, and to the situation that exists for women in Africa. Students may earn credit in political science, religion and sociology. Internships are available with agencies providing special services to women. Application deadline: October 15 Global Issues and World Churches Summer This intensive program of study and travel is designed to introduce participants to the workings of international nongovernmental organizations, especially ecumenical church agencies. The program will focus on justice issues (international responses to the challenges of humans rights, refugees and relief, and social and economic development); peace issues (international responses to conflict);and the integrity of creation (international responses to environmental and ecological travel). The Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in three different full semester programs in Norway, Ecuador or Colombia. AU programs emphasize the impact of the social change and cross-cultural factors on the human community. HECUA programs emphasize intense language experience, internships and field trips. For more information on international HECUA programs, see the listings under International Studies, and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway - Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture and language, and the development '8 Academic Information of cities, urban problem solving and urban life. Local, regional, and international field study and site visits in Copenhagen, Stockholm, Helsinki, and the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: March 15. Community Internships in Latin America: Ecuador - Fall or Spring This interdisciplinaryprogram enables the student to combine intense involvement in a community-based organization with study of the community development process and increasing language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadlines: November 1for Spring Term and March 15 for Fall Term. Literature, Ideology and Society in Latin America: Colombia or Ecuador - Spring This interdisciplinary program focuses on development and social change in Latin America through the study of ideology, as reflected in literature, the arts and the ways in which ideologies shape perceptions of social realities. Application deadline: November 1. Student Teaching Abroad Selected Education Department students may participate in the International Student Teaching Abroad program coordinated through Moorhead State University or the University of Minnesota, Morris. Students have options for student teaching in dozens of countries through the International Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Education Department. Interim Abroad Each January, 25 to 30 courses are offered around the world by Augsburg professors and through the Upper Midwest Association for International Education (UMAIE).Course registration is held during the Spring and Fall terms for the following January. Application deadline: October 25. EXPERIENTIAL EDUCATION PROCRAMS Through Internships, Cooperative Education and Community Service, Augsburg students integrate and expand their liberal arts education by embracing the worlds of work and service. Each work or community service placement is closely related to a student's major, course work or career interest. Augsburg's Internship, Cooperative Education and Community Service programs link employers, community organizations and the academic program in a way that enriches and expands a student's educational experience and personal development. An underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, career and personal decisions. The College's metropolitan location makes possible a wide range of opportunities. Students have gained valuable learning experiences in small and midsize companies, large corporations, non-profit organizations, schools, government agencies and community-based organizations. Academic Information 4 Academic Internships An academic internship is a carefully planned work-based learning experience where a student focuses on specific academic and individual learning objectives. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlining the internship objectives, strategies and evaluation methods is required. An academic internship is approved, supervised and evaluated by a faculty member in the department in which the student wishes to earn the Internship credit. Upper Division Internships are numbered 399 and Lower Division Internships are numbered 199. Registration for Internships consists of the following steps: 1.Obtain the Internship registration permission form from the Internship and Cooperative Education Office and secure the signatures of the faculty supervisor and Director of Internships and Cooperative Education. 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may preregister without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available from the Internship and Cooperative Education office) must be negotiated with the faculty member responsible for grading the experience and the work supervisor. The completed original is turned in to the Internship and Cooperative Education Office, with copies made for the faculty, supervisor and student. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), Interim or summer session. For extension of an Internship beyond one term see Evaluation and Grading on page 66. A maximum of four courses of Internship may count toward the total courses required for the degree. Cooperative Education Cooperative Education is a college supported and monitored, paid, worklearning experience that is closely related to a student's major or career objective. The goal is to combine theory with practice in work or servicebased settings. Students also earn money to help defray educational costs while gaining important on-the-job experience. Job placements typically are part-time during the academic year and/or full-time summer. Co-op jobs are flexible and can begin and end anytme. Co-op Ed is not credited in and of itself, but a non-credit Cooperative Education transcript entry is available during the academic terms the student is employed. Co-op Ed students are encouraged to complete at least one Internship for credit in conjunction with their Cooperative Education participation. Co-op Ed is available to Augsburg students who have completed their freshman year and are in good academic standing. Service-Learning Augsburg's Service-Learningprogram combines respoke to human needs in the community with a conscious awareness and understanding of issues, reflection and educational growth. Augsburg students learn from and about the community and society in which they live by participating in orientation sessions, direct servicelearning activities and seminars or class discussions. - Academic Intormation Through direct service, such as volunteering at a homeless shelter, tutoring, building housing for low income people or working with environmental groups, students engage in a dynamic and interactive educational approach which employs reciprocal learning between the student(s) and the community. Service Learning includes course-imbedded community service, tutoring, internships, cooperative education and a wide range of volunteer options. The Service-LearningProgram works with community organizations and organizes specific projects to enhance student involvement and also assists with and supports the integration of servicelearning into departmental courses. The program works closely with the student directed Augsburg LINK program and campus ministry. WEEKEND COLLEGE Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second major or pursue a personal interest or skill. Weekend College classes meet on alternate weekends. There are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. Although the Augsburg Weekend College program involves the same courses as the day school program, the curriculum is limited to selected liberal arts courses and the following majors: Accounting, Business Administration (specializationsin finance, international business, management and marketing), Communication (concentrations in general communication, organizational communication and mass communication), Computer Science, Economics, Elementary and Secondary Education, English, Management Information Systems, Nursing, Psychology, Religion and Social Work. 1 GRADUATE PROGRAMS Augsburg College offers three graduate degree programs: the Master of Arts in Leadership, the Master of Arts in Education-Leadership and the Master of Social Work. Designed for working adults, the Augsburg Graduate Program operates on alternate Saturdays and alternate Thursday evenings. There are three trimester terms during the early September through June academic year. The Master of Arts in Leadership program is based on the subject matter and approaches of the traditional liberal arts. This cross-disciplinaryprogram directs its academic content and pedagogical approaches at situations, issues and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need broad-spectrum abilities to provide them with a more comprehensive understandinn ., of their world. The Master of Arts in EducationLeadership program values the role that good educators play in the lives of students, and operates from the belief that educators need to exercise leadership within the workplace without relinquishing the role of teacher. The program promotes leadership as a process, promotes productivity within and beyond the organization and works toward progress. The Master of Social Work at Augsburg offers two concentrations: Family Practice and Program Development, Policy and Academic Information Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a developmental and holistic perspective. Milda K. Hedblom, Canadian Program Coordinator. The Program Development, Policy and Administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. Augsburg College has a commitment to lifelong learning and is host to both Elderhostel and College of the Third Age programs. For more information, contact the Academic Dean's office. Both concentrations are founded on the assumptions that analysis of complex social issues and solutions must be based on solid research, and that the world is interdependent in all areas, including human needs and the services to address them. These programs bring working adults to the campus. They are complemented by the College's Cooperative Education Program (begun in 1984) that places Augsburg students into paid work experiences. OTHER PROGRAMS Continuing Education Program Augsburg College offers selected courses through Continuing Education. Inquiries should be addressed to the Office of the Associate Dean for Academic Affairs. Canadian Program The Canadian Program was inaugurated in 1985with endowment from the Mildred Joel Bequest for Canadian Studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Elderhostel and College of the Third Age REGISTRATION A student must be registered for a course to receive credit for it. Full-time students normally register for four course credits per semester and one course during Interim. Students registered for three or more course credits in a semester are classified as full-time students. To register for more than 4.5 course credits, students must contact the Registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees also are charged for cancelling or adding courses or changing grading option after the first five days of a semester. A joint class schedule is published each Spring by the Associated Colleges of the Twin Cities, listing courses and their location at the five colleges for the following academic year. As some courses are offered only in alternate years, students should also consult with Departmental advisers when planning their academic program. Separate catalogs of courses are published by the Interim Office, Summer -5' - Academic Information iz School Office, Weekend College Office and Graduate Program Office for those sessions at Augsburg, listing registration times and procedures. Specific information on registration and help with registration on another campus are available from these offices: Office of the Registrar -Science Hall 114, for Fall and Spring Terms Interim Office -Memorial Hall 230 Summer School Office -2222 Murphy Place Weekend College Office -2222 because this may result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Office of the Registrar. A Leave of Absence/Withdrawal from College form may be obtained in the Advising Center or in the Office of the Registrar. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Student Standing Committee. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the Office of the Registrar. Murphy Place Graduate Program Office -2222 Murphy Place Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the Fall. All currently enrolled students may pre-register during the Fall for the Spring term and during the Spring for the Fall term. Class Confirmation All students must confirm their registration with a signature and final payment arrangements prior to the start of classes. Students who do not confirm their registration before the first day of classes (unless special arrangements have been made) will lose all classes. They may register and confirm during the first five days, but special late fees are assessed and added to their account. Withdrawal from College Students are urged not to abandon courses for which they are registered Leave of Absence Students may request a Leave of Absence for academic or personal reasons. A Leave of Absence/Withdrawal from College form must be picked up in the Advising Center or the Office of the Registrar. It must be signed by Advising Center staff or authorized representative. The completed form must be submitted to the Office of the Registrar. A leave of absence may be granted for one term or one academic year. If an extension is needed, an updated Leave of Absence form must be submitted to the Office of the Registrar prior to the expiration of the previous leave of absence period or an application for readmission will be required. A student on leave of absence is responsible for keeping the Office of the Registrar informed of his or her mailing address. All deadlines for financial aid and housing must be observed by the returning student. A leave of absence does not defer payment of loans or extend incomplete course deadlines. :(sluaua~!nba~ OZ"""' ('yy.0) a3wuuojrad >!snyy ' - ' - ' ' ' ('yy.0) uo!+e:,npg 3!snn asaqloj Aldde Aeu j!pam ~ a p u w l )uop '1 PI-............ ( y g ) Oqquno3~y -enpe~601 ~ o p d qua~aJ!nbal6 u ! ~ o l l o ~ :suogda3xa % u y i o ~ ~ o j aql alaldwo3 lsnu '£661 '1 henuel aq+ q q ! ~' ~ u a q e d a pauo liue laye (q!pa~>a l o u JO p~ q l ! 6u!~alua) ~ â¬1 ut!q+aroux ON u! aq lieu1 sasmo:, quapnls JapueJl Jo!uas pue ~o!un!IIV sasmo:, uqraluI aq Jsnu OML 8quosear aageq!quenb q asmo:, aug 8 q e a d s u! asmo:, auo - m u ) uo!s!a!a . 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Of these: Complete courses that fulfill the following Perspective Requirements: Two Christian Faith perspectives (One Christian Faith perspective for transfer students entering with 24 or more course credits) One City perspective 11 must be Upper Division (numbered 300 or above) Two must be Interim courses One Western Heritage perspective No more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A. ) . . . . . . . . . . . . . .14 Music Education (B.M) . . . . . . . . . .17 Music Performance (B.M.) . . . . . . .20 Music Therapy (B.S.) . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . .15 One Social World perspective Other maximums are described on page 57. Completion of a major. Maintain minimum grade point average. One Human Identity perspective One Aesthetic perspective One Intercultural perspective Two Language perspectives, in other than your native language One Natural World perspective Complete courses that fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (These requirements may be met with courses in the major or perspectives.) One course with a writing component within the major One course with a critical thinking component One course in speaking One course in quantitative reasoning GRADUATION REQUIREMENTS The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic Advisers, Department Chairpersons, the Assistant to the Dean for Academic Advising and the Registrar are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Registrar's Office about specific requirements for a second baccalaureate degree or for the equivalent of a major. Each student must apply for graduation. Students should apply at the start of their last academic year to confirm remaining graduation requirements. Application forms are available in the Registrar's Office. All degree and course requirements must be completed and verified in the Registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). See the separate section on Graduation with Distinction to learn about requirements for these honors, page 71. Degree requirements include completion of a minimum number of credits, a major, the First Year Experience (FYE), a minimum GPA, residence, and general education courses. Because the College is in transition during the change from Distribution to Perspective graduation requirements, the minimum number of credits required may vary depending on date of matriculation, as follows: Students Entering After January1, 1993, Under Perspectives Curriculum Requirements For Graduation: 1. Completion of 33 course credits At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13 course credits may be in one department, except in certain approved majors: Accounting (B.A.) - 14; Music Education (B.M.) - 17; Music Performance (B.M.) -20; Music Therapy (B.S.) - 17; and Social Work (B.S.) - 15. The course total must include two Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less Interim course than the number of years at Augsburg (but no more than two Interim courses are required). This is calculated on each transfer student's evaluation of transfer credits. No more than these maximums may be applied toward the 33 total course credits required: two Interim courses; two courses by independent/directed study; four courses of internship; and eight course credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two in the major except Elementary Education (two in the major plus student teaching) and Nursing (no PIN grading is permitted); one in the minor if approved by the department chairperson. Interim courses taken that are not counted among the credit total for graduation requirements (extra interim courses) may still be counted for meeting perspective or graduation skills requirements. 2. Completion of a Major - Requirements for each major are listed under the departmental headings. 3. First Year Experience (FYE) - All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the FYE Fall Orientation and Seminar. See the program - Academic Information section on the First Year Experience for a full description. 4. Grade Point Average -2.0 for most majors. A grade point average of 2.0 is required over all courses taken and specifically in all courses which apply toward the major. Some majors, licensure and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details. 5. Residence - The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the Registrar if an official interpretation is needed. Students Entering Prior to January1, 1993, Under Perspectives Curriculum Requirements For Graduation: 1. Completion of 34 course credits At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13 may be in one department, except in certain approved majors 14 (Accounting)for the Bachelor of Arts degree, 17 (Music Education) or 20 (Music Performance) for the Bachelor of Music degree, 15 for the Bachelor of Science (Social Work), and 18 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing) degree. The course total must include two Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less Interim course than the number of years at Augsburg (but no more than two Interim courses are required). This is calculated on each trans- fer student's evaluation of transfer credits. No more than these maximums may be applied toward the 34 total course credits required: three Interim courses; two courses by independent/directed study; four courses of internship; and eight course credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two in the major except Elementary Education (two in the major plus student teaching) and Nursing (no P/N grading is permitted); one in the minor if approved by the department chairperson. Interim courses taken that are not counted among the credit total for graduation requirements (extra interim courses) may still fulfill perspective or graduation skills requirements. 2. Completion of a Major -Requirements for each major are listed under the departmental headings. 3. First Year Experience (FYE) -All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the FYE Fall Orientation and Seminar. See the program section on the First Year Experience for a full description. 4. Grade Point Average - 2.0 for most majors. A grade point average of 2.0 is required over all courses taken and specifically in all courses which apply toward the major. Some majors, licensure and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for detalls. 5. Residence - The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC Academic Information exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the Registrar if an official interpretation is needed. Note: Students completing under Distribution Curriculum Requirements, go to page 64. A definition of students who fall under the Distribution Curriculum or prior catalog requirements is on page 64. SKILLS COMPONENT Entry Level Skills Requirements The entry level skills tests are inventory assessments in: Reading Word processing Writing Mathematics Critical thinking Placement in writing courses, math courses and critical thinking courses is determined by the assessments. (See page 68.) Freshmen (all students entering Augsburg with fewer than seven college credit courses) and Sophomore Transfer Students: Take entry level skills assessments and satisfy requirements. If skill levels are deficient, students will be enrolled in the appropriate course or advised on preparation for retaking the respective tests. Students are required to take the assessments before registering for the second term and to have demonstrated removal of deficiencies by the end of their first year at Augsburg. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 101Developmental Writing before ENG 111Effective Writing. Fresh- men should complete the writing requirement before the beginning of their Sophomore year. Those with demonstrated word processing skills; e.g. recent verifiable work experience, are exempt from the word processing inventory. Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Freshman and Sophomore transfer students will be required to satisfy all the graduation skill course requirements. Juniorand Senior Transfer Students Transfer students who enter as juniors and seniors in 1993-'94 or after are exempt from word processing, reading, critical thinking and quantitative assessments. Those who have not taken the ENG 111Effective Writing course must take the entry level test in writing. If they do not achieve exemption from the writing requirement, they must take ENG 111 Effective Writing at Augsburg. Junior and Senior transfers (who enter 1994'95 or after) are required to satisfy all the graduation skill course requirements, except that only the writing component course within the major is required. Math Requirement In order to graduate, students must take the Math Placement exam and achieve a score placing them in Group I11 (college algebra skills). Students with an acceptable transfer mathematics course will have their placement level determined by the Registrar's Office. Students who have passed the College Board Advanced Placement Exam should consult the 57 - Academic Information Mathematics Department. Math placement is indicated on the Evaluation of Transfer Credit form for students who have transfer courses in college-level math. All students are required to have their Math Placement Group determined. The exam is given during college registration sessions and at other announced times during the year. Students needing to advance their Math Placement Group may take the appropriate MAT course or study on their own and retest. Additional information about the Math Placement Exam is available from the Director of Testing in the Academic Dean's Office. Please note that all students majoring in Accounting, Business, Economics, Elementary Education, and Management Information Systems and all students under the current General Education Perspective Curriculum Requirements must attain a t least Math Placement Group 111. In addition, many courses have Math Placement Group requirements. In particular, MIS 379,479; CSC 170,210; SOC 362; PHY 103; all MAT courses; and all courses with a Graduation Skill Component in Quantitative Reasoning have at least Math Placement Group I11 as a prerequisite. In addition, MIS 175 and introductory Physics courses have at least Math Placement Group I1 as a prerequisite. Students should refer to the course descriptions to check the Math Placement Group prerequisites for courses that they are interested in taking. Graduation Level Skills General Education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking, speaking and quantitative reasoning are deliberate components of certain courses. Completion of the requisite courses with a miriimum grade of 2.0 or P is required for graduation. Students are required to have two courses with writing components (at least one within the major) and one course each with critical thinking, speaking and quantitative reasoning components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major or general education perspectives. Lifetime Sports Demonstrated proficiency in two different Lifetime Sports is required. Lifetime sports are no-credit courses and are not included in the 35,34, or 33 course credit requirement. W LIBERAL ARTS PERSPECTIVES The General Education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human being at this time. The goals of the Perspectives are achieved through a variety of courses which have been approved as meeting the criteria established for each Perspective. Although courses approved for each Perspective meet the General Education requirements, not every course meets all the goals of each Perspective. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available from the Office of the Registrar. These choices are controlled by the following policies: 1. A student will choose a minimum of one course from each required perspective category. 2. No single course cim fulfill the requirements in two or more categories. 3. No student will be permitted to count more than three courses from Academic Information the same department in meeting perspective requirements. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: Up to three courses in religion may be used to meet the perspective, "The Character and Mission of Augsburg College: The Christian Faith." Up to two courses in a year-long sequence (biology, chemistry or physics) may be used to meet the perspective, "The Natural World." Up to two courses of the same foreign language may be used to meet part of the perspective, "Intercultural Awareness." THE EIGHT PERSPECTIVE REQUIREMENTS Christian Faith (CF 1, 2 and 3) Emphasizes the college's affiliation with the Lutheran Church. Area 1 is biblical studies, Area 2 covers Christian theology and area 3 includes the study of values or religions outside the Christian faith. Three course credits are required to meet this Perspective except for the following: Transfer students entering with 14-23 course credits will be required to take two courses in the Christian Faith Perspective while registered at Augsburg. Transfer students entering with 24 or more course credits will be required to take one course in the Christian Faith Perspective while registered at Augsburg. The City (C) This Perspective emphasizes the College's location in the heart of a metro- politan area, and its mission of education for service. One course credit or experience is required to meet this Perspective. Western Heritage (WH 1 and 2) Reflection on western themes from politics, art, literature and other disciplines that have shaped our own society. Two course credits from different departments are required to meet this Perspective. One course is required to meet this Perspective for transfer students entering with 14 or more course credits. Human Identity (HI) An opportunity for self discovery and the study of what it means to be a person. One course credit is required to meet this Perspective. Aesthetics (A) Emphasizes creativity, beauty and selfexpression, and how these enhance the human experience. One course credit is required to meet this Perspective. Social World (SW 1 and 2) The study of social, economic or political systems and how individuals exist within society. One course must focus on current theories.and methods of a social science. Two course credits from different deparbnents are required to meet this Perspective. One course is required to meet this Perspective for transfer students entering with 14 or more course credits. InterculturalAwareness (IA 1) The study of a specific, non-Western culture and how that culture has shaped the world. One course credit is required to meet this part of the Intercultural Awareness Perspective. 59 60 Academic Information (IA 2 and 3) Study of a modem language other than the native tongue. Up to two course credits of a beginning language or one at your placement level is required. Students with previous language study should contact an admissions counselor or the Registrar's Office for placement information. Students whose native language is not English should contact their admissions counselor or the Registrar's Office. Natural World (NW 1 and 2) The study of the self in relation to the physical world. One course must cover the scientific method through laboratory experience. The other reflects history of science, the difference between science and technology and the importance of symbols. Biology, chemistry, physics and other natural sciences may satisfy this requirement. Two course credits from different departments are required to meet this Perspective unless a two-year sequence is taken. One course is required to meet this Perspective for transfer students entering with 14 or more course credits. THE EIGHT PERSPECTIVES: EXPLANATION Perspective: The Character and Mission of Augsburg College: The Christian Faith This Perspective focuses on Augsburg as a College of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in Scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. From this perspective, students should gain an understanding of and critically reflect on: 1. The Bible (for example, its origins, structures, content or interpretation). 2. Christian theological and religious concepts and their own religious beliefs. 3. Religious concepts and practices found in religious traditions outside the Christian faith. 4. Their own and others' values, their relation to Christian values, the possible grounds for these values, how these values might be critiqued and defended and the role values play in the issues that confront our society. Perspective: The Character and Mission of Augsburg College: The City This Perspective focuses on the College's location in the heart of a metropolitan area. From this Perspective, students should gain an understanding of and critically reflect upon the city with its diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community and should explore opportunities for service in the community. This requirement must be covered either by specific courses, by internship and education experiences or by designated or college approved non-credit experiences (such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by seminars related to the experience. Academic Information Perspective: Western Heritage Perspective: Aesthetics This Perspective is intended to help students critically examine themes (found, for example, in literature, philosophy and the arts) and events that have historically shaped Western civilization. Attention should be paid to the contributions of and to critiques of Western thought by women and ethnic minorities. Aesthetic creations convey fundamental insights and values, express beauty and enhance life. This Perspective focuses on aesthetic qualities in artistic expressions by oneself and others. From this Perspective, students should gain an understanding of and critically reflect on: 1. Central ideas, texts or works of art that historically have been significant for Western society and the relation of these to present world views. From this Perspective, students should gain an understanding of and critically reflect on: 1. Forms of artistic expression. 2. Historical development and variation in aesthetic taste and performance across cultures and how different cultures have expressed themselves through various aesthetic forms. 3. Different theories of aesthetics. 2. Specific historical themes, trends, events and persons and their roles in shaping both the past and the present. 4. Their own creation or performance of a work of art. 3. Historical and literary methods of ascertawg and conveying the past. Perspective: The Social World This Perspective is intended to help students view themselves as persons, men and women with unique abilities, values, beliefs, experiences and behaviors. This Perspective is intended to help students learn to identify, examine and critique social, economic or political systems: to understand how and why such systems develop, to see the connections among these systems and to use this knowledge as a participant in society. From this Perspective, students should gain an understanding of and critically reflect on: From this Perspective, students should gain an understanding of and critically reflect on: 1.Methods and approaches that attempt to explain how individual persons think, feel and act. 1.The characteristics and dynamics of human organization at the group and societal level. 2. Scientific or humanistic interpretations of their own development as persons. 2. Current theories and methods for understanding social, political or economic systems. Perspective: Human Identity 3. Questions of faith, ethics and moral choice in their personal and professional lives. 4. Factors involved in physical and mental health. 3. The historical development of selected social, economic or political structures. 4. The relationship between various social, political or economic systems and 61 'L Academic Information the student's own responsibilities in society. 5. The ways that social, economic or political structures differ across cultures and affect diverse groups in society. Perspective: Intercultural Awareness This Perspective is intended to comple ment the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students critically reflect upon ways their own cultural biases operate when confronting other cultures. They should become better able to communicate with persons of other cultural backgrounds partially by being introduced to a specific culture other than European or mainstream North American cultures. In addition, students are to gain entry into another culture by learning to speak and read a language other than their native language. For this part of the Perspective, students are required to have demonstrated proficiency in a modern language or American Sign Language for hearing students. The modem language requirement will be determined by assessing previous experience and subsequent placement: Modem Language Course Placement Experience or Requirement College level - none (0-2 semesters in High School) 111,112 College level - 111 (3-4 semesters in High School) 112 College level - 112 (4-6 semesters in High School) 211 College level -211 (7 semesters in High School) 212 College level -212 (8 or more semesters in High School) No course required Students who are required to complete two semesters of modern language must complete the requirement with sequential courses in the same language. Hearing students who have demonstration compe tence in American Sign Language by passing an approved course sequence will have fulfilled IA-2 and IA-3 Perspectives. Perspective: The Natural World This Perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. From this Perspective, students should gain an understanding of and critically reflect on: 1. Selected aspects of the natural world. 2. The characteristics, strengths and limitations of science and the scientific method, and the complex relations between data and theories, at least in part through practical laboratory experience. 3. The history of science, its relations to other historical/social development and the variety of ways persons and civilizations have approached the natural world. 4. The relations and differences between science and theology; the mutual influences of technology, values, and the natural/ physical environment; the limits imposed on humans by the natural environment and the interconnectednessof all living systems. 5. The importance of symbol systems such as mathematics in attempting to describe, classlfy and model objects and events. Academic Information H THE EIGHT PERSPECTIVES: RATIONALE The Augsburg faculty has designed a cohesive academic program incorporating general education, major courses, supporting courses and elective courses leading to the bachelor's degree. The core of the Augsburg curriculum is found in the liberal arts as expressed in the General Education component of the college curriculum. Augsburg, in its Mission Statement, declares the College exists "To develop future leaders of service to the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." One way which the College seeks consciously to realize this Mission is through its General Education curriculum, which Augsburg has divided under two headings: liberal arts perspectives and skills. The term "perspective" assumes that not only are we engaged in the search for truth, but that this requires the searcher to consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with traditional disciplines, but are understood in ways which encourage multi-disciplinary reflections on the questions at issue. They combine concerns about content with those of process and approach, directed ultimately to making the student a more effective learner and participant in society. The following requirements reflect the way in which Augsburg has chosen to view the liberal arts. Two of the four features of the Mission Statement are embodied in the General Education Perspectives: "The Character and Mission of Augsburg College: The Christian Faith and the City." These Perspectives emphasize that the College's affiliation with the Lutheran Church, its insistence on the value of knowing the approach which derives from the Christian roots of the College and its location in the city, deserve special consideration in Augsburg's educational program. The third feature - that Augsburg is a liberal arts institution - is also emphasized in the other General Education Perspectives. Certain dimensions of human life -of what it is to be human - form the core of the required liberal arts experience. These overall perspectives on what it is to be human can themselves be studied from the vantage points of the various academic disciplines. Students need to learn about themselves, about what it is to be a person. Hence, the Perspective on Human Identity. But the person exists in both a social community and a natural world. Hence, the importance of the Perspectives on the Social World and the Natural World. Because the way in which we understand ourselves derives largely from our Western heritage, students need to learn about and reflect on significant aspects of this heritage. Thus, the Perspective on the Western Heritage. At the same time, to focus on the West alone would be ethnocentric: We live in a global society. Hence the Perspective on Inter-Cultural Awareness. Attention to moral values is found not only in the Perspective on the Character and Mission of the College: the Christian Faith, but throughout the other perspectives as well. The Perspective on Aesthetic Values enables students to focus upon - 6: 54 Academic Information aesthetic works created by themselves or others, which convey fundamental insights, express beauty and enhance life. Finally, the Mission Statement emphasizes that we are concerned with academic excellence. This has a number of features, including the way we teach all the courses in General Education. Beyond this, academic excellence presupposes that students have the requisite skills to do college-level work. The General Education Requirements are couched in a context which pays attention to the skills of both incoming and graduating students. Entrylevel skill requirements in a number of critical areas, including reading, writing, mathematics and critical thinking, will be assessed and help given to students who need it. Graduation-level skills are also emphasized, so that students not only maintain but develop their skills during their Augsburg experience. The General Education Requirements provide a coherent way to address the Mission of Augsburg College. They are not the only way, neither do they guarantee that students who graduate from Augsburg possess the desired knowledge and character traits. What they do is provide a coherent description of the context in which we liberally educate students, a clear statement of expected outcomes and an opportunity for students to see and understand the complexity of what it is to be human and Christian in an urban setting. STUDENTS ENTERING UNDER DISTRIBUTION CURRICULUM Former Students Former Augsburg students, readmitted to complete a degree, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of readmission provided that they have been away from college for at least one calendar year. Regular Students Enrolled Before June,1991 Students enrolled before June, 1991, have a choice of using all graduation requirements in effect when first enrolled or changing to the graduation requirements in effect beginning in September 1991. No combination of requirements may be made. Students Entering Augsburg September, 1991, or Later Students entering under the following classifications will follow the Distribution Requirements as outlined below. Transfer students who entered in 1991-1992 as sophomores, juniors or seniors; Those entering in 1992-1993classified as juniors or seniors; Those entering in 1993-1994 classified as seniors. All other students entering Augsburg September, 1991, or later will follow the requirements listed in the section titled "The Augsburg General Education Curriculum" (see page 55). REQUIREMENTS FOR GRADUATION DISTRIBUTION CURRICULUM 1. Completion of 35 course credits At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13 may be in one department, except in certain approved majors 14 (Accounting) for the Bachelor of Arts degree, 17 (Music Education) or 20 (Music Performance) for the Bachelor of Music degree, 15 for the Bachelor of Science (Social Work), and 18 for the Bachelor of Academic Information 6: Science (Music Therapy) or Bachelor of Science (Nursing) degree. The course total must include three Interims for students whose complete academic work is at Augsburg. For transfer students, the credit total must include one less Interim course than the number of years at Augsburg. This is calculated on each transfer student's evaluation of transfer credits. No more than these maximums may be applied toward the 35 total course credits required: two courses by independent/ directed study; four courses of internship; and eight course credits with a grade of Pass (P). Non-traditional grading (7)also has these limits: two in the major except Elementary Education (two in the major plus student teaching) and Nursing (no P/ N grading is permitted); one in the minor if approved by the department chairperson. 2. Completion of a Major -Requirements for each major are listed under the departmental headings. 3. First Year Experience (FYE) -All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the ME Fall Orientation and Seminar. See the program section on the First Year Experience for a full description. 4. Grade Point Average -2.0 for most majors. A grade point average of 2.0 is required over all courses taken and specifically in all courses which apply toward the major. Some majors, licensure and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details. 5. Residence - The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the Registrar if an official interpretation is needed. Writing A course in writing (English 111) or certification of demonstrated proficiency by the Department of English. Exemption tests are given during the summer and fall orientation periods and periodically throughout the year. Liberal Arts An approved course from each of these seven areas: Mathematics/Physics Psychology/Sociology Chemistry/Biology Economics/Political Science English/Speech, Communication History/Philosophy and Theatre Arts (devoted to the study of literature) Art/Music A list of approved courses is available from advisers and the Registrar's Office. Modem Languages Two courses (111and 112) of one language at Augsburg. Students who place above the 111level of a language will take one additional course at placement level in that language or two courses (111 and 112) of another language. International students should consult with the Registrar. Religion Three approved courses in religion, of which not more than one may be an Inte* course, are required. The number - Academic Information of religion courses required for graduation is adjusted for transfer students. Transfer students should check their Evaluation of Transfer Credit form, or consult the Registrar's Office. Urban Concerns or Women's Studies or Minority Studies One course. Courses approved to meet this requirement are published each term. Information is available at the Registrar's Office. Lifetime Sports Demonstrated proficiency in two different lifetime sports is required. Lifetime sports are no-credit courses and are not included in the 35-course requirement. EXPLANATION OF GRADES Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports and other types of evaluation also are used. Most courses are offered with grading options -traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the P/N option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C". P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. See P/N limitations under Graduation Requirements, pages 55 and 56. Certain courses have restrictions and are offered on one grading system only (i.e. Lifetime Sports are graded only PIN). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. Number Grades Number grades are used with these definitions: 4.0 3.5 3.0 2.5 2.0 Achieves highest standards of excellence Achieves above basic course standards Meets basic standards for the course 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. Academic lntormation An incomplete grade (I) may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission of the instructor of the course; must file a form stating the reasons for the request, the work required to complete the course, the plan and date for completing the work, and comments from the instructor; and must gain the approval of the Registrar. If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0. Internships, Independent Studies and Directed Studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. A course in which a grade of 0,0.5,1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for aedit and a grade, but may be audited. All courses taken and grades earned each term remain on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W when it is dropped after the deadline for dropping classes without a notation on the record. Auditing Courses Students who wish to take courses without aedit or grade may do so by registering for Audit (V). Full-time students may audit a course without charge. The charge for part-time students is listed under College Costs in the Financing Your Education section on page 18. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W (Withdrawn). Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of courses taken.* *Courses with 0 to 4 grade assigned Classification Students are classified in August and at the end of the Fall and Interim terms. 6; Academic Information Sophomores - Seven courses completed. Juniors - 16 courses completed. Seniors - 24 courses completed. International Baccalaureate Program (IB) Courses earned from the International Baccalaureate Program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the Registrar's Office. ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for aedit recognition at a liberal arts college. Such learning must meet two essential criteria: 1)it is relevant to course work in a field of study within the Augsburg liberal arts cumculum and 2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. f i e following is a brief description of each of these means of assessment: Advanced Placement Program Test (AP) - Advanced placement in courses beyond the beginning level is granted to students with scores of 3,4 and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. The College Level Examination Program (CLEP) -This is a series of standardized tests which have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the Office of the Registrar. Departmental Comprehensive Exams - These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental instrument available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student's request to take the exam. Credit for departmental exams is available on a pass/ no credit basis only, and there is a charge per exam of $485.00 for a full course aedit. The Credit Assessment Program (CAP) - This is a aedit assessment alternative in which a faculty committee completes a credit evaluation of a learning portfolio submitted by the student. The faculty committee is composed of the Registrais Office representative and two faculty members from fields of study Academic Information 6! directly related to the student's previous learning. Informational meetings and consultation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP committee. In completing the evaluation of a student's previous learning, the CAP committee applies the following criteria: There is documentable evidence of a cognitive component in the previous learing experience that involved prescribed and/or systematic study of content material found within liberal arts course work. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is an application deposit to initiate the credit assessment process, and a charge for each semester credit applied to the student's transcript if credit is approved. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of course credits applied to graduation. These credits will be recorded with the course number of CAP 2xx. Application of this credit toward distribution requirements, Upper Division, and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning -While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a baccalau'Ieate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the four assessment processes available in the APL program: AP exams, CLEP exams, departmental comprehensive exams and credit granted through CAP Committee assessment. English as a Second Language (ESL) Program Students who declare a language other than English to be their primary language, or who are citizens of another country, must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101Developmental Writing or ENG 111Effective Writing will be determined by their scores on the Michigan test (80-100 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine - Academic Information 'O whether additional ESL course work is required. Usually a score of 80 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. If students do not meet the ESL requirement, they will remain in ENG 2171 218 until they meet the criteria stated above. Academic credit toward the degree will normally be granted for no more than two courses. Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation. ACADEMIC PROGRESS, PROBATION AND DISMISSAL The College requires that students maintain the following cumulative grade point averages (GPA): Freshman -A student who has taken fewer than seven courses with a cumulative GPA of 1.6 or higher Sophomore -A student who has taken fewer than 16 courses with a cumulative GPA of 1.7 or higher Junior-A student who has taken fewer than 24 courses with a cumulative GPA of 1.9 or higher Senior - A student who has taken 24 or more courses with a cumulative GPA of 2.0 or higher. It should be noted that a minimum GPA of 2.0 is required for graduation with certain majors requiring a higher minimum GPA. Students whose academic achievement falls below these guidelines will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reaches the minimum levels stated above. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean's List The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or Academic Information better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Lf permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. Graduation with Distinction Graduation with distinction is determined as follows: Summa cum laude - 3.8 to 4.0 cumulative GPA Magna cum laude -3.6 up to but not including 3.8 cumulative GPA Cum laude -3.3 up to but not including 3.6 cumulative GPA To quallfy for graduation with distinction, transfer students must have completed two years (14 traditionally graded course credits) of work at Augsburg. Veterans of Military Service Augsburg is approved by the State Approving Agency for Veterans Education. Veterans should consult with the Office of the Registrar about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. W FOUR YEAR ASSURANCE PROGRAM This program applies to students who enter the Day School schedule as full-time freshmen in the fall of 1994 and thereafter. New freshmen are assured that they will be able to graduate,in four years -if they maintain continuous full-time enrollment for four years, maintain a 2.0 GPA and follow advising guidelines - or they will receive the needed remaining courses free of additional tuition. A few professional majors are excluded from this program. Contact the Academic Advising Center in Memorial Hall for details. 7' - LOURSE VESCRIPTIONS WITH MAJOR AND '4 A s a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more Parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses which make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education and to give students the opportunity to study areas of particular individual interest. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach and requirements for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered FaU and/or Spring terms unless otherwise indicated. The Schedule of Classes published by the Associated Colleges of the Twin Cities (ACTC) each spring lists offerings and locations for Fall and Spring terms. Since some courses are offered in alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedulesfor courses offeredin January Interim, Summer School, Augsburg Weekend College and the Master of Arts in leadership, Master of Arts in Education-Leadershipand the Master of sSocial Work are published in separate Credits A full course is offered for one credit. A few fractional courses, for one-half or onequarter credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 60-minute periods or two 90minute periods a week, in addition to laboratories. Numbering Courses numbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description. A student may enroll in a course when a prerequisite has not been fulfilled if thereis prior approval by the professor teaching the course and the academic adviser. ACCOUNTING See listing under Business Administration, Accounting and Management Information Systems. AMERICAN lNDIAN STUDIES See listing under InterdisciplinaryStudies. A rt is important as a field of study for our time. &survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines and attitudes. At Augsburg, art study is further enhanced by associations with a sigruficant number of art galleries and museums in the Twin Cities area. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Cooperative Education and Internships in studio art and art history provide onthe-job, supervised, evaluated experiences which contribute to the student's overall education and development. Primary goals include improvement of art and museum skills, production and creative strategies. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity does involve manual skill, although to become broadly sigruficant it should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education and science. Hundreds of specific careers exist in the general area of art, such as teaching in public schools and colleges, ceramics, interior design, photography, film and video work, painting, gallery and museum work and design. Augsburg Art Department graduates have worked in many of these fields. Art Faculty Kristin Anderson (Chair), Lynn Bollrnan, Robert Friederichsen, Norman Holen, Philip Thompson 'O Art Studio Art Major Majors are required to begin their programs with the Studio Arts Foundations: ART 102 Design ART 107 Drawing One course in two dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Communication Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Five additional studio arts courses ART 240 Art History Survey And two additional art history courses Art History Major Eight art history courses including: ART 240 Art History Survey ART 388 19th and 20th Century Art Two studio courses from: ART 102 Design or ART 107 Drawing ART 118 Painting or ART 221 Sculpture Honors Majors GPA-of 3.5 in the major, general growth and development and/or special projects such as senior exhibition and research. Application should be made to the Deparfment Chair before the last term of the senior year. Studio Art Minor Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Five courses including ART 240, ART 107 and three additional studio courses. Art History Minor Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. STUDIO ART FOUNDATIONS Note: All studio courses require work outside of class sessions. ART 102 Design A study of design as the unifying foundation for the visual arts. T w e and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 107 Drawing Drawing in graphite pen&, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimentalwork. Art STUDIO ART ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the Department. ART 106 Calligraphy Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. ART 118 Painting I Introduction to painting media and technique in acrylic and oil. ART 132 Photography The camera used as a tool for visual creativity, expression and communication with attention to black and white photographic processes. Students need access to a 35 mm, single lens reflex camera. Materials will cost approximately $175-200. (Fall) ART 199 Internship A work-based learning experience in which a student, faculty member, and site supervisor design a learning agreement which enables the student to consider art as a major and/or explore career alternatives. Students must consult with the Department and Internship Office before registering for academic credit. ART 221 Sculpture I An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster and plexiglass. Learn to model, carve, cast, weld and assemble the respective media. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil and mono methods are explored. ART 225 Communication Design I An introduction to the principles and techniques of graphic design. Students will develop visual communication skills working with typography, symbols, logos and illustration. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Other content includes poetry, dance, mythology, ritual, religion and drama of many American Indian tribes. Students will produce various art projects in weaving, basketmaking, pottery, jewelry, sculpture or prints. ART 299 Directed Study Independent Study for Lower Division credit. 7; - - Art ART 306 Calligraphy II Advanced work in calligraphic media and design. ART 330 ART 351 Communication Design II An advanced study of graphic design using various techniques and tools, including the computer, to create visual communications for the print medium. (Prereq.: ART 225. Spring) Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and a continuation of glazing. (Prereq.: ART 250) ART 355 Painting II Advanced study of painting. (Prereq.: ART 118) ART 360 Watercolor Painting Design concepts using descriptive and experimental techniques in bansparent watercolor. ART 368 Print Making II Advanced work with color and composition in various media, including silk-screen, etching and woodcut, including Japanese woodcut technique. (Prereq.: ART 223) ART 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of art to the opportunities found in the placement. Students must consult with the Department and Internship Office before registering for academic credit. ART 478 Sculpture II Advanced work in sculpture. Choice of media: clay, welded steel and bronze, plaster and plexiglass. (Prereq.: ART 221) ART 499 Independent Study Advanced study in area of the student's choice, intended for senior art majors. ART HISTORY ART 240 Art History Survey A survey of art of the Western world from preliistoric to modem times. Includes reading, research, viewing of slides and visits to museums. Note: Thefollowing courses are offered intermittently, usually two or three sections a year. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts and the work of Native American women. Art 7! ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the 4th century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture and architecture in Europe. ART 387 Renaissance and Baroque Art European painting, sculpture and architecture, from the 14th through the 18th centuries. ART 388 19th and 20th Century Art European painting, sculpture and architecture from Neoclassicism through the present. ART 389 American Art A study of early colonial through contemporary American art, architecture and folk arts. See listing under East and Southeast Asian Studies. - DIOLOGY '" UEPARTMENT - BIO B iology is the study of life and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms, as well as those features which are unique to humans, is essential to attain self-understanding and to provide a basis for wise decisions. Another significant insight that has emerged from the study of life is that even the simplest organisms are incredibly complex and a complete understanding of even one of these has, as yet, eluded the grasp of biologists. This is true even though some organisms have been subjected to years of intensive scrutiny. Biology will thus continue to be a fertile field for research for many years to come. Still, an enormous amount of knowledge regarding living organisms has accumulated over the years. In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular and molecular levels. Biological research has also provided some extremely important benefits to humans. Most advances in medicine, veterinary medicine, agriculture and food science have depended on the findings of basic biological research. Because the biological world reveals such variety, complexity and knowledge, an undergraduate major in biology needs to be broadly based. Because a complete understanding of biological systems depends on applications of the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists. For many, an undergraduate major in biology serves primarily as a basis for further study. In past years Augsburg graduates have gone on to further studies in professional schools such as medicine, veterinary medicine and dentistry. Others have entered graduate programs in the life sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health. Other graduates have embarked directly after graduation on a variety of careers, including high school teaching and laboratory technology. Biology Faculty Esther McLaughlin (Chair), Mary K. Chelberg, Robert Herforth, Dale Pederson, Ralph Sulerud Major Nine courses including: BIO 113 General Biology BIO 114 General Biology BIO 201 Introductory Cellular Biology and at least one from each of the five following groups: A. Molecular and Cellular: BIO 367 Biochemistry BIO 471 Advanced Cellular and Molecular Biology B. Cellular to Organismal: BIO 355 Genetics BIO 474 Developmental Biology C. Organismic/Animals: BIO 351 Invertebrate Zoology BIO 353 Comparative Vertebrate Zoology BIO 473 Animal Physiology D. Organismic/Plants: BIO 361 Plant Biology BIO 440 Plant Physiology Biology E. Environmental: BIO 476 Microbiology BIO 481 Ecology The ninth course may be BIO 203 Principles of Nutrition or any Upper Division biology course, including an Interim course. BIO 491 Seminar (non-credit) is required of all juniors and seniors. Required Supporting Courses CHM 105 Principles of Chemistry or CHM 115 General Chemistry CHM 106 Principles of Chemistry or CHM 116 General Chemistry CHM 223 Elementary Organic Chemistry PHY 116 Introduction to Physics Math Placement Group IV Graduate and Professional Training Students who intend to enter graduate school or professions such as medicine, dentistry or veterinary medicine should consult with the Biology Department as schools vary in their admission requirements. These may include CHM 351/352 instead of CHM 223, PHY 121/122 instead of PHY 116, and MAT 145/146 or one year of calculus. Training as a physician's assistant, physical therapist or occupational therapist requires specific coursework which should be discussed with a member of the Biology Department. Cooperative Education Honors Major GPA of 3.5 in biology and 3.0 overall, active participation in seminar, one course of approved Independent Study with an oral defense of the research report. Application should be made no later than the first term of the senior year. The Department works with the Cooperative Education Office in identifying and defining Co-op Ed experiences in laboratories and other settings in the Twin Cities. Students interested should consult with the Biology Department Cooperative Education Coordinator. Minor Teaching Licensure Major Five courses, including BIO 113,114 and three Upper Division courses; CHM 115,116 (or CHM 105,106). The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. 81 - 32 Biology BIO 101 Human Biology Basic biological concepts from an anthropocentricpoint of view: what makes a human just another member of the biotic fold? Do humans have a niche in the ecosystem? What influence do humans have on the environment? What influence does the environment, especially the urban environment, have on humans? (Three hours lecture. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Three hours lecture, three hours laboratory. Does not apply to the major or minor. Fall) BIO 103 Human Anatomy and Physiology A professional course in the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 105 Biology and Society A consideration of the biological basis of some of the problems facing society, such as toxic pollutants in air, water and soil, genetic engineering, AIDS, genetic diseases and counseling, extinction, wilderness ethics, global warming, cancer, hunger, drugs, biodiversity. (Three hours lecture. Does not apply to the major or minor. Spring) BIO 113, 114 General Biology A comprehensive introduction to biological science for biology and other science majors. The course includes an introduction to cellular biology, genetics, developmental biology, evolutionary mechanisms, anatomy, physiology, ecology and phylogenetic relationships of organisms. Must be taken in sequence except by permission of instructor. (Three hours lecture, four hours laboratory. Fall: 113; Spring: 114) BIO 199 lnternshi~ A work-based experience in which a student, faculty member and site supervisor design a learning agreement which,enablesthe student to consider biology as a major and/or explore career alternatives. Students must consult with the Department and Internship Office before registering. (Prereq.: BIO 114) BIO 201 Introductory Cellular Biology An introduction to function and structure in the basic unit of life, the cell. A variety of methods are employed, including microscopy, cell culture and various separation and analytical techniques. (Three hours lecture, four hours laboratory. Prereq.: BIO 114. Spring) BIO 203 Principles of Nutrition A study of the six classes of nutrients and their digestion, absorption, transport, metabolism, interaction, storage and excretion. A special effort will be made to differentiatefact from fiction in this controversial biological field. (Threehours lecture. Prereq.: BIO 114. Spring) BIO 299 Directed Study Independent Study for Lower Division credit. BIO 351 Invertebrate Zoology A study of the invertebrate groups stressing classification,morphology, behavior, life history and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 114. Fall: alternate years) BIO 353 Comparative Vertebrate Zoology A comparative study dealing with the classification, organ system structure and function, and evolution of the vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 114. Spring) BIO 355 Genetics The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stresses Drosophila genetics. (Three hours lecture, four hours laboratory. Prereq.: BIO 201. Fall) BIO 361 Plant Biology A survey of the major groups of algae, fungi and plants, including the study of structure, physiology, life histories and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 114. Spring) BIO 367 Biochemistry An introductory consideration of proteins, carbohydrates, lipids and nucleic acids including intermediate metabolism. (Three hours lecture. Prereq.: BIO 201, CHM 223 or 352 or consent of instructor. Fall) Internship A work-based experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of biology to the opportunities found in the placement. Students must consult with the Department and Internship office before registering. (Prereq.: BIO 201) BIO 440 Plant Physiology A consideration of the process involved in photosynthesis, respiration, growth, development and water relationships in plants including the relationships of these processes to structure and life histories. (Three hours lecture, four hours laboratory. Prereq.: BIO 201 and CHM 223 or 352. Fall: alternate years) BIO 471 Advanced Cellular and Molecular Biology An examination of the molecular organization of the cell, including the nature and function of organelles, chemical communication, growth and division, cytoskeleton and motility, the cell surface and gene expression. - Biology ~4 (Three hours lecture, four hours laboratory. Prereq.: BIO 201 and CHM 223 or 352. Spring) BIO 473 Animal Physiology A study of animal function with emphasis on the vertebrates. Topics include digestion, respiration, circulation, excretion, movement and sensory perception as well as the neural and hormonal control of these functions. (Three hours lecture, four hours laboratory. Prereq.: BIO 201; CHM 106 or 116; PHY 116 or 122, or consent of instructor. Fall) BIO 474 Developmental Biology A consideration of the physiological and morphological changes which occur during development, with emphasis on the vertebrate animals. Experimental and descriptive studies are included in the laboratory. Embryonic development, malignancy, aging and regeneration are discussed. (Three hours lecture, four hours laboratory. Prereq.: BIO 201. Spring) BIO 476 BIO 481 Microbiology An introduction to the study of microorganisms with emphasis on bacteria and viruses. Environmental, industrial and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hour laboratory. Prereq.: BIO 201. Fall) Ecology A survey of representativebiological communities; the study of reciprocal relationsh$s between organisms and their environments. (Threehours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 114. Spring) BIO 491 Seminar (.O course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) BIO 499 Independent Study Individual laboratory, field, or library research under the direction of an instructor. Intended for biology majors who are juniors or seniors. (Prereq.: BIO 201 and previous arrangement with instructor.) DEPARTMENT OF BUSINESS ADMINISTRATION, 0 ur mission is to -prepare - students for professional careers in business or for graduate studies. This preparation involves a curriculum which stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The Department fosters close ties with the corporate community which provide a wealth of practical expertise, a variety of internship opportunities and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based and socially aware. Faculty Amin Kader (Chair, Accounting and International Business Coordinator),John C. Cemto (Management Coordinator), Fekri Meziou (Marketing Coordinator), Milo Schield (MIS Coordinator),Thomas Morgan (Finance Coordinator), Diane F. Busico, Steven J. LaFave, Lori L. Lohrnan, Magdalena M. Paleczny-Zapp, Kathy Schwalbe and Stuart M. Stoller. Within the Business Administration major there are four specializations: Marketing, Management, Finance and International Business. Within the Accounting major there are three specializations: General Accounting, Public Accounting and Managerial Accounting. Graduation Requirements To graduate without intentionally taking courses in excess of the minimal number required (see page 55), students must avoid taking too many electives or exceeding the 13-courselimit per academic department. Courses designated as ACC, BUS and MIS are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Transfer Students Transfer students must complete at least four of the Upper Division courses required in the major at Augsburg or obtain an exemption from the Department. Advising Majors The Department of Business, Accounting and MIS offers four majors: Business Administration (BUS), Accounting (ACC), Management Information Systems (MIS), and a combined major in Business and Economics. Specializations Students who plan to major in Business, Accounting or MIS are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining intemships or jobs, and provide letters of 85 - Business Administration recommendation for prospective employers or graduate programs. Internships Students are strongly encouraged to work with the Cooperative Education and Department faculty to obtain an Internship (BUS/ACC/MIS 399) during their junior or T he major in Business Administration prepares students for professional careers in business administration or for graduate studies. The four specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Miaoeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics BUS 301 Business Law BUS 331 Financial Management senior year. Although an Internship may count against the 13-course limit, students may petition for an exception. An Internship may satisfy the perspective on the City. Internships can provide students with experience that may be v~luablein competing for jobs after graduationyour adviser on this matter. Specialization in Marketing Business core plus 3 courses: BUS 352 Marketing Research and Analysis BUS 355 Marketing Communications or BUS 357 Advertising BUS 450 Marketing Management Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Operations Management BUS 465 International Management MIS 376 Project ~ a n a ~ e m e n t or ECO 318 Management Science Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I BUS 433 Financial Theory: Policy and Practice BUS 438 Investment Theory and one of the following: ECO 311 Public Finance ECO 312 Intermediate Maaoeconomics ECO 313 Intermediate Microeconomics ECO 315 Money and Banking MIS 479 Intermediate Quantitative Methods for Business and Economics Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management BUS 466 International Marketing and one additional Upper Division course in either International Business or International Economics. I , GPA of 3.3 in the major and 3.1 overall ?nior thesis and comprehensive oral .m in the major field of concentration. Interested juniors or seniors should conta~ the Department Chair. Minor in Business Administration Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the International Business Coordinator for details on language equivalents or other configurations. Six courses including: ECO 112 or ECO 113, ACC 221 and 222, BUS 242 and 252, BUS 331 or MIS 379. Combined Major in Business Administration and Economics Six courses including: ECO 112 or ECO 113, ACC 221, BUS 242 or BUS 252, and three Upper Division courses in International Business (or one Upper Division course in International Economics i ~in i ~ ~ and two upper~ i ~courses international ~ ~ ~ i ~ ~ ~ This minor is automatically completed while completing a major in Accounting or MIS. Minor in International Business 11 courses including: ECO 112 Principles of Macroeconomics ECO 113 of ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other Upper Division Economics course ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics or BUS 331 Financial Management and one other Upper Division Business Administration, Accounting or MIS course BUS 199 Students should consult the area coordinator concerning acceptable altematives in International Economics. Internship Lower Division Internship BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning and control. The nature of authority, accountability and responsibility, analysis of the role of the professional manager. Business Administration BUS 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing channel and pricing decisions. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 299 Directed Study Independent Study for Lower Division credit BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. BUS 302 Business Ethics Examines individual choices in business using various ethical standards. Reviews critical thinking skills in relation to moral reasoning. Analyzes and evaluates various business practices and policies. Emphasizes conceptual precision in thinking, writing andspeaking (&ereq.: BUS 301 or PHI 120 or PHI 125, or Junior/Senior standing) BUS 331 Financial Management Theory of acquisition, allocation and management of funds within the firm. Sources and uses of long- and short-term funds, cost of capital, capital budgeting, leverage, dividend policy and related topics. (Prereq.: ECO 113, ACC 222) BUS 340 Human Resource Management Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) BUS 352 Marketing Research and Analysis Research process as an aid to decision-making in marketing management; research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.: BUS 252,379, ECO 113, or consent of instructor) BUS 355 Marketing Communications Integration of advertising, public relations, sales promotion and personal selling into a coherent promotion mix. Emphasis is placed on the design and evaluation of marketing communications programs. (Prereq.: BUS 252) Note: Either 355 or 357 can be taken for graduation credit but not both. BUS 357 Advertising An introduction to print and broadcast advertising and promotion as important elements in modem marketing and communications. Note: Either 355 or 357 can be taken for graduation credit, but not both. Business Administration BUS 362 International Business Introduction to the problems and possibilities of doing business in an intemational context. Appreciation of the perspective required for successful planning and management of any enterprise operating abroad is emphasized by foreseeing both the opportunities and the difficulties inherent in intemational business. (Prereq.: ECO 112 or 113, and BUS 242 or 252, or consent of instructor. Spring) BUS 364 Contemporary East-West Relations An analysis of the conditions and motivations for East-West trade, economic and industrial cooperation. The commercial policies will be explained, including the changes in the organization of foreign trade in the organization of foreign trade in Eastern Europe and Russia. The effectsof GATT, the World Bank, IMF, and EEC on East-West relations will be examined. (Prereq.: ECO 112 or 113) BUS 368 Responding to the Challenge of Japan An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed, involving film, television documentaries, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of students. (Prereq.:junior standing or consent of instructor) BUS 399 Internship Program A student may receive course credits through an internship program which is applicable to graduationbut not to the major. This program will afford the student the opportunity to spend one full term working with some organization. In addition, the student will write a report on his/her activities. (Prereq.: consent of instructor) BUS 433 Financial Theory: Policy and Practice A system's approach to financial structure and policy. Emphasis on decision making, presentation through literature, readings, lectures and case material. (Prereq.: BUS 331) BUS 438 Investment Theory Appraisal of the risk/retum relationships of various types of securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital markets and portfolio management. (Prereq.: all core courses or consent of instructor) BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss - its identification, measurement and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379) BUS 440 Operations Management Concepts and principles related to the management of operating functions. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) 89 90 Business Administration BUS 450 Marketing Management Integration of marketing with other business functions; marketing management and decision-making, planning marketing programs, channels of distribution, pricing, product selling promotion policies. (Prereq.: BUS 352 and either BUS 355 or 357) BUS 465 International Management To provide the student with a private sector manager's perspective on the influence of national and international institutions on the multinational corporation and on the strategies, sbuctures, practices and effects of the national corporation in the world today. (Prereq.: BUS 242. BUS 362 is recommended) BUS 466 International Marketing This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: BUS 252,362) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) BUS 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: consent of instructor) ACCOUNTING - ACC T ACC 221 Principles of Accounting I he major in accounting - prepares ACC 222 Principles of Accounting I1 students for professional careers in a wide MIS 379 Quantitative Methods for variety of accounting-related positions. Business and Economics This major has two tracks: General BUS 301 Business Law Accounting and Professional Accounting. BUS 331 Financial Management The General Accounting specialization is 4 -2E-35adequate for a wide variety of positions. Practice I The Professional Accounting track includes ACC 323 Accounting Theory and two specializations: public accounting and Practice I1 managerial accounting. The public accountACC 324 Managerial Cost Accounting ing specialization is recommended for ACC 425 Advanced Accounting positions with CPA firms. The managerial accounting specialization is recommended (It is recommended that students take for positions with large or rapidly-growing the courses in the sequence given above.) companies. Specialization in General Accounting The two professional specializations No additional courses required. relate to two professional designations: the - CPA and the CMA. A Certified Public Accountant (CPA) focuses on external reporting; a Certified Management Accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, Accounting majors in the Public Accounting specialization are qualified to sit for the CPA examination during their last semester. Accounting Core 14 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business BUS 242 Principles of Management BUS 252 Principles of Marketing Specialization in Public Accounting Accounting Core (14 courses) plus ACC 326 Tax Accounting and 423 Auditing. Specialization in Managerial Accounting Accounting Core (14 courses) plus ACC 424 Internal and Operational Audit and MIS 375 Management Information Systems in the Organization. Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the Department Chair. Minor in Accounting Six courses including: ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175,379, ECO 112 or 113. This minor is recommended for majors in MIS and Finance. Accounting ACC 199 Internship Lower Division Internship ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of 221. Introduction to business activities, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.:consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.:ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS 242,252, MIS 379, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112,113, or consent of instructor) ACC 399 Internship Program A student may receive course credits through an internship program which is applicable to graduation but not to the major. This program will afford the student the opportunity to spend one full term working with some organization.In addition, the student will write a report on his/her activities. (Prereq.:consent of instructor) Accounting 93 ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA's role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal and Operational Audit Integrating the business arts of accounting, finance, management, marketing and MIS to incorporate and learn the techniques of internal and operation auditing. Also integrated are the professional skills of oral and written communications, problem-solving in an unstructured environment and team projects. (Prereq.: ECO 113, ACC 221,222, BUS 242,252, 331, MIS 175,379) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) ACC 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: consent of instructor) v4 IVIANAGEMENT INFORMATION 3YSTEMS - MIS T he major in Management Information Systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from Computer Science, Mathematics, Economics, Business and Accounting, as well as from MIS. Management Information Systems Major 16 courses including: A. Six courses in Economics, Business and Accounting: ECO 113 Principles of Microeconomics BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 B. Three courses in Mathematics and Computer Science: CSC 170 Structured Programming MAT 121 Finite Mathematics or MAT 171 Discrete Mathematics and one of the following: ' CSC 210 Data Structures CSC 270 FORTRAN CSC 271 COBOL CSC 272 UNIX and C C. Seven courses in MIS: MIS 175 Principles of Computing for Business or CSC 160 Introduction to Computing and Communications MIS 370 Advanced Computing for Business, Accounting, Economics and MIS or CSC 352 Data Base Management and Design MIS 375 Management Information Systems in the Organization MIS 379 Quantitative Methods for Business and Economics MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects and one of the following; MIS 376 Project Management MIS 479 Advanced Quantitative Methods for Business and Economics ECO 318 Management Science CSC 340 Introduction to Networking and Communications Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concent~ation. Interested juniors or seniors should contact the Department Chair. Minor in MIS Seven courses including: MIS 175 or CSC 160, ACC 221, BUS 242 or BUS 252, MIS 370 or CSC 352, MIS 375, ECO 113 and one of the following: MIS 376, 475,479 or ECO 318 Mathematics Placement Croup (MPC) Requirements MIS 175,370,379,479, CSC 170,210 and all 100 level Math courses have Placement Group requirements. Since all majors in Business, Economics and MIS must take MIS 379, they all must have at least MPG 111. MIS 95 - MIS 175 Principles of Computing for Business An introduction to microcomputer-based information systems. Introduction to business applications, operating systems, computer hardware and languages. Strong emphasis on spreadsheets (basic commands, functions, graphics and database.) Lesser emphasis on database. Emphasis on concepts and relation to business. (To test out of MIS 175, pass either a ' comprehensive exam or MIS 370.) (Prereq.: MPG I1 or a Pass in MAT 103.) MIS 199 Internship Lower Division Internship (see MIS 399). MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of Management Information Systems. MIS 299 Directed Study Independent study for Lower Division credit (see MIS 499). MIS 370 Advanced Computing for Business An investigation of p~ogrammablesystems using personal computers. Examine basic algorithms and associated flow charts. Apply these concepts by programming various applications (spreadsheets, word and database) and application-oriented languages such as Visual Basic. (Prereq.: MPG I11 or a Pass in MAT 105. Also, MIS 175 or CSC 170, or, with permission of instructor, extensive experience with spreadsheets and personal computers. Fall) MIS 375 Management Information Systems in the Organization Use of a systems approach in analyzing the role of information systems in organizations. Analyze various kinds of information systems in terms of their computer components and their benefits to staff and management. Introduction to a CASE tool such as Excelerator. (Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS 175,370, CSC 160 or 170. Recommended: ECO 113, ACC 221, BUS 242, MIS 379, BUS 331. Spring) MIS 376 Project Management Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes and problems associated with project management. (Prereq.: ACC 221, BUS 242, MIS 175 or 370.) MIS 379 Quantitative Methods for Business and Economics An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation and hypothesis testing. Emphasis on their use in applied problems in business and economics. Computer software may be used to analyze survey data. (Prereq.: MIS 175 and either Math Placement Group I11 or a grade of at least 2.0 in MAT 104) MIS 399 Internship Program A student may receive credit through an internship program which is applicable to graduation but not to the major. This program will afford the student the opportunity to spend one full term working with an organization. In addition, the students prepare a written report on the activities involved. (Prereq.: consent of instructor) MIS 475 Systems Analysis and Design Identify the necessary steps of systems analysis and design. Investigate various representations for information, processes and relationships. Utilize analytical tools such as data flow diagrams and CASE tools such as Excelerator. Complete a rudimentary systems design. (Prereq.: MIS 375. Fall) MIS 476 Information Systems Projects Using skills developed in MIS 375 and 475, generate a complete and extensive project of systems analysis and design. (Prereq.: MIS 475. Spring) MIS 479 Intermediate Quantitative Methods for Business and Economics Utilize computer packages relevant to statistical analysis. Areas of interest include statistical descriptions, analysis of variance and statistical inference plus linear models, queuing models and Monte Carlo simulations. (Prereq.: MIS 379. Fall) MIS 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to provide an opportunity to analyze a topic in depth. (Prereq.: consent of instructor) c hemistry is the science of the changes in matter, examining those changes and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science because matter includes the entire physical world such as the things we use, the food we eat and even ourselves. *To provide an afmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field however that may change after graduation, and be able to move into new areas as opportunities arise. Chemists as scientists must be well versed in the science of chemistry, knowledgeable in fact and theory for solving scientific problems, and capable of providing a public understanding of their work including potential problems as well as benefits. *To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts core of religion, humanities, the arts and the social sciences is imperative if a chemist is to be truly human and therefore truly scientific. The Department is on the List of Approved Schools of the American chemical Society (ACS) and offers a chemisty major which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: *To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. *To provide programs of study for professional goals in addition to the traditional positions as chemists. *To encourage students to take a broad view of their education and to seriously study areas outside of the sciences. Chemistry Faculty Earl R. Alton (Chair), Arlin E. Gyberg, Joan C. Kunz, Sandra L. Olrnsted 0 . BACHELOR OF ARTS Graduation Major in Chemistry CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351 Organic Chemistry CHM 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar and one additional course from: CHM 364 Physical Chemistry CHM 464 Advanced Organic Chemistry - Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry CHM 483 Quantum Chemistry BIO 367 Biochemistry Also required: PHY 121,122 General Physics I, II MAT 145,146 AUGMENT Mathematics I & I1 or one year of calculus Because Upper Division courses have mathematics and physics prerequisites, students should plan to take MAT 145,146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identdy current Minnesota teacher licensure requirements. Pre-Medical Chemistry Major The same as the Graduation Major. In addition, medical schools expect at least two courses (and usually more) in biology. Students should consult members of the Chemistry Department for assistance in planning a course program early in their college career. BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory CHM 364,365 Physical Chemistry and Laboratory CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry CHM 483 Quantum Chemistry CHM 491 Chemistry Seminar MAT 145,146 AUGMENT Mathematics I & I1 or one year of calculus MAT 245 Mathematical Structures and Reasoning I or approved math course PHY 121,122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German and computer proficiency. Honors Major Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall; one course or summer of approved , research; participation in seminar. Minor Five courses which must include: CHM 105,106 or CHM 115,116, CHM 353, and two other Chemistry courses from: CHM 223, CHM 351,352, CHM 361, or BIO 367 Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Chemistry CHM 105 Principles of Chemistry Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics and equilibrium. The sequence, CHM 105,106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 11. Fall) CHM 106 Principles of Chemistry CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three onehour lectures, one threehour laboratory. Prereq.: CHM 105, MPG III. Spring) CHM 115 General Chemistry An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 111. Fall ) CHM 116 General Chemistry A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one threehour laboratory. Prereq.: 115. Spring) CHM 199 Internship A work-based learning experience at the sophomore chemistry level in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of chemistry with the opportunitiesinherent in the placement. Participatim in a mcurrent I seminar is expected. Prior to the b e w i n g of the ~ I BJregistrzrtim, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register. CHM 223 Elementary Organic Chemistry This onesemester course is designed for students whose professional goals require a survey of organic chemistry. Topics covered will include synthesis, properties and reactions of selected aliphatic and aromatic compounds. This course will not count toward a Chemistry major, nor will credit be given for this course if CHM 351,352 is taken, nor does it fulfill the prerequisite requirement for CHM 352, nor does it meet Biochemistry requirements for other programs. (Prereq.: CHM 106 or 116. Three onehour lectures, one three-hour laboratory. Spring) CHM 299 Directed Study Independent Study for Lower Division credit/sophomore standing. Students interested in directed study projects should contact a faculty member in the Chemistry Department. - Chemistry CHM 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relations and reaction mechanism. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; Spring; CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 111. Fall) CHM 361 Physical Chemistry The basic theoretical concepts of chemistry; thermodynamics, kinetics and quantum chemistry. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145,146; PHY 121,122. Fall) CHM 363 Physical Chemistry Laboratory (.5 course) Physical c h e m i s e ~ a b o r a t ointroduces j students to techniques of data collection and experimental application of concepts presented in Physical Chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-onehalf hour laboratory. Prereq.: CHM 361 or concurrent registration.) CHM 364 Physical Chemistry Applications of concepts studied in CHM 361 to areas of solutions, phase equilibria, electrolytes, molecular structure and electrochemistry. (Three one-hour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four one-and-onehalf hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 399 Internship A work-based learning experience at the junior-senior chemistry level in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of chemistry with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register. CHM 464 Advanced Organic Chemistry Organized around the problems of identifying organic compounds in the laboratory. Lecture topics include structure-spectra correlationsfor IR, UV, NMR and mass spectroscopy; use of the literature (including Beilstein); and further study of organic reactions. (Three one-hour lectures, six hours of laboratory. Prereq.: CHM 352,353,361 or consent of instruc- Chemistry tor. Some reading knowledge of German recommended. Fall) CHM 481 Advanced Analytical Chemistry Emphasis upon advanced equilibrium theory and principles of atomic and molecular spectroscopy as applied to analytical methods as well as chromatographic and electroanalytical techniques of analysis. (Three o n e hour lectures, one four-and-onehalf hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic, valence bond, and molecular orbital models. Coordination chemistry is discussed in terms of ligand field theory. The laboratory involves preparations of inorganic compounds using a variety of techniques. (Three onehour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall ) CHM 483 Quantum Chemistry Presents quantum theory in terms of Schrodinger'swave equation and uses the equation to solve the problems of the harmonic oscillator and the hydrogen atom. Approximate solutions are introduced and used to develop molecular orbital theory for molecules. Includes commutators, electron spin, angular momentum and group theory. (Three onehour lectures. Prereq.: CHM 364 or consent of instructor. Spring) CHM 491 Chemistry Seminar (.O course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation which may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (which may be counted as a course). Cooperative Education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) CHM 499 Independent Study Chemistry majors who are interested in non-laboratory research such as theoretical or historical chemistry may pursue their interest via Independent Study. (Prereq.: junior or senior standing) See listing under Speech/Communication and Theatre Arts. -1' " LOMPUTER 3CIENCE - CSC T he Augsburg Computer Science ~e~artmentstrives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications and the use of computers as an information access tool. The course work provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their course work by electing an Internship or Cooperative Education experience. Our location in the Twin Cities provides us an excellent resource of such experiences for students, and allows them to add practical applications to their education. and two courses, at least one of which is upper division, from: PHY 261 Electronics CSC 270 FORTRAN CSC 271 COBOL CSC 272 UNIX and C CSC 352 Data Base Management and Design CSC 399 Internship CSC 440 Advanced Networking and Communications CSC 445 Operating Systems and Computer Architecture CSC 450 Principles of Programming Languages CSC 495 Advanced Topics in Computer Science (may be repeated once) CSC 499 Independent Study Computer Science Faculty Larry Ragland (Chair), Larry Crockett, Noel Petit BACHELOR OF ARTS Computer Science Major 11 courses including: CSC 160 Introduction to Computing and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 330 Theory of Computation CSC 340 Introduction to Networking and Communications CSC 345 Principles of Computer Organization CSC 495 Advanced Topics in Computer Science (may be repeated) MAT 145 Augment Mathematics I BACHELOR OF SCIENCE Computer Science Major 15 courses including: CSC 160 Introduction to Computing and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 330 Theory of Computation CSC 340 Introduction to Networking and Communications CSC 345 Principles of Computer Organization CSC 440 Advanced Networking and Communications CSC 495 Advanced Topics in Computer Science MAT 145 Augment Mathematics I MAT 146 Augment Mathematics I1 MAT 245 Mathematical Structures and Reasoning I MAT 246 Mathematical Structures and Reasoning II Computer Science 1 and two courses, at least one of which is upper division, from: PHY 261 Electronics CSC 270 FORTRAN CSC 271 COBOL CSC 272 UND( and C CSC 352 Data Base Management and Design CSC 399 Internship CSC 445 Operating Systems and Computer Architecture CSC 450 Principles of Programming Languages CSC 495 Advanced Topics in Computer Science (may be repeated) CSC 499 Independent Study CSC 145 CSC 160 Honors Major GPA of 3.5 in computer science and mathematics, GPA of 3.1 overall, and an independent study project. Minor Six courses including CSC 160,170,210, 345, MAT 145, and one Upper Division Computer Science course. Computing for the Liberal Arts An introduction to computers, programming, and computer applications, as well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not apply toward a computer science major or minor. Introduction to Computing and Communications. Basic computer applicationsusing word processing, spreadsheets and databases; files and disks; using the computer as an information accessing tool through remote access to the library; use of e-mail, Internet, news, and information services; simple programming. (Prereq.: MPG 111) CSC 170 CSC 210 Structured Programming An introduction to problem-solving, algorithm development and programming using Pascal. (Prereq.: MAT 114 or MAT 122 or BUS 279 or MPG Iv) Data Structures Data structures such as linked lists, stacks and queues; recursion; objects, classes and methods. (Prereq.: CSC 170) CSC 270 FORTRAN Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) - Computer Science CSC 271 COBOL Study of the COBOL programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, the classes P and NP, NP-complete problems and intractable problems. (Prereq.: CSC 210 and MAT 145) CSC 330 Theory of Computation Basic theoretical principles embodied in formal languages, automata and computability. Topics include regular and context-free languages, finite automata, Turing machines, the halting problem and unsolvability. (Prereq.: CSC 170 or 345; MAT 145) CSC 340 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management and general computer interfacing. (Prereq.: csc 345) CSC 345 CSC 352 Principles of Computer Organization An introduction to computer architecture, processors, operating systems, instruction sets and assembly language programming. (Prereq.: CSC 160) Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 399 Internship A work-based learning experience in which a student, faculty member, and site supervisor design a learning agreement which links the ideas and methods of computer science to the opportunities found in the placement. Students must consult with the Computer Science Department and Internship Office before registering for academic credit. CSC 440 Advanced Networking and Communications Network management; client/se~erdatabases and workstations; TCP/IP, IPX, Appletalk networks. (Prereq.: CSC 340) Computer Science CSC 445 Operating Systems and Computer Architecture Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 345) CSC 450 Principles of Programming Languages Principles that govern the design and implementation of programming languages. Topics include programming language syntax and semantics, parsing, compilers, interpreters, data structures, control structures and the run-time environment. (Prereq.: CSC 210) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated when the topics vary. (Prereq.: consent of instructor) CSC 499 Independent Study Topics defined through consultation between student and Department. - EASTAND SOUTHEASTASIANSTUDIES A major in East Asian Studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program which is available as a result of the cooperation and crossregistration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China and other East Asian nations and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian Studies are diverse. Majors have the opportunity to be involved in government service, international business, journalism, language instruction, Asian arts and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. East and Southeast Asian Studies Faculty Martha Johnson, Director courses, two of which must be Upper Division (strongly recommended that one of these be a history course on China or Japan); and an East Asian Studies Seminar. A term of study abroad and the completion of a minor in a discipline are strongly recommended. Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Language Courses Elementary and intermediate courses in Chinese are offered at Hamline University. Elementary and intermediate courses in Japanese are offered at Macalester College and the University of St. Thomas. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors are also eligible to take the Chinese and Japanese language courses. Minor in East Asian Studies Five courses, no more than two of which may be in the language. A minor in East Asian studies provides exposure to an area of East Asia which would complement other disciplines. Minor in East a'nd Southeast Asian Studies Major in East Asian Studies The requirements for the major consist of nine courses. Courses in the major must be approved by the campus adviser, and are distributed as follows: four courses in an East Asian language; four additional A minor in East and Southeast Asian Studies is an area of concentration at Augsburg College that does not include a language component. It is designed to be useful for a variety of careers when combined with other majors. East and Southeast Asian btudies - Five courses including one from: PHI 355 Oriental Philosophy REL 356 History of Religions SOC 336 Introduction to Cultural Anthropology and one course from: HIS 474 The World and the West POL 351 Topics in Communist/Post Communist Systems POL 363 Foreign Policy: China and Russia and one course from: HIS 226 Asian and Asian-American Women in Public Life HIS 399 Internship HIS 495 Seminar Recommended: HIS 104 The Modem Non-Western World Note: Interim courses or new courses related to the East and Southeast Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian Studies committee who can assist students. The current advisers are: Augsburg College -Khin Khin Jensen 330-1193, Hamline University -Richard Kagan 641-2433, Macalester -Yue-him Tam 696-6262, St. Catherine -Martha Hardesty 690-6189, St. Thomas -Robert Werner 962-5565. Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses): BUS 368 Responding to the Challenge of Japan HIS 104 The Modem Non-Western World PHI 355 Oriental Philosophy POL 363 Foreign Policy: China and Russia REL 356 History of Religions THR 245 Introduction to Asian American Theatre - tCONOMlCS DEPARTMENT - ECO T he Economics Department at Augsburg offers s t u d e k a program which stresses a strong theoretical background, quantitative analysis and an emphasis on both national and international issues. Students who graduate with a major in the Economics Department are well prepared to continue their education in a variety of fields or to work successfully in the business world and government because of the strong liberal arts emphasis within the major. Currently, three Economics majors are offered to students. The Economics major is designed primarily for students who are planning graduate or advanced professional studies. The Applied Economics major generally leads to careers in the business world or government. Finally, the combined Economics/Business Administration major is designed for those who wish to have more flexibility in planning their program of study. As graduates, students will face a world in constant change. Students have to prepare themselves to take advantage of whatever opportunities become available. The study of Economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and to make choices. Some reasons for studying economics are: economics deals with current problems; economics is a successful and prestigious social science; economics employs theoretical models and the scientific method; an economics major prepares students for community leadership; and an economics major leads to a great diversity of career opportunities. These include careers in business, law, teaching, journalism, politics, banking and finance, service in government, educational administration, both private and public international service and industrial relations. A degree in Economics may prove to be a valuable credential. We encourage students who major in economics to learn to be somebody rather than to simply learn to do something. Students are also able to combine an economics major with other disciplines such as business administration, international relations, mathematics, computer science, management information systems (MIS), political science, history and Nordic Area Studies. Internships are available and highly recommended. Students must consult with the Department chair and the Internship office before registering for academic credit. Economics Faculty Satya P. Gupta (Chair), Jeanne Boeh, Edward Sabella. Maior in Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Maaoeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics and three other Upper Division Economics courses: MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions or MAT 121 Finite Mathematics or MAT 122 Calculus for the Social and Behavioral Sciences Economics 1( The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. Computer courses are also strongly recommended. BUS 331 Financial Management or MIS 379 Quantitative Methods for Business and Economics and one other Upper Division Business course Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 311 Public Finance or ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Combined Major in Economics and Business Administration Five Economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics And one other Upper Division Economics course and six Accounting/Business Adrninistration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Honors Major GPA of 3.5 in the major and 3.0 overall; a senior thesis and compre-hensive oral examination in the major field of concentration. Minor in Economics ECO 112,113,312,313, and one additional Economics Upper Division course. Other configurations may be permitted on consultation with the Department. Note: Students who plan to major in the Department are strongly encouraged to select a Department adviser as soon as possible in order to carefully plan their program of study. In addition to the courses listed on the following pages, these topics have been offered under ECO 295,495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making with Finite Markov Chains and Soviet Economy. lo Economics ECO 110 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools introduced to facilitate discussion of various topics, e.g. crime prevention, education, discrimination. (This is a basic course designed for those students who do not plan to major in Economics or Business Administration or MIS). ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113may be taken in either order. (Prereq.: MPG 11) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. May be taken independentlyof ECO 110 or 112. ECO 112 and 113may be taken in either order. (Prereq.: MPG 11) ECO 199 Internship A work-based learning experience in which a student, faculty member, and site supervisor design a learning agreement which enables the student to consider Economics as a major and/or explore career alternatives. ECO 219 History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking in an attempt to provide a framework for understanding and analyzing current social problems. Major topics may include ancient, medieval, mercantilist, classical, socialist/utopian and contemporary economic thought. (Prereq.: ECO 112 or 113) ECO 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. ECO 299 Directed Study Independent Study for Lower Division credit. ECO 311 Public Finance Analysis of the principles of taxation and public expenditures; the impact of fiscal policy on economic activity; debt policy and its economic implications. (Prereq.: ECO 113. Fall) Economics 11 ECO 312 lntermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the role of expectations. (Prereq.: ECO 112. Fall, Spring) ECO 313 lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113) ECO 318 Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications, which are taken from the areas of transportation, marketing, portfolio selection, environmental protection, the shortest route, inventory models, information systems, etc. (Prereq.: ECO 113, MPG 111) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade; balance of payments; exchange rate systems and commercial policy. (Prereq.: ECO 113. Spring) ECO 399 Internship Program A work-based leaming experience in which a student, faculty member, and site supervisor design a learning agreement which links the ideas and methods of Economics to the opportunities found in the placement. (Prereq.: 50 percent completion of major or consent of instructor) ECO 41 3 Labor Economics Analysis of labor markets; labor as a factor of production; determination of wage collective bargaining; labor legislation and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 414 Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years) 'f Economics ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, price and non-price competition, production and cost considerations, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. Spring) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macro economic theory. (Prereq.: ECO 312,313, MAT 122) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. ECO 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford hirn/her the opportunity to analyze some topic or issue in depth. LDUCATION DEPARTMENT - EDE, s tudents interested in attaining teacher licensure or developing a background in education as a base for advanced study in other careers will find opportunities in the Department of Education. Professional education combines the study of theory with practice, and field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in the Twin Cities. Classroom teaching is the career that first comes to mind for graduates of teacher education programs. Augsburg graduates are found in many classrooms within the Twin Cities area. In addition, they provide educational services in classrooms across the nation and abroad. The teacher education program coupled with the liberal arts program serves as a solid base for graduate education. Some teaching fields require graduate work beyond the initial license in either elementary or secondary education. However, not all graduates choose to teach in school settings. Teacher education graduates are also found in business, working in management, sales, production and service areas. As of April 1,1988, all persons are required to take the PPST (a set of basic competency tests prescribed by the Kindergarten-Elementary Major and Licensure Requirements: EDU 265 Orientation to Education in an Urban Setting and Field Experience EDS, EDU Minnesota Board of Teaching) in reading, writing skills and mathematics prior to beginning Upper Division courses. All students must apply for acceptance into the Education Department. Any Education course grade below 2.0 must be retaken. Licensure in Kindergarten-Elementary Education is available both through Day School and Weekend College. Selected secondary education programs are also available in Weekend College. Student Teaching Abroad Selected Education Department students may participate in an International Student Teaching Abroad program. Students have options for student teaching in dozens of countries through the international and American School network. Those interested in further information should contact the Education Department. Students who student teach abroad will do part of their student teaching in the Metro area under direct Augsburg faculty supervision. Education Faculty Rich Germundsen (Chair), Virginia Allery, Mary Ann Bayless, Bruce Drewlow, Mary Endorf, Joseph Erickson, Ann Fleener, Ethelind Garetz, Gretchen Irvine, Marie McNeff, Mildred Mueller, Vicki Olson EDU 341 Media Technology EDE 351 Techniques of Teaching Reading EDE 352 Creating Learning Environments: Kindergarten Elementary and Field Experience l4 Elementary Education - EDE 381 Kindergarten-Elementary Curriculm: Art, Music EDE 382 Kindergarten-Elementary Curriculum: Mathematics EDE 383 Kindergarten-Elementary Curridum: Physical Education EDE 384 Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies EDE 386 Kindergarten-Elementary Curriculum: Children's Literature EDE 387 Kindergarten-Elementary Curridum: Language Arts EDE 388 Human Relations EDE 481,482,483 student hi^^ K-6 EDE 484 Student Teaching K-6 (optional) HPE 115 Health and Chemical Dependency Education PHY 103 HPE 116 Health Concepts for Educators SWK 260 Humans Developing PHY 103 Conceptual Physics or MAT 131 Mathematics for the Liberal Arts EDS 377 Mathematics Methods and an academic minor If students also desire kindergarten licensure, EDE 375 Discovery Learning in the World of Kindergarten is also required. A GPA of 2.5 overall and 2.5 in the major and grades of P in student teaching courses is required for licensure, as well as minimum grades of 2.0 in all Education courses. The criteria for acceptance into the Department Licensure are available in the Education Department. Conceptual Physics (See Physics Department for course description.) EDU 120 EDE 199 Learning in an Urban Setting This course provides an opportunity for students to serve as tutors in urban educational environments. Students will be trained to understand the importance of multicultural, gender fair education for all ages and to understand the need to address a diversity of learning styles in urban educational settings. Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to explore education as a major and/or consider its career is expected. Students alternatives. Participation in a concurrent se*ar must consult with the departmental Internship Coordinator before registering for academic credit. Seminar participation required. EDU 265 Orientation to Education in an Urban Setting and Field Experience hvestigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) EDU 282 Introduction to Special Education (See Special Education for course description.) Elementary Education EDE 295 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDE 299 Directed Study Lower Division independent study. EDU 341 Media Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, and evaluation of effective audievisual m&erks for teaching/leaming situations. Computer training will be included in this course. (Prereq.: PPST) EDE 351 Techniques of Teaching Reading The study and utilization of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. (Prereq.: PPST) EDE 352 Creating Learning Environments: Kindergarten-Elementaryand Field Experience The study of strategies and methods of teaching and learning in the contexts of educational, psychological and sociological theories. (Prereq.: PPST) EDU 370 Classroom Management (.5 course) A class for Elementary and Secondary education students. The content of this course includes theories, issues and strategies of classroom manage ment techniques. It is designed to empower future teachers with insights and strategies that will enable them to create positive learning environments that will enhance achievement and build self esteem in their students. (Prereq.: PPST. Spring) EDU 371 Teaching the Individual Learner (.5 course) A class for Elementary and Secondary students designed to address the educational needs of a diverse student body. Includes strategies for teaching special education students in the regular classroom as well as teaching the student at risk. Students are encouraged to take EDS 282 Introduction to Special Education prior to registering for this course. (Prereq.: PPST. Fall) EDE 375 Discovery Learning in the World of Kindergarten (.5 course) Study and utilization of a variety of techniques and resources for teaching kindergarten. (Prereq.: PPST) EDE 381 Kindergarten-Elementary Curriculum: Art, Music (.5 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 382 Kindergarten-Elementary Curriculum: Mathematics (.5 course) Examination and preparation of materials and resources for mathematics lo Elementary Education - at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 383 Kindergarten-Elementary Curriculum: Physical Education, Health Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 384 Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 386 Kindergarten-Elementary Curriculum: Children's Literature (.5 course) Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 387 Kindergarten-ElementaryCurriculum: Language Arts (.5 course) Examination and preparation of materials and r,esources for language arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST, EDU 265) EDU 388 Human Relations (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. (P/N grading only) EDE 399 Internship A work-based learning experience in which a student, f a d t y member and site supervisor design a learning agreement which links the ideas and methods of education to the opportunities found in the placement. Participation in a concurrent seminar is expected. Students must consult with the Department and the Internship Office before registering. EDE 478 School and Society (See Secondary Education for course description.) EDE 481,482,483,484 Student Teaching K-6 and Seminar Observing and teaching at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Membership in one of the professional teacher organizationsis required. Students must apply to student teach at least three months prior to enrolling for the courses. A full term of student teaching is required for all students pursuing an initial license. (Prereq.: All K-Elementary course work satisfactorily completed and admission into the Education Department Licensure program.) EDE 491 Pradicum and Seminar in Special Education (See Special Education for course description) Secondary Education EDE 495 Topics in Education (.5 course) Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDE 498 Independent Study (.5 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). EDE 499 Independent Study Opportunity for advanced and specialized research projects not otherwise provided for in the Department curriculum. A projected program must be outlined and approved by the Kindergarten-Elementary education faculty. 1 t is the responsibility of each student to meet all specific requirements of the Education Department. Secondary Education students are expected to consult with Education faculty regarding state requirements for teacher licensure, in addition to conferring with the student's major field adviser. Licensure Requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department Licensure program: Baccalaureate degree; academic major in an approved teaching area; and the following courses: EDU 210 Learning and Developing in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDU 341 Media Technology EDS 350 Reading in the Content Areas EDS 354 Creating Learning Environments: Secondary Field Experience EDU 388 Human Relations EDS 478 School and Society EDS 481,482,483 Student Teaching EDS 484 Student Teaching Seminar (for Art, Music, and Physical Education teaching majors) HPE 114 Health Safety Education (or equivalent) HPE 115 Health and Chemical Dependency Education HPE 116 Health Concepts for Educators Methods course in major/minor areas GPA of 2.5 overall, 2.5 in Education, 2.5 in academic major and P in student teaching required. All required EDU/EDS courses must have a grade of 2.0 or higher. Application for and acceptance into the Augsburg Licensure Program required. Criteria for admission to the program are available in the Education Department. '1 Secondary Education Art, Music and Physical Education Licensure A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elementary school level. A person with a major in one of these special areas will take four courses in student teaching and do some student teaching at both the secondary and elementary levels. In addition to 354, the art major will register for 361,362; the physical education major for 365; and the music major for 355. Art and physical education teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: 1) Band (K-12) and classroom music (5-12); 2) Orchestra (K-12) and classroom EDU 120 music (5-12); 3) Vocal and classroom music (K-9); or 4) Vocal and classroom music (512). Modern Language Licensure For modern language teachers (French, German, Spanish), see Modem Language Department for information on the required competency exams. Teaching in the Minor Field Minnesota State Rule provides for restricted teaching in selected fields in which a person has received a minor. Students must be accepted into the Education Department Licensure Program, take the minor subject area methods course, and student teach in the minor area to receive licensure or be recommended for an endorsement by Augsburg College. Learning in an Urban Setting (See Elementary Education for course description.) EDS 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to explore education as a major and/or consider its career alternatives. Participation in a concurrent seminar is expected. Students must consult with the departmental Internship Coordinator before registering for academic credit. Seminar participation required. EDU 210 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. PSY 105 Principles of Psychology is strongly recommended. EDU 265 Orientation to Education in an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) Secondan, Education EDS 282 Introduction t o Special Education (See Special Education for course description.) EDS 295 Topics i n Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDS 299 Directed Study Independent Study for Lower Division credit. EDU 341 Media Technology (-5 course) (See Elementary Education for course description) EDS 350 Reading i n the Content Areas (.5 course) The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: Required for Secondary Education. Upper Division. (Prereq.: P E T ) EDS 354 Creating Learning Environments: Secondary and Field Experience The mastery of theories and their application for teaching in learning settings. Laboratory experiences. (Prereq.: PPST) EDS 355 Music Methods (K-12) Trends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354 and PPST. Spring) EDS 356, 357, 358 Music Methods: Brass and Percussion, Woodwinds, Strings (.5 course each) Study and application of instructional methods, materials and techniques. Courses offered on two-year cycle. Even year: Woodwinds. Odd year: Brass and Percussion, Strings. (Prereq.: PPST. Fall) EDS 361 Art Methods (Elementary and Junior High School) Procedures, materials and issues relating to the teaching of art in the elementary, middle and junior high schools. For art teaching majors only. (Prereq.: EDS 354 and PPST. Fall) EDS 362 Art Methods (Senior High School) (.5 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (To be taken concurrently with 361. Prereq.: EDS 354 and PPST. Fall) EDS 364 English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Prereq.: EDS 354 and PET. Joint day school and WEC. Fall) HPE 365 Physical Education Methods (K-12) (.5 course) (See Health and Physical Education Department for course description. Prereq.: P E T ) 11 - Secondary Education EDS 366 Modern Language Methods (.5 course) World language learning theory. The theory and practice of world language teaching. (Prereq.: EDS 354 and PPST. Consult with the Modem Language Department. Joint day school and WEC. Fall) EDU 370 Classroom Management (.5 course) A class for Elementary and Secondary Education students. The content of this course includes theories, issues and strategies of classroom management techniques. (Prereq.: PET. Spring) EDU 371 Teaching the Individual Learner (.5 course) (See Elementary Education for course description. Prereq.: PPST) EDS 374 Natural Science Methods (.5 course) Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the Education Department. (Prereq.: EDS 354 and PET. Joint day school and WEC. Fall) EDS 375 Social Studies Methods (.S course) Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategies and cumculum development. Consult with the Education Department. (Prereq.: EDS 354 and PET. Joint day school and WEC. Winter: WEC) EDS 376 Speech and Theatre Arts Methods (.5 course) The teaching of basic speech, interpretative reading, discussion and theatre, and directing of cmxn-ricular speech and theatre activities. (Prereq.: EDS 354 and PPST. Spring) EDS 377 Mathematics Methods (.5 course) Study of the basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. Consult with the Education Department. (Prereq.: EDS 354 and PET. Spring) EDU 388 Human Relations (.5 course) (See Elementary Education for course description.) EDS 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of education with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. S~ecialEducation EDS 478 School and Society Emphasis on points of view about the role of school in modem society and final theoretical preparation to approach student teaching. (Prereq.: senior standing, EDU 265 and P E T ) EDS 481,482,483,484 Student Teaching and Seminar Obsenring and directing learning at the secondary level under supemision of college and secondary school personnel. Three courses required of all 712 licensure majors. Four courses required of K-12 Art, Music, and Physical Education licensure majors and of double majors. (Prereq.: completion of all education coursework and admission to the Department.) EDS 495 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDS 498 Independent Study (.5 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). EDS 499 Independent Study Opportunity for advanced and specialized research projects not otherwise provided for in the Departmental cumculum. A projected program must be outlined which meets the approval of education faculty. See Department listing for a description of the following approved electiue: HPE 410 Administration and Supervision of the School Health Program (See Health and Physical Education Department for course description. Prereq.: PPST) Minor Minimum of six courses: EDU 282 Introduction to Special Education EDE 491 Practicum and Seminar in Special Education PSY 351 Developmental Psychology: Child PSY 357 Behavior Analysis One course chosen from: HPE 354 Physiology of Exercise MUS 110 Interim Course PSY 362 Behavior Disorders SWK 340 Interim Course and one course chosen from: PSY 352 Developmental Psychology: Adolescent and Young Adult PSY 359 Psychological Assessment EDS 388 Human Relations LIN 289 Introduction to Linguistics Recommended as an additional course: BIO 103 Human Anatomy and Physiology 12 zZ Special Education EDU 110 Introduction to Deafness and Language of Deaf People Introduction to issues related to deafness and the modes of cornmunication used by deaf people. Through lectures, guest speakers, videotapes, reading and field trips, we examine the language, education, social and political aspects, and cultural issues within the deaf community. (Odd years) EDU 282 Introduction to Special Education Introduction to the field of special education. An examination of the nature, causes and educational interventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment, learning disabilities, behavior disorders and giftedness. (Fall) EDU 491 Practicurn and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. (Students planning to take this course should consult with the Special Education Coordinator about a placement prior to registering for the course. Prereq.: completion of special courses for Special Education minor or consent of instructor. Spring) A ugsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg Engineering Adviser is necessary. Applications for these programs require the recommendation of the Augsburg Engineering Adviser. Engineering Adviser Stuart Anderson University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (B.A. / B.E.) enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A. / M.E.) enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./ B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the University before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. Washington University (Three Year Plan) Michigan Technological University (Dual Degree Plan) These two programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School of Engineering and AppEed Science or Michigan Technological University in a five-year period. 24 Engineering The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they will complete course requirements, have the requisite cumulative grade point average and are recommended by the Engineering Adviser of Augsburg College. Minimum course requirements for admission to the Dual Degree or ThreeTwo Programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I Students are also encouraged to explore PHY 122 General Physics II Four Mathematics courses from A or B: opportunities for graduate work at A. Washington University and Michigan Technological University. Further informa- MAT 145 AUGMENT I tion on these and other graduate programs MAT 146 AUGMENT II is available from the Augsburg Engineering MAT 245 Mathematical Structures and Reasoning I Adviser. MAT 247 Mathematical Structures and Financial Aid: Students receiving Reasoning II financial aid who are participants in these B. (For WEC students. See WEC catalog for dual degree programs will be encouraged course descriptions.) to apply to the engineering school of their MAT 124 Calculus I choice for continuing support. Their MAT 125 Calculus II applications will be evaluated using need MAT 224 Calculus 111, Differential and academic performance as criteria. Equations MAT 226 Calculus III, Differential Equations Additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124, 125 or 145,146 and PHY 121,122 are taken in the freshman year. Students interested in Chemical Engineering also should take CHM 351,352. - ENC T hose who study - English - believe that an intense concern for words, ideas and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. ism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing and other professions and businesses. English Faculty Kathryn Swanson (Chair), Barbara Andersen, Cathleen Dalglish, Douglas Green, Joan Griffin, John Mitchell, Catherine Nicholl, Ronald Palosaari, John Schmit Major The Augsburg English Department integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films and readings available near the campus. English majors have the opporhmity to use and refine their skills through working in Internships on and off campus, tutoring English as a Second Language (ESL) students, tutoring in the Writing Lab or participating in the Cooperative Education Program. Nine courses above 111, including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: From the Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature, Medieval to Elizabethan ENG 336 British Literature, 17th and 18th Centuries ENG 337 British Literature, the Romantics and the Victorians One Upper Division course in American literature: ENG 350 American Literature to 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives Students with an Augsburg English major pursue careers in elementary, secondary and college education, journal- Majors are encouraged to consult their Departmental adviser regularly. A student with a double major or special program 12 - 26 English that involves considerable work in the English Department should also work closely with an adviser in the Department. Note: Transfer majors must take at least three of their English courses at Augsburg. 10 courses, including those listed under the major, and: ENG 345 Introduction to the English Language ENG 399 Internship in Teaching Writing EDS 364 English Methods and one course with a component in nonWestern literature (for example, ENG 361). In addition, the ACTC courses, Communication Skills in the English Classroom and Teaching Mass Media, are required. Courses in early American literature, Shakespeare and film are recommended. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. Minor Five courses above ENG 111, including ENG 245; an upper~ i ~literature i ~ i course; and an additional writing course. Transfer Students Transfer students with a B.A. in English from another college must take at least two of their English courses at Augsburg (preferably Upper Division). These courses must be taken before the Department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skills - such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences - are required to enroll in ENG 101 Developmental Writing where thev receive more individual instruction than is possible in ENG 111Effective Writing. These students must pass ENG 101Developmental Writing before enrolling in ENG 111 Effective Writing. V Students in this program must work with advisers in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Prerequisites Honors Major GPA of 3.5 in the major and 3.0 overall; submit proposal to Department Chair by October 15 in senior year for Department approval. Submit and defend paper before faculty committee. Honors project may be an Independent Study program (refer to Departmental guidelines). ENG 111Effective Writing is strongly recommended but not a prerequisite for a Lower Division literature course. Prerequisite for an Upper Division literature course is ENG 245 Introduction to Literature and/ or consent of the instructor. ~ Enalish ENC 101 DevelopmentalWriting A preparatory course for ENG 111Effective Writing, this course is required of students identified by a writing sample (the English Placement Test) as needing additional preparation in composition. Students receive course credit, but this does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENC 111 Effective Writina Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing anddeveloping topics, thinking critically and revising for clarity and style. A Writing Lab is provided for those needing additional help. The minimum passing grade is 2.0. ENC 216 American Indian Literature A study of poetry and fiction by selected American Indian writers. Discussion and analysis will focus on ways in which literature reflect and illuminate American Indian culture and traditions. (Spring) - ENC 217,218 English as a Second Language Understanding spoken American English, speaking, reading college-level materials and writing are the skills emphasized in these two courses. Testing will determine placement in these courses, and testing, as well as c o ~ r s ~ ~ e r f o r m a nwill c e , determine whether the ESL requirement is met. Students will continue in ESL until the requirement is completed. (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111.Spring) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing, ENG 111.Its workshop format stresses style and organization, the process of revision, self and peer evaluation and the relationship between reading and writing. (Prereq.: ENG 111) ENC 226 Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111.Fall) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print media, including practice in writing for radio and television. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. Basic copy preparation, editing 12 28 Enalish practices and an introduction to legal and ethical questions are included. (Prereq.: ENG 111) ENC 241 Introduction to Cinema Art An investigation of the cinematic qualities, theoretical principles and historical evolution of the film medium. The emphasis is on film as an audiovisual language. The course includes the viewing and analysis of both feature length and short films illustrating the international development of film form and selected esthetic movements. (Spring) ENC 245 Introduction to Literature An initiation into the formal study of fiction, poetry and drama, drawing on works from several periods, different cultures and races, and male and female writers. As the prerequisite for all upper level courses in literature, Introduction to Literature aims in particular to develop students' critical and analytical skills in reading literature and writing about it. ENC 251 Readings in American Literature An introduction to representative works that yield an understanding of the Western heritage and American world views. Themes could include the emergence of national identity, the relationship between humankind and God, the nature of nature, definitions of the American self, individuality, the place of women and of racial and ethnic minorities in the development of American thought and the continuity of Western culture in America. (Fall) ENC 271 European Literature: Homer to Dante Study of major works of Greek and Roman literature, including works by such authors as Homer, Virgl, Aeschylus, Sophocles, Euripides, Aristophanes, Ovid and Dante. These works are studied with reference to their mythological foundations, their cultural background, their influence on later literature and their enduring relevance. (Fall) ENC 272 European Literature: From the Renaissance to the Modern Period study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire and Ibsen. (Spring) ENC 282 Topics in Literature Individual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year are listed in the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction. ENC 299 Directed Study Directed study for Lower Division credit. Supervised but largely independent study of a topic not normally offered among course selections. Instructor's and Department Chair's consent required. Students are responsible for proposing topics before the term in which they wish to undertake the study. English 11 ENC 327 Advanced Journalism:Interviewing and Editing Emphasis is on interviewing, organizing and writing the story, editing the work of others and learning layout and design. Includes workshop sessions during which students conduct interviews and critique the interview skills of others and laboratory sessions devoted to layout and design. (Prereq.: ENG 227. Alternate years) ENC 331 British Literature, Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature, 17th and 18th Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets to Blake, with attention to the historical, intellectual and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 337 British Literature, the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose and two or three novels of the period. Relationships among these writers are emphasized, as well as their relationship to their own age and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) ENC 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students will be introduced to the primary components of linguistics, the development of the English language and the social impact of language. (Prereq.: ENG 245 or consent of instructor) ENC 350 American Literature to 1920 Reading and analysis of selected American writers from colonial times to WWI. Attention is given to issues relating to race, class and gender. Conceptions of the individual in relation to society, the nature of nature and regional differences are also studied. The approach is historical as well as topical. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 351 American Literature Since 1920 A study of some recent and contemporary works. Writers are selected to represent the literary variety and the regional, ethnic and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 361 Studies in Modern Fiction Emphasis is on sigruficant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 399 Internship The Department offers on-campus Internships in teaching writing and English as a Second Language, and various off-campus Internships in writing and editing. Interns meet with faculty advisers or seminar groups. Interested students should consult the Department Chair. ENC 423 Studies in the British Novel A survey of the development of the novel in England from its 18th century beginnings to the 20th century. Novels studied are selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot, Joyce and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 438 Shakespeare Study of major plays -comedies, histories and tragedies. Additional plays are assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects and techniques for gathering information. (Prereq.: ENG 225 and consent of instructor. Alternate years) ENC 480 Criticism The course focuses on a variety of recent critical theories and approaches with which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 482 Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year are listed in the class schedule for that year. Sample topics include Contemporary Poetry and Women and Fiction. (Prereq.: consent of instructor) ENC 499 Independent Study Open to junior or senior English majors with an overall GPA of 3.0 or consent of Department Chair. Designed to enable advanced students to pursue a topic not covered by course offerings. The student must define a topic and a tentative reading list, then seek a faculty member willing and able to supervise the project. Department chair approval required. See Department listing for a description of the following approved elective: THR 325 Playwriting See listing under Interdisciplinary Studies. T he initial months after entering college as a freshman are a period of transition. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Students are introduced to the character of the College, its heritage as an urban liberal arts college of the church, the process of learning in a community where ideas are valued and treated seriously, and the logstics of being college students. The First Year Experience (ME)is composed of four parts: Summer Registra- CST 005 FYE Seminar tion, Fall Orientation, ME Seminars and an optional FYE Interim Term Course. Participation in the Fall Orientation program and in the ME Seminars is required of all students who begin Augsburg College as freshmen in the day schedule program. Students who meet the requirement satisfactorily by attendance at and participation in an FYE Seminar will receive a notation of a passing (P) grade for ME 005 on their official transcript and a 0.25 credit. Students without a P for ME 005 will not be permitted to graduate with an Augsburg degree. (.25 course) A series of Fall term meetings with an ME faculty adviser to discuss issues related to becoming an active member of the.Augsburg College community of learners. Discussion will be based upon readings from a variety of disciplines and sources collected in the "Augsburg Anthology." (P/N grading only; evaluation based on attendance and participation.) See listing under Modern Languages. See listing under Modern Languages. s ome courses help to integrate learning around topics in ways which are different from the more traditional disciplines. General Studies includes specialized academic enrichment programs, an integrative proseminar created by cooperating faculty and CST 009 Cooperative Education offerings of the Center for Global Education. General Studies Faculty ~~~lM ~~ ~ ~warren ~ ~ ~ l , d (.O course) Placement in a Co-op Education assignment, satisfactory completion of the evaluation process, and participation in seminars conducted by Cooperative Education staff. No course credit. CST 140, 141 Introduction to the Liberal Arts (.5 course each) An introduction to the philosophy of the liberal arts curriculum and to the philosophy and student services available at Augsburg College. The course also focuses on improving those skills so important to academic success: reading rate and comprehension, notetaking and textbook reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning and making decisions. GST 209 City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of intemship/service/ cooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students do a series of 5-6 reflective assignments designed to introduce them to a systematic way of thinking about how their particular organization functions in the larger community. The seminar enables the student to utilize experiential education options to meet the objectives of the City Perspective. Permission of Instructor. Non-credit. CST 230 Cultural Issues Seminar This seminar consists of a series of mini-courses offered in a number of relevant topic areas related to the theme of the program. Each mini-course consists of 12 hours. Any four mini-courses fulfill the requirements of the seminar. See listing under Modem Languages. HEALTH AND PHYSICAL DUCATI ION v irtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional participant will find ample opportunity for athletic and developmental activities. The Physical Education Department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in Physical Education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. Department graduates have traditionally found employment in educational settings. Additional career opportunities are possible in YMCA/YWCA programs and community services, municipal park and recreation departments as adult fitness instructors, and in working with people with disabilities. Health and Physical Education Faculty Carol Enke and Edwin J. Saugestad (CoChairs), Brian Amrnann, Richard Borstad, Marilyn Florian, Paul Grauer, Alvin Kloppen, Jack Osberg, Joyce Pfaff, Jeff Swenson. HEALTH EDUCATION Health Education Major HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 216 Human Sexuality HPE 254 Introduction to Developmental/ Adapted Physical Education HPE 320 School Health Curriculum HPE 355 Tests and Measurement HPE 410 Administration and Supervision of the School Health Program BIO 103 Human Anatomy and Physiology BIO 114 General Biology PSY 105 General Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. 14 Health and Physical Education Teaching Minor Students interested in the Teaching Minor should consult with the Department Chair. PHYSICAL EDUCATION Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 History and Principles of Physical Education and Sport HPE 220 Motor Learning HPE 223 Team Sports HPE 231 Individual and Dual Sports HPE 232 Dance HPE 254 Introduction to Development/ Adaptive Physical Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 355 Tests and Measurement HPE 473 Physical Education Curriculum HPE 475 Prevention and Care of Athletic Jnjuries BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Major with Specialization in Adapted Physical Education Students interested in this program should consult with the Department Chair for individual program planning. Minor HPE 101,115,210 223,231,232,351. There is no PE teaching minor in Minnesota Public Schools. Coaching Endorsement (not a major) HPE 310 Psychology of Sport HPE 351 Physiology of Exercise HPE 475 Prevention and Care of Athletic Injuries HPE 486 Organization and Administration of Coaching HPE 489 Practicum One course from: HPE 476 Coaching of Football HPE 477 Coaching of Basketball HPE 478 Coaching of Hockey HPE 479 Coaching of Track and Field HPE 480 Coaching of Baseball/Softball HPE 483 Coaching of Volleyball HPE 487 Coaching of Wrestling (Interim only) Internship in Athletic Training BIO 103 Human Anatomy and Physiology HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 350 KineSiology HPE 351 Physiolggy of Exercise HPE 475 Prevention and Care of Athletic Injuries And advanced athletic training (ACTC schools) Also required: 1500 hours of practical experience under the direction of a Certified Athletic Trainer. Health and Physical Education 1 HEALTH EDUCATION HPE 110 Personal and Community Health Modem concepts and practices of health and healthful living applied to the individual and the community. HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. HPE 115 HPE 116 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. Health Concepts for Educators (.5 course) A course to prepare future teachers for their role in the school health program. Includes common childhood health problems with an emphasis on prevention. HPE 199 1 HPE 216 Internship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which enables the student to explore health or physical education as a major and consider its career alternatives. Students should consult with the departmentalIntemship Coordinator regarding requirements and permission to register. Human Sexuality A study of the psychological, social and biological components of human sexuality. Open to all students. HPE 254 Introduction to DevelopmentalIAdapted Physicat Education (.5 course) A general overview of developmental/adapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. HPE 299 Directed Study Independent Study for Lower Division credit. HPE 320 School Health Curriculum Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: HPE 110) HPE 355 Tests and Measurement (.5 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. HPE 399 Internship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which links the principles - Health and Physical Education of health or physical education with the opportunitiesinherent in the placement. Students should consult with the departmental Internship Coordinator regarding requirements and permission to register. HPE 410 Administration and Supervision of the School Health Program Historical background, legal bases, school health services and relationships to community health program and resources. Methods and materials in health education with laboratory experience in classroom and community. (Prereq.: HPE 110) HPE 499 Independent Study Independent Study for Upper Division credit. PHYSICAL EDUCATION HPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two Lifetime Sports meet the General Education requirements. (Part-time students should consult with Department Chair.) No course credit. HPE 101 Fitness for Life A course designed to provide the knowledge and skills to mod~fypersonal health and fitness. HPE 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to consider Health/Physical Education as a major and/or explore career options. HPE 210 History and Principles of Physical Education and Sport (.5 course) History, principles and philosophy of physical education and sport. HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity. HPE 223 Team Sports Theory and practice in team sports including history, rules and skill development. HPE 231 Individual and Dual Sports Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules and skill development. HPE 232 Dance (.5 course) Theory and practice in performing American heritage and international folk dances. Practice in teaching and performing selected social dances. HPE 254 Introduction to Developmental/Adapted Physical Education (.5 course) (See Health Education for course description.) Health and Physical Education 1: HPE 299 Directed Study Independent Study for Lower Division credit. HPE 310 Psychology of Sport (.5 course) The application of psychology to athletes and athletic situations. Psychology of Sport deals with the effect of psychological factors on behavior in sports, and the effect that participation in sport or physical activity has on the performer. HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership and decision making for Physical Education and athletic programs. (Prereq.:HPE 210) HPE 350 Kinesiology (.5 course) Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. HPE 355 Tests and Measurement (-5 course) (See Health Education for course description.) HPE 365 Physical Education Methods (K-6) Procedures, materials and issues for teaching physical education in grades K-6.An in-depth view of all aspects of teaching physical education to elementary aged children. (Consult with Department Chair for prerequisites) HPE 368 (.5 course) Physical Education Methods (7-12) Procedures, materials and issues for teaching physical education in secondary schools. (Consult with Department Chair for prerequisites) HPE 399 Internship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which links the principles of health or physical education with the opportunitiesinherent in the placement. Students should consult with the departmental Internship Coordinator regarding requirements and permission to register. HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210) HPE 475 Prevention and Care of Athletic Injuries (.5 course) Preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Even years. Interim) HPE 476 Coaching of Football (.5 course) Theory, technique and administrative aspects of coaching football. (Odd years) - Health and Physical Education HPE 477 Coaching of Basketball (-5 course) Theory, technique and administrative aspects of coaching basketball. (Odd years) HPE 478 Coaching of Hockey (.5 course) Theory, technique and administrative aspects of coaching hockey. (Odd years) HPE 479 Coaching of Track and Field (.5 course) Theory, technique and administrative aspects of coaching track and field. (Odd years) HPE 480 Coaching of Baseball/Softball (.5 course) Theory, technique and administrative aspects of coaching baseball and softball. (Odd years) HPE 483 Coaching of Volleyball (.5 course) Theory, technique and administrative aspects of coaching volleyball. (Odd years) HPE 486 Organization and Administration of Coaching (.5 course) Principles of athletic administration at the interscholastic level. (For non-physical education majors seeking coaching endorsement.) HPE 489 Pradicum HPE 499 Independent Study Directed intensive study in an area of physical education. Open only to junior or senior majors. HISTORY - HIS H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J.R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences which makes scattered individuals into a community." A society's history is also a storehouse of human experiences that enables us to deal more knowledgeably with the continuities and changes in current issues. Established disciplines, as history long has been, train the mind by developing concepts and skills that enable one to deal with masses of information. Many have found that history is an entree into the richer enjoyment of travel, cultural events and the broad reading enjoyed by the educated person. Accordingly, history has long held a major role in the liberal arts. This is true at Augsburg. The Department has strength in, and requires of its majors, work in four main areas: ancient and medieval, modem Europe, United States and the non-Western world. The Department's graduates are well represented among professional historians; at present, some are in graduate schools preparing for such careers. More have distinguished themselves as social studies teachers in elementary and secondary schools and current projections indicate that there will be growing opportunity in that field for history majors. For most of our students, however, the study of history provides one of the better undergraduate liberal arts experiences, valuable both for a wide variety of career choices and personal enrichment. History Faculty Richard Nelson (Chair), William Green, Donald Gustafson, Christopher Kimball Major Eight courses plus one seminar. At least four of these courses must be Upper Division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval; modern Europe; U.S.; and nonWestern. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be Upper Division. Honors Major GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. - History Prerequisites First year students should enroll in one or more of the 101-104 courses. 200level courses are normally reserved for sophomore or Upper Division students. Upper Division courses are numbered 300 and above. Satisfactory completion of a Lower Division course is normally required before enrolling in an Upper Division course. See instructor for permission. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg. A minor normally requires two courses taken at Augsburg. HIS 101 The Beginning of the Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modem World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 HIS 199 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Internship A limited number of work-based Lower Division experiences may be available to qualified students in which the student, faculty member and site supemisor design a learning agreement which enables the student to consider history as a major while exploring career alternatives. Consultation with the Department and Internship Office is required before registration. HIS 220 America to 1815 The historical evolution of America to 1815beginning with the contact of American, African and European cultures, then turning to the political, religious and racial diversity of colonial life. After treating independence and the creation of a new republic, the course will conclude with examination of the expansion and democratization of that republic. HIS 221 19th Century U.S. An historical survey of the United States during the 19th century, empha- sizing the social changes brought about by immigration, expansion, sectionalism and the slavery debate. After considering the Civil War and History 14 Reconstruction, the course will conclude with an examination of political, economic, and cultural changes influenced by industrialization and urbanization. HIS 222 20th Century U.S. An historical survey of the United States in the 20th century, focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of inaeasing racial and ethnic diversity, and the impact of affluence. HIS 225 History of the Twin Cities A local history course using the Minneapolis/St. Paul metropolitan area as a case study for examining large themes and issues in U.S. urban history. Topics considered include frontier urbanism, industrialization and economic change, transportation, immigration and ethnicity, and urban politics and reform. HIS 241 Topics in African-American History Selected topics in African-American history including the history of civil rights, African-Americans in Minnesota, contributions to world culture and leadership. The specific topics to be offered will be announced prior to registration. HIS 242 History of African-American Civil Rights, 1619-1915 An examination of the historical development of civil rights for African- Americans from the appearance of black slaves brought to Jamestown to 1915, focusing on the legal, economic and political issues stemming from race and class, with special consideration of perception, emancipation and integration of slaves and former slaves. HIS 243 History of African-American Civil Rights, 1915-1972 A continuation of the examination of the historical development of civil rights for African-Americans for the period 1915-1972,with special emphasis placed on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randolph, Charles Houston, Thurgood Marshall and Martin Luther King, Jr. HIS 2451345 The American and Scandinavian Shared Heritage An exploration of key aspects of the cultural history of the United States and Scandinavia from the 19th century to the present. Emphasis is placed on the Atlantic migration and the similarities and differences between these cultures, especially in their movement from agrarian to industrial society. (Offered only in the Augsburg College/lZlstfold, Norway program. See International Studies) HIS 299 Directed Study An opportunity for the student to do readings or study on topics not covered in the scheduled courses. The proposed study must be approved by the directing faculty member and the chair of the department before registration. A maximum of one course in directed study may be applied to the major. wL History HIS 326 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure and inter-governmental relations. HIS 331 Topics in U.S. History In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War. Attention will be paid to changing definitions of war and peace, tensions between internationalismand isolationism, the emergence of the U.S. as an economic and military power, and the making of diple macy in the nuclear age. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 346 Namibia and South Africa: An Historical Perspective An historical overview of Manibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (For offerings see International Studies) HIS 347 MesoAmerica: Legacy of the Conqueror Four specific mini-courses together provide an overview of Mexico's historical development from pre-Columbian times to the present day. (For offerings see International Studies) HIS 360 The Ancient Near East and Greece to 338 B.C. The development of civilization in the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion and political institutions. HIS 361 Hellenistic Greece and Rome to 330 A.D. A study of the development of Alexander's ~ m ~ i rthe e , Hellenistic kingdoms and the rise of Rome as the world's greatest power. Emphasis is placed on personalities, the arts and Rome's contributions in law and the political process. HIS 370 The Late Middle Ages to 1560 A study of the scholastic tradition and the role of the Church and state, eniphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. History 1' HIS 399 Internship A limited number of work-based Upper Division learning experiences are often available to qualified history majors in which the student, faculty member and site supervisor design a learning agreement which unites the study of history with opportunitiesfound in the placement. Consultation with the Department and Internship Office is required before registration. HIS 440 Topics in World History This course will investigate topics in world history which are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 474 The World and the West This course begins with Europe's discovery of the rest of the world, considers cultural interaction and conflict, the building of European empires in Asia and the Americas, and concludes with the breakdown of these imperial systems at the end of the 18th century. HIS 495 Seminar This course is required for the major and enrollment is normally restricted to students who have nearly finished their course work. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the Fall term.) HIS 499 Independent Study Majors with an average of 3.5 GPA or above in history courses are encouraged to apply for Independent Study. The proposed study must be approved by the directing faculty member and the chair of the Department before registration. A maximum of one course in Independent Study may be applied to the major. 1 nterdisciphary Studies covers a broad specof experience and course work. Through Interdisciplinary courses, students gain greater insight and understanding of cultures and perspectives different from their own. Through these experiences students are better prepared to become contributing members of the global community. Courses listed in these areas may be used to fulfill the Urban Concerns, Women's Studies or Ethnic Studies requirements under the General Distribution Requirements. Consult the General Education list for courses which fulfill the specific perspectives. Augsburg also offers students the opportunity to major and minor in Women's Studies, and to minor in American Indian Studies. For other Interdisciplinary course listings, see International Studies. INS 105 AMERICAN INDIAN STUDIES The American Indian Studies minor offers nine courses that encompass the range of American Indian contributions to North American culture including art, religion, literature and history. Also offered are two beginning courses in Ojibwe (Chippewa), the original language of one of Minnesota's native people. Approved electives from other departments include Women, a Cross-Cultural Perspective; Contemporary American Indians; and American Indian Women. Coordinator Virginia Allery Minor Five courses including INS 105 and at least one Upper Division course. Indian Studies courses may also be taken as part of majors or minors in other academic subjects or to meet distribution/general education requirements. Introduction to American Indian Studies This course is a n introduction to the content areas of the American Indian Studies curriculum, including an ovemiew of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music and language. (Required for American Indian Studies minor.) OJB111, OJB112 Beginning Ojibwe (See Modem Languages for course description.) ENC 216 American Indian Literature (See English Department for course description.) INS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary and historical origins of women's roles and status in society. Interdisciplinary Studies Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East and China. (Cross-listedwith the Women's Studies Department.) INS 260 Contemporary American Indians This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal sovereignty, treaty rights and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. ART 290 Tribal Arts and Culture (See Art Department for course description.) INS 320 American Indian Women The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today. (Prereq.: one course in Women's Studies or American Indian Studies or consent of instructor. This course also applies to Women's Studies.) HIS 326 American Indian History (See History Department for course description.) REL 370 American Indian Spirituality and Philosophical Thought (See Religion Department for course description.) ETHNIC STUDIES REL 231 Religion in African-American History (See Religion Department for course description.) INS 232 The African-American Experience in America An overview of the major issues related to the African-Americanexperience, focusing on historical, sociological, economic, legal and psychological aspects of that experience. HIS 241 Topics in African-American History (See History Department for course description.) METRO URBAN STUDIES - INS Metro-Urban Studies is a transdisciplinaTy major and minor by faculty in sociology, economics, history, political science, psychology and other related disciplines. The Metro-Urban Studies program seeks to blend classroom and field experience, theory and internships which focus the content of liberal learning On the community and the process of urbanization. The Metro-Urban Studies major and Interdisciplinary Studies graduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization and theology. The program and General Education City requirement introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analybcal and theoretical tools required to understand the metropolitan communitv. Internships, Community ServiceLearning and Cooperative Education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, (ECO),Robert Clyde, Norman Ferguson (PSY), Chris Kimball (HIS) Major 13 courses including: POL 122 Metropolitan Complex POL 421 Topics in American Politics PSY 356 Environmental Psychology SOC 211 Human Communities and the Modem Metropolis SOC 381 The City and Metro-Urban Planning HIS 225 History of the Twin Cities HIS 335 Urban American History MIS 379 Quantitative Methods for Business and Economics or SOC 362 Statistical Analysis POL 484 Political Analysis Seminar or SOC 363 Research Methods INS 399 Internship Plus three additional approved urbanrelated coursees. (Courses fulfilling the City Perspectives generally meet the urbanrelated requirement.) HECUA off-campus programs are highly recommended, especially the MUST Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics. Minor POL 122, SOC 211, HIS 225 and two of the following: POL 421, PSY 356, HIS 335, SOC 381 or INS 399. The Internship, INS 399, is highly recommended where appropriate. Other combinations ate feasible if approved by the Director of the Program. INS 199 Internship A work-based learning experience in which a student, faculty member and site supemisor design a learning agreement which enables the student to explore Metro Urban Studies as a major and consider its career Interdisciplinary Studies alternatives. Participation in a concurrent seminar is expected. Students must consult with the Department and Internship and Cooperative Education Office prior to registration. INS 299 Directed Study Independent Study for Lower Division students (Prereq.: consent of instructor and POL 122 or SOC 211) INS 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of Metro Urban Studies with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. Students must consult with the Department and Internship and Cooperative Education Office prior to registration. INS 498 Independent Study - Metropolitan Resources An independently designed course which a student (or group of students) develops, which utilizes resources available in the metropolitan community, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a Department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) INS 499 Independent Study Student must present a written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: POL 484 or SOC 363 and consent of instructor) I URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs (HECUA), a consortium of 18 colleges and universities. Through HECUA, Augsburg students have access to five interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America and the Twin Cities. For information on the international HECUA progams, see International Studies listings. I. Metro-Urban Studies Term (MUST) This "Semester in the Cities" program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinaryreadings connect experiences and direct observation with theory and research on the impact of race, class and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. 14 18 Interdisciplinary Studies INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying -at times competing -views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internships (2 course credits) Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 24 hours a week. Coursework also includes readings, seminar discussion, field assignments and writing to meet the objectives of the internship. II. City Arts This program studies the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of the life experiences and works of artists, cultural workers and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at a variety of arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internships (2 course credits) Internships involve participation in an ongoing project with an individual artist, community organizer, art group or organization for the purpose of learning about life and work in that setting. The form and placement varies with each student's goals, needs and experiences. NORDIC AREA STUDIES - NAS (Formerly Scandinavian Area Studies) Nordic Area Studies is an interdisciplinary program drawing on the combined resources of the ACTC schools and the Nordic Center at Augsburg College. The curriculum treats Norden (Denmark, Finland, Iceland, Norway and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic Area Studies postulate a Nordic regonal identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Interdisciplinary Studies 14 Advisor Frankie Shackelford Major Eight Upper Division courses. Minor Four Upper Division courses. Note: At least four of the Upper Division courses required for the major must be Augsburg courses. The remainder NAS 330 may be transfer credits included in the major on approval of the program adviser. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Modem Language Department. Recommended supporting preparation: Study in Denmark, Norway, Sweden, Finland or Iceland (see International Studies Department - Qstfold Program, Metro-Urban Studies, SUST or Oslo Year Program), and elective courses or a second major such as Norwegian, History, Political Science, Urban Studies, Business Administration, International Relations, Sociology or Social Work. Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. Knowledge of Scandinavian language not required. (Fall: altemate years) NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion based on reading of selected works in translation, including masterpieces from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development of the Nordic drama. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: altemate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term.) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term.) - Interdisciplinary Studies ART 382 Scandinavian Arts (See Art Department.) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term.) NAS 394 Urbanization and Development in Scandinavia (See Intemational Studies, Scandinavian Urban Studies Term.) NAS 399 Internship A work-based learning experience in which the student, a faculty member and the site supervisor design a learning agreement that enables the student to apply theoretical knowledge of Nordic culture in a professional context and to explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative Education Office. NAS 499 Independent Study In consultation with a faculty member, the student selects a specific topic for study. H WOMEN'S STUDIES The program in Women's Studies provides students with the oppormn~vto examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. ~aiherineand the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical and research components that focus not only on gender, but also acknowledge that race, class and sexual identity are crucial aspects of women's experiences. The Women's Studies Program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women's Studies Faculty Maria Woroby (Coordinator),Kristin M. Anderson, Maria Brown, Grace B. Dyrud, Mary G. Endorf, Milda Hedblom, Victoria Littlefield, Lynne Lorenzen, Mildred "Mike" Mueller, Catherine Nicholl, Beverly J. Nilsson, Norma Noonan, Nancy K. Stebla~f , , J. Stratton , ,, , ,, 1 f Major Ten courses which must include INS 201 Foundations in Women's Studies, INS 495 (Seminar),and INS 199 or INS 399 (Internships).The remaining seven electives are to be selected from approved Women's Studies courses. At least three courses must be Upper Division courses. Students may take courses at any of the colleges participating in the Women's Studies Program. However, at least three courses must be completed at Augsburg. The writing component of the Graduation Skills Requirements for the Women's Studies major must also be completed at Augsburg. Each student's program must Interdisciplinary Studies 15 have the written approval of the Women's Studies Program Coordinator. Minor Upper Division; and INS 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written Five courses which must include INS 201; three electives, one of which must be INS 199 of the Studies Program Internship Must be approved by Women's Studies Program Coordinator. INS 201 Foundations in Women's Studies This multidisciplinarycourse introduces students to the contributions of women in history, religion, literature, philosophy, sciences and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientations and class, and other contemporary issues. INS 233 Women: A Cross Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. INS 265 Women in American Culture Through a discussion of works by women historians and selections from women's journals, speeches, literature and other aesthetic creations, the class analyzes the position of women in American culture. Emphasis will be placed on the perspectives of women of color and other women minority groups. INS 281 Topics in Women's Studies INS 311 The Development Process (See International Studies, Women and Development.) INS 320 American Indian Women (See American Indian Studies for course description.) INS 325 African American Women: Social, Historical and Creative Perspectives This course examines the historical roots of African American women from Africa to locations in the United States and other parts of the African Diaspora. The effects of slavery and its resulting effect on African women are examined in depth, as well as past and current contributions by African American women to government, business and family. INS 399 Internship in Women's Studies (Must be approved by the Women's Studies Program Coordinator.) bL Interdisciplinary Studies INS 481 Topics in Women's Studies INS 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an Independent Study (499). It is offered at a different college each year. INS 499 Independent Study The student must present a written proposal containing rationale, objectives and methodology of the proposed study according to program guidelines. (Must be approved by the Women's Studies Program Coordinator.) See department listings for descriptions of the following approved electives: ART 352 Women and Art ENC 282 or 482 Topics in Literature: Women and Fiction POL 421 Topics in American Politics POL 459 Topics in Comparative Politics PSY 371 Psychology of Gender REL 441 Feminism and Christianity 1 ntemational Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in History, Political Science, International Business or a foreign language. Numerous combinations of majors and minors are possible with the Intemational Relations major. Director Norma Noonan POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policy POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modem language Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 465,466 ECO 314; 317,360 HIS 440,474 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 336 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, SCA 330 (See Modem Languages.) Interim courses, seminars, Independent Study, topics courses and courses at other colleges/universitiescan be considered here with the approval of the Program Director, as well as a fourth term or higher of college work in a second language. Honors Major Major Required courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics GPA of 3.6 in the major; 3.0 overall. In addition to fulfilling the requirements for the major, the student must complete an Honor's Thesis no later than March 1 of one's senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an Honor's Major by the end of their junior year. International Studies Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. I ntemational Study at Augsburg College is intended to motivate students to act responsibly and effectively in society by expanding their awareness of other cultures, deepening their understanding of the human condition on a global scale, and helping them to understand the connections between social justice and global interdependence. The Center for Global Education administers international study opportunities available to Augsburg students. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students majoring in a variety of disciplines, from the natural sciences to mathematics, study abroad each year. Students normally receive the same number of course credits abroad as they would if studying on-campus. Courses abroad can fulfill major, distribution/ general education and graduation requirements when approved by the Coordinator of Academic Programs Abroad and appropriate faculty before departure. Note: Only the fourth or higher term of languages counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the Program Director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off-campus through the Center for Global Education. Students must apply by December 15 for study off-campus for the next year. The cost for many programs is equivalent to full room, board and tuition for a semester on-campus. Financial aid is granted on the same basis as on-campus study. International study programs approved through Augsburg are listed below. For information on these or other programs, contact the Coordinator of Academic Programs Abroad. THE CENTER FOR GLOBAL EDUCATION The Center for Global Education facilitates cross-cultural learning experiences which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the perspectives of the poor and of others International Studies struggling for justice and human dignity. The Center's study programs are conducted in Mexico, Namibia, Norway and Swiberland. Students experience Ulree distinct types of living situations, which include living with other participants in a community house, spending several days in a rural setting and several weeks living with host families. They also travel together on two-week seminars: in Mexico to Central America, in Namibia to South Africa, and in Switzerland to Italy and Germany. WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES - FALL This program explores the experience of women in Latin America, focusing on their roles in economic development, social change strategies, and the connections women are drawing among issues of gender, race, class and global economics. Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also approved for credit in Women's Studies. POL 495 may be taken as a course in Women's Studies, depending on the mini-courses chosen. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director.) INS 31 1 The Development Process An integrative seminar providing opportunity to rdkct critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices are examined, as well as social change strategies. POL 359 Topics: Women in Comparative Politics -Women in Latin America A n examination of critical global issues affecting Latin America and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies and revolution. REL 366 The Church and Social Change in Latin America This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination of the emerging "Theology of Liberation" as articulated by prominent Latin American theologians as well as by people directly involved in local parishes and development projects in Cuemavaca. Special attention will be given to the complex interactionsbetween women and religious institutions. 13 j6 - International Studies 1 SOCIAL POLICY AND HUMAN SERVICES IN LATIN AMERICA - FALL This program introduces students to the central issues currently facing Latin America by focusing on new models of political organizing, popular education and human services. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director.) POL 295 Latin America: Development Issues A survey of global issues affecting the human condition in a rapidly changing and increasingly interdependent world: modernization and development, economic change and international trade, diminishing resources, war and revolution, peace and justice and cultural diversity. Emphasis on the development of a global perspective which recognizes human commonalities as well as diversity in perceptions, values and priorities. SWK 361 International Models of Social Work Social Work is social policy in action. Currently social workers are involved at many levels of a nation's social system -with natural helping networks, families, community groups, volunteer organizations, formal government services and private initiatives. Through a series of four minicourses, the course explores the different approaches to social work in several countries in order to compare methods and service and to analyze the current response to human needs in Latin America. SWK 399 Internship A supervised learning experience in an agency setting with emphasis on acquiring an overview of how the agency functions and how populations are served. The placement will be for 80 hours during the Fall term. There are a limited number of internship placements. Preference will be given to Social Work majors. One-and-one-half years of Spanish study (or demonstrated proficiency) is required for placement. EDE/EDS 412 Latin American Models of Education A comparative approach to learning methods of educational models being developed in Latin America. Students will apply their knowledge of educational concepts used in the U.S. to an understanding of basic processes employed by Latin American educators in teaching critical -&inking, con&iousness-raising and cooperative problem-solving. Exploring the transferability of these learning models to North America wzl be a focus throughout the course. SWK 465 or 468, or SOC 271 Social Policy and Social justice (Social Work - Upper Division, or Sociology - Lower Division) Social policy related to the health, education and well-being of members of Mexican and Central American societies. The course will examine the International Studies distances between policy and reality, particularly for the poorest groups, the impact of international economics and politics, and movements that have emerged dedicated to bridging the gaps between needs and policies. (Note: Augsburg students majoring in Social Work can take this course as SWK 465 if they agree to take a .5 Independent Study to supplement the North American legislative procedure and mini-policy study they do on the Augsburg campus.) SOUTHERN AFRICA SOCIETIES IN TRANSITION - FALL This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social and economic dynamics of building a new nation. INS 312 The Development Process - Southern Africa This course will provide the opportunity to reflect critically on issues of development, hunger, injustice and human rights. The course will examine basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Readings include selections of biographies and personal accounts of some key religious leaders in Southern Africa who played important roles in the anti-apartheid struggle. HIS 346 Namibia and South Africa: An Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa and the war for independence. An exploration of the historical roots of apartheid and the process by which it has been institutionalized during the 20th century is an integral component. POL 353 or SOC 304 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester. The Namibian situation is a case study for exploring the process of political and social change occurring in Southern Africa during the second half of the century. The legacy of apartheid in Namibia will be examined with particular focus on the social and political movements that have evolved in the struggle for independence. The structure and process of Namibian politics will be compared to those of South Africa and Zimbabwe. INS 399 Internship A limited number of Internships will be available to provide students with opportunities to gain hands-on work experience in a development agency. 13 58 International Studies W AUCSBURC COLLEGE OSTFOLD, NORWAY - SEMESTER OR ACADEMIC YEAR Augsburg, in cooperation with the University of North Dakota and the city of Moss, offers this semester or year-long exchange program in Moss, Norway. Twenty U.S. students and 20 Norwegian students join to explore the cross-cultural dimensions of a variety of fields. NOR 1111112 Beginning Norwegian This course aims to develop the four basic language skills of speaking, listening, reading and writing. Special emphasis will be placed on helping students learn to use Norwegian in their daily lives, including at school, with host families and in the community of Moss. Television, radio, movies, newspapers, magazines and visits by native Norwegians are incorporated into class sessions. (Intermediateand advanced Norwegian courses can be arranged for students who have already completed a year of Norwegian language study.) NAS 1991399 Internships Students are placed in local businesses, institutions, or organizations in the Moss area where they work approximately 8 to 10 hours per week. In addition, students complete the academic component of the internship, which usually includes reading appropriate books and articles, keeping a journal, writing a paper, and participating in seminars with other interns. Students, faculty, and work supervisors cooperate to develop learning contracts which spell out the work and study obligations of the students. HIS 2451345 The American and Scandinavian Shared Heritage An exploration of key aspects of the cultural history of the United States and Scandinavia from the 19th century to the present. Emphasis is on the Atlantic migration and the similarities and differences between these cultures, especially in their movement from agrarian to industrial society. NAS 250 Comparative Social Structures in Scandinavia and the United States This course examines concepts basic to the study of sociology, including group interaction, social institutions and culture. It also explores the development and current status of social structure in Scandinavia and the United States. NAS 2991499 Directed Studyllndependent Study (Some of the Lower Division courses may also be taken for Upper Division credit.) SPC 332 Intercultural Communication This course will explore both the opportunities and the problems associated with communication between people from different cultural backgrounds. Factors such as ethnocentrism, stereotyping, prejudice, role expectation, values and non-verbal symbols will be examined. The Western cultures of Norway and the United States will be examined as well as the non-Western culture of Asian foreign workers. SPC 346 Theories of Communication and Media This course will explore the relationship between communication and International Studies media by examining texts, ideas, media products and technical facilities. Special attention will be given to the social, psychological, ethical and demographic issues from American and Scandinavian cultures, which have resulted in the development of two distinct media traditions. SPC 349 Interactive Communication and Media This course will explore interactive communication and media. In this context, interactive communication refers to a two-way exchange of messages, and the media most commonly used for this purpose are computers, television and interactive video systems. Scandinavian and American media systems and their interactive media products will serve as the framework for this study. ART 382 Scandinavian Art (See Art Department for course description.) INTERNATIONAL DEVELOPMENT AND HUMAN RIGHTS IN LATIN AMERICA - SPRING This program examines approaches to development in Latin America and the relationship of these approaches to achievement of basic human rights. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director) ECON 495 Topics of Economic Development in the Third World Study the models of economic development implemented in Latin America during the past 50 years. Examine the economic strategies utilized in Mexico and Central America during the past decade, as well as the impact of U.S. economic policies in the region. Learn about the current debate on economic development as well as the irhplications of the North American Free Trade Agreement for Latin America. (Prereq.: ECO 112 or equivalent) POL 495 Seminar on Human Rights in Latin America Examine the philosophical foundations and contemporary definitions of human rights, including international standards and covenants. Become familiar with the work of international agencies, grassroots organizations and churches in promoting respect for human rights. Concentrate on the ways in which human rights affect women, children and other marginalized groups. Study international humanitarian law and the relationship of human rights to both international development and U.S. foreign policy. CST 230 Cultural Issues Seminar Look at aspects of Latin American culture, history and contemporary realities. Through a series of mini-seminars gain an understanding of Mexican cultural identities and develop a cultural framework for understanding contemporary issues. 15 - International Studies HIS 347 Mesoamerican Legacy of Conquest Obtain a comprehensive view of Mexico's development from preColombian times to the present day. Through a series of mini-seminars trace the roots of pre-Colombian civilization in Mexico, study the turmoil of the Mexican revolution and its effects on modem Mexican society, and investigate the strategies of current revolutionary movements in Mexico, Nicaragua and El Salvador. REL 366 The Church and Social Change Learn about the role of religion past and present within situations of political oppression and social injustice. Focus on the role of women in the church and emerging theologies of liberation. INS 399 Internship Gain hands-on work experience in a human rights organization or development agency located in Cuernavaca, Mexico. Provide 80 hours of service to the agency, attend field placement seminars, and report to fellow students about experiences. WOMEN AND DEVELOPMENT: A SOUTHERN AFRICA PERSPECTIVE - SPRING This intensive travel and study program is designed to introduce participants to the central issues facing Southern Africa, with emphasis on the experience of women. The program introduces students to the struggle of women in Southern Africa, to the history of their role in society and to the situation that exists for women in Africa. SOC 236 Family Systems and Social Policy in Southern Africa Using a cross-cultural approach, this course will examine the family as a social institution in Namibia and South Africa. A family stay will serve as a laboratory for students to observe various aspects of family life in Namibia, including kinship, child-rearing, courtship and the marriage relationship. The course will also examine formation of social policy responses to family issues in post-independent Namibia. INS 312 The Development Process - Southern Africa This course will provide the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course will examine basic theories of development as well as particular strategies of development being implemented in Namibia and South Africa. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Readings include selections of biographies and personal accounts of some key religious leaders in Southern Africa who played important roles in the anti-apartheid struggle. International Studies It POL 359 Topics: Women in Comparative Politics - Southern Africa This course is an integrative seminar focusing on the participation of women in struggles for liberation in Southern Africa and on their emerging role in newly independent Namibia. The experience of Namibian women in the political process will be compared to that of women in South Africa and Zimbabwe. INS 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency working with or providing special services to women. GLOBAL ISSUES AND WORLD CHURCHES - SUMMER This intensive program of study and travel is designed to introduce participants to the workings of international nongovernmental organizations, especially ecumenical church agencies. The program is focused on peace and justice issues and the integrity of creation. Based in Geneva, Switzerland, the program will also include seminars in Italy and a family stay in Eastern Germany. POL 356 International Organizations and Religious NCOs A study of the functional organization and role of nongovernmental agencies, with emphasis on world church agencies, and their relationship to other voluntary agencies and to intergovernmentalorganizations (United Nations committees) responding to global issues. REL 379 Ecumenism in the Contemporary World A study of the policies and programs of world church agencies with attention to the ethics, theology and socio-political assumptions on which their work is grounded. i2 International Studies THE HIGHER EDUCATION CONSORTlUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in three different full semester programs in Norway, Colombia and ~cuadorAll programs emphasize the impact of social change and cross-cultural factors on the human community. FIECUA programs include intense language experience, internships and field trips. The cost of HECUA programs is equivalent to full tuition, room and board for one semester on-campus plus airfare. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST) - FALL This interdisciplinaryprogram focuses on the contemporary Scandinavian societies and issues of the development of cities, urban problem solving and urban life. Local, regional and international field study and site visits in Scandinavia and the former Soviet Union. INS 372 Norwegian Language Intensive language instruction at beginning or intermediate levels, with . emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Students should consult with the Chair of the Modem Language Department for language credit. INS 377 Scandinavia in the World Exploration of Scandinavian viewpoints as small power nations in a world of super powers and their role in issues of peace, conflict resolution and arms control, East-West relations, European security, trade and the Third World. Includes field travel to other capitals for discussionswith advocates of competing perspectives. INS 393 Scandinavian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theaters, museums, galleries) and discussions with artists active in a variety of media. INS 394 Urbanization and Development in Scandinavia Examination of urban economic, social and cultural policies and practices as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to other capitals for a comparative view. International Studies It INS 499 Independent Study Students with advanced Norwegian language proficiency have the option of conducting Independent Study research, using Norwegian language skills, on a topic approved by the SUST Program Director and the appropriate home college faculty adviser, SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAUS) - FALL This semester in the city program is located in either Bogota, Colombia or Quito, Ecuador. This interdisciplinary program focuses on the relationships between Third World development and the consequences of urbanization, especially inequality in Latin America. Analyses of competing theories of development are integrated with field study in the host city and outlying regions. INS 261 Spanish Language All students take Spanish at the intermediate level or conduct an Independent Study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work. INS 361 Introduction to Latin America Overview of Latin American geography, history, economy, politics, culture and arts with emphasis on program sites as case studies. Focus is on economic development issues, theories and models applicable to Latin America. INS 362 Urbanization in Latin America The development of cities and implications for social change in Latin America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, govenunental policies and urban elites. Models and theories of urbanization and development are compared and applied to Latin America. INS 363 Wealth, Poverty and Community Development The plight and prospects of the urban poor in Latin America. Emphasis on field study in barrio communities and site visits to public and private agencies dealing with urban problems. INS 499 Independent Study Students with advanced Spanish are required to prepare an Independent Study research paper. Depending on the topic and resources required, supervision is by a professional at a local college or research institution or by SAUS faculty. COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA) - FALL OR SPRING This interdisciplinary program enables the student to combine intense involvement in a community-based organization with the study of community development process and the increase of language skills. i4 International Studies LITERATURE, IDEOLOGY, AND SOCIETY IN LATIN AMERICA: COLOMBIA OR ECUADOR (LISLA) - SPRING This interdisciplinary propam focuses on developments and social change in Latin America through the study of ideology, as reflected in literature, the arts and the ways in which ideologies shape social realities. INS 360 Latin American Literature: Perspectives on Social Change Study of selected literary works that illustrate social realities and express a variety of perspectives on Latin American societies and social change. Historical survey of the dominant trends in Latin American thought as manifested in major artistic periods. INS 364 Latin American Arts and Society Introduction to theoretical frameworks for examining the relationships among art, ideology and society. Intensive readings include works by theorists from Europe, the U.S. and Latin America. INS 367 Ideologies of Social Change in Latin America Theories of ideology and overview of Latin American ideologies related to development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependence and Marxism. INS 499 Independent Study All students prepare an Independent Study paper on a topic and design approved in advance. Topics can include Latin American literature and others appropriate for Spanish language credit. See listing under Business Administration, Accounting and Management Information Systems. A t least since Soaates, scholars have appreciated the value of mathematics in developing the skills of a-itical thinking, understanding abstract concepts, and analyzing and solving problems. Coupled with the more modem needs of quantitative reasoning, these skills are still essential for any liberally educated person. Mathematics courses at Augsburg are intended to help develop these skills. Mathematical ideas have had a formative impact on the development of civilization. Since a liberal education should include a variety of perspectives on our culture and heritage, a study of mathematics and its influences is an important part of a liberal arts education. The Department aims to provide its majors with skills necessary to serve the larger community through a variety of careers. Mathematics majors are prepared for graduate school or work in industry or service professions. Students may pursue a concentration in applied mathematics or the more traditional major. Internship and Cooperative Education options help students take advantage of Augsburg's proximity to the many technically-oriented enterprises in the city. Additionally, an increasing number of academic disciplines require a working knowledge of the tools of mathematics. This Department serves students majoring in a wide variety of fields. Toward the goal of serving students with a diversity of needs, the Department uses an integrated curriculum that introduces mathematics and science majors to modern mathematical developments and a wide variety of concepts in the first two years, not just calculus. A major federal grant supported the development of this AUGMENT curriculum. Mathematics Faculty Larry Copes (Chair), Suzanne Dorge, Beverly Durkee, Ken Kaminsky, Beverly Stratton Major Eight courses including: MAT 145 AUGMENT Mathematics I MAT 146 AUGMENT Mathematics I1 MAT 245 Mathematical Structures and Reasoning I MAT 246 Mathematical Structures and Reasoning I1 MAT 314 Abstract Algebra MAT 324 Analysis MAT 491 ~ a t h e m a t i c s / ~ o m ~ uScience ter Colloquium (junior and senior years) CSC 170 Structured Programming or CSC 270 FORTRAN And three electives from MAT courses above 200, at least two of which are above 300. Note: At least two mathematics courses above 300 must be taken at Augsburg. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Mimesota teacher licensure requirements. - Mathematics Mathematics Major with concentration in Applied Mathematics Ten courses including: MAT 145 AUGMENT Mathematics I MAT 146 AUGMENT Mathematics I1 MAT 245 Mathematical Structures and Reasoning I MAT 246 Mathematical Structures and Reasoning I1 MAT 247 Introduction to Applied Mathematics MAT 324 Analysis MAT 491 Mathematics/Computer Science Colloquium (junior and senior years) PHY 121 General Physics I PHY 122 General Physics I1 CSC 170 Structured Programming or CSC 270 FORTRAN And three electives from: PHY 327 Special Functions of Mathematical Physics MAT 328 Complex Analysis MAT 355 Numerical Analysis MAT 373 Probability and Statistics I MAT 374 Probability and Statistics I1 MAT 481 Topics (must be approved) Note: At least two mathematics courses above 300 must be taken at Augsburg. Honors Major GPA of 3.5 in the major, 3.1 overall, and Independent Study at an advanced level. Mathematics Minor MAT 145 AUGMENT Mathematics I MAT 146 AUGMENT Mathematics I1 MAT 245 Mathematical Structures and Reasoning I MAT 246 Mathematical Structures and Reasoning I1 or MAT 247 Introduction to Applied Mathematics And one elective above MAT 300. At least one of the MAT courses above 200 must be taken at Augsburg. Math Placement Croup (MPC) Before enrolling in any mathematics course, the student must have appropriate math placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a college-level mathematics course taken at another college may have their Math Placement Group determined by the Registrar's Office. Students who have passed the College Board Advanced Placement Exam should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam. The exam is given during college registration sessions and at other announced times during the year. Students who need to advance their Math Placement Group may take the appropriate MAT course or study on their own and retest. Additional information about the Math Placement Exam is available from the Director of Testing in the Academic Dean's Office. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. MAT 103 Basic Mathematics A review of arithmetic and an introduction to algebra. Topics include integers, fractions, decimal numbers, ratios, percents, exponents, radicals and evaluation of algebraic expressions. Successful completion advances the student to Math Placement Group 11. P/N grading only. Counts as one course in semester's load but does not give credit toward graduation. (Prereq.: MPG I. Fall, Spring) MAT 104 Intermediate Algebra A review of basic algebraic skills and concepts. Topics include polynomials and rational expressions, exponents and radicals, solving and graphing linear and quadratic equations, and inequalities. Successful completion advances the student to Math Placement Group 111. P/N grading only. Counts as one course in semester's load but does not give credit toward graduation. (Prereq.: MPG 11. Fall, Spring) MAT 105 Applied Algebra An exploration of applications of algebra to the social and natural sciences, business and everyday life using linear, exponential, logarithmic and other models. Use of calculator, estimation and graphs are stressed. Successful completion advances students to MPG 111. Students in Math Placement Group III or IV should consult the Mathematics Department. Students preparing for MAT 114 should consult the Mathematics Department. (Prereq.: MPG 11 and a year of high school algebra) MAT 114 Elementary Functions A study of algebraic, exponential, logarithmic and Mpnometric fmctions. For students planrung to take MAT 145 or calculus. Studens who h a w completed MAT 145 or l r l d u s may register for credit only wiLh consent of instructor. S u c c ~ ~ fcompletion ul advances student to Math Placement Group IV. (Prereq.: MPG I11 and two years of high school algebra. Spring) MAT 121 Finite Mathematics Topics of finite mathematics including combinatorics, probability, matrices, linear programming and graph theory. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG III. Fall: odd years) MAT 122 Calculus for the Social and Behavioral Sciences Differential and integral calculus with applications in the social and behavioral sciences. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG In. Offered occasionally) MAT 131 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 111. Offered occasionally) Mathematics MAT 145, 146 AUGMENT Mathematics 1 & 11 An exploration of mathematical ideas, paying attention to historical and philosophical connections and to reading, writing and thinking in mathematics. Includes calculus concepts such as limit, continuity, derivative, anti-derivative, integral, sequences and series; and selected topics from linear algebra, abstract algebra, number theory, probability, geometry, topology, graph theory and combinatorics. (Prereq.: MPG IV for MAT 145; MAT 145 for 146. Fall: 145; Spring: 146) MAT 173 Math of Interest An introduction to actuarial mathematics. Topics include life insurance, annuities, mortgages, loan payments, and other topics in the mathematics of financial transactions. Offered occasionally. (Prereq.: MPG 111) MAT 245 Mathematical Structures and Reasoning I Further exploration of topics introduced in hL4T 145-146 including calculus, vectors, matrix theory, graph theory and set theory. Emphasis is on mathematical thinking, including logical reasoning and understanding algorithmic procedures and proof formats. Part of the AUGMENT curriculum. (Prereq.: MAT 146 or a year of college calculus. Fall) MAT 246 Mathematical Structures and Reasoning II Emphasis on mathematical thinking continues from MAT 245 with conjecturing, generalizing, abstracting and communicating mathematics in both written and oral forms. Topics include ideas from linear algebra, dynamical systems, analysis, number theory and abstract algebra. Part of the AUGMENT curriculum. (Prereq.: MAT 245. Spring) MAT 247 Introduction to Applied Mathematics Designed primarily for applied mathematics, pre-engineering and physical science majors. Includes topics from calculus, differential equations, discrete mathematics and applied algebra. Emphasis is on modeling and reading mathematics. Part of the AUGMENT curriculum. (Prereq.:-MA~245 orthree semesters of college calculus. Spring) MAT 314 Abstract Algebra An introduction to modern abstract algebra: a rigorous study of the basic structures of modem abstract algebra, such as groups, rings, integral domains and fields. (Prereq.: MAT 246 or three semesters of calculus and one course in linear algebra. Fall) MAT 324 Analysis An introduction to mathematical analysis: a rigorous study of major concepts used in the calculus and their application to more abstract situations. (Prereq.: ENG 111, MAT 246 or 247 or three semesters of calculus and one course in linear algebra. Spring) MAT 328 Complex Analysis A study of complex numbers, functions, limits, derivatives, integrals, series, analytic functions, conformal mapping and applications. (Prereq.: MAT 246 or 247 or three semesters of calculus and one course in linear algebra. Fall: even years) Mathematics MAT 351 Modern Geometry A study of transformational geometry including complex number representations and applications to fractal geometry. (Prereq.: MAT 246 or three semesters of calculus and one course in linear algebra. Spring: even years) MAT 355 Numerical Analysis A study of approximation methods and an analysis of the computational algorithms used. Topics include approximating solutions of nonlinear equations, linear systems of equations and differential equations, interpe lation, extrapolation, curve fitting, numerical differentiationand integration, and error analysis. (Prereq.: MAT 245 or three semesters of calculus, CSC 170. Fall: odd years) MAT 373 Probabilitv and Statistics I A study of modern probability, enumeration techniques, discrete and continuous probability distributions with applications to statistical problems, mathematical expectation, ~ h e b ~ s h e vinequality 's and the central limit theorem. (Prereq.: MAT 245 or three semesters of calculus. Fall) MAT 374 Probability and Statistics II A study of sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance and nonparametric statistics. (Prereq.: MAT 373. Spring) MAT 399 Internship A work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the Internship. Presentation at a departmental Colloquium is expected. Students must consult with the Department and Internship Office before registering. MAT 441 Foundations of Mathematics A rigorous investigation of some of the foundations of mathematics including set theory, logic, axiomatic method and development of the real number system. (Prereq.: MAT 314, Coreq.: MAT 324. Spring: odd years) MAT 481 Topics in Mathematics Study of an advanced topic. (Prereq.: MAT 246 or 247 and consent of instructor. Spring) MAT 491 Mathematics/Computer Science Colloquium (.O course) This colloquium, which has no course credit, meets weekly to keep students informed about contemporary developments, career opportunities, and other interesting ideas in Mathematics and Computer Science. Junior and senior majors must attend. Others are welcome. Sessions are presented by students, faculty members or outside visitors. (Fall, Spring) MAT 499 Independent Study The student, with the guidance of a faculty member, selects and studies an advanced topic. (Prereq.: consent of instructor) PHY 327 Special Functions of Mathematical Physics (See Physics Department listing for a description of this approved elective) 1' See listing under InterdisciplinaryStudies. See Ethnic Studies listing under Interdisciplinary Studies. T he Modem Languages - - Department at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The Department is committed to the view that education should go beyond career preparation. So viewed, second language study goes beyond the development of new communication skills to foster an abiding awareness that the splendid diversity of human languages, literatures and cultures represents a rich historic legacy developed in different ways by many nations to be shared by all in common. The Departmental faculty believes that familiarity with the language and culture of another people is an essential step in the development of a global perspective and hence is indispensable in the education of Augsburg students. The Modem Languages Department offers language, literature, and culture courses leading to majors in French, German, Norwegian and Spanish. Intre ductory courses in Qibwe and Russian are offered at Augsburg, and courses in Chinese, Japanese, Latin and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. In addition to courses in language and culture, the Department offers linguistics courses in which students may go beyond the study of individual languages to investigate the general principles that operate in and shape all languages. In this way the study of linguistics provides a unique view of one of the most intriguing and central facets of the human mind. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Modem Languages Faculty Frankie Shackelford (Chair), Nancy Aarsvold, Ruth Aaskov, Mary Kingsley, Randi Quanbeck, R o d n Soto, Donald Steinmetz Modern Languages Transfer Students Major Requirements Majors must take nine Upper Division courses, five to seven of them at Augsburg and two to four on an approved studyabroad program. The major must include the following: 350; two courses in culture; two courses in language (311 or above); two courses in literature; two electives (from any of the three areas above). Minor Minors must take at least two Upper Division courses at Augsburg. 311 is a prerequisite to all other Upper Division courses. The minor must include four courses above 212, including one each in language, literature and culture. Honors Major Majors seeking Departmental honors must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall and honors thesis demonstrating ability in Independent Study for one course credit. Consult Department Chair for details. Transfer students intending to major or minor in languages must take a minimum of one Upper Division course per year at Augsburg. See Department faculty for limits on non-Augsburg courses. Study Abroad Study abroad is required of all language majors (minimum of one semester) and highly recommended for minors. An advanced-level Internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Teaching Licensure Teacher candidates in French, German and Spanish must consult with the Department of Education for specific information and enrollment in the program as well as for information on Special Methods courses. All transfer teacher candidates, including those who have completed a college language major elsewhere, must take at least two courses in language, literature, or culture at Augsburg. A 3.0 average in Conversation and Composition (311) is a Departmental requirement for teaching majors. Licensure requires successful completion of the Competency Exam prior to student teaching. See requirements for State of Minnesota Licensure for Teaching in Secondary Schools under Department of Education. I CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian Studies Director for more information. '2 Modern Languages FRENCH (FRE) FRE 111, 112 Beginning French Aimed to develop communication skills of understanding, speaking, reading and writing. Through conversations, classroom practice and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall: 111; Spring 112) FRE 21 1,212 Intermediate French Selected articles, interviews and literary readings are the basis of practice in communication, vocabulary building and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; Spring: 212) FRE 243 French Literature in Translation Major representative works of French literature are read in English translation. Through assigned readings, class discussion and written reaction, students become acquainted with artistic qualities and culturalhistorical significance of these works. Sophomore standing. Does not count toward a French major or minor. (On demand) FRE 299 Directed Study Independent Study for Lower Division credit. FRE 31 1 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other Upper Division courses. (Fall) FRE 312 French Expression A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use. French phonology and speech group practice, study of spoken models from the media. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contribution to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) Modern Languages 1; FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 355 20th Century Literature A survey of the major French literary movements since World War I, including the novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports and laboratory texts in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 399 Internship A work-based learning experience in which the student, a faculty member, and the site supervisor design a learning agreement that enables the student to apply advanced French skills in a professional context and to explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative Education Office. FRE 41 1 Advanced Conversation and Composition By means of reading, speaking and writing on topics of intellectual, social or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristiclevels of expression, refinements in style and organization as individual needs indicate. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 450 French Seminar: Novel, Drama, Poetry, Short Story In-depth study of a topic or genre in French literature. Student presentations in French. For advanced students. (See also Interim Catalog. Prereq.: FRE 311 or consent of instructor. On demand) FRE 499 Independent Study Individual pursuit of a topic, movement or genre at an advanced level. Designed to complete a balanced program, enhance research, or meet individual interests. In literature a major paper and its defense are included. (Consultationswith French teachers required. Junior standing. Subject and plan to be clarified early with study adviser.) GERMAN (CER) CER 111, 112 Beginning German Aims at developing basic skills. Classroom practice in speaking, under- - Modern Languages '* standing and reading basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations.Laboratory materials available. (Fall: 111; Spring: 112) GER 21 1, 212 Intermediate German For students with two tenns (or four to five semesters high school) of previous German. Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; Spring: 212) GER 244 German Literature in Translation Principal works of German literature representing Medieval to modem periods (including Mann, Hesse, Grass, Kafka, Brecht) are read and discussed in English. Readings are considered in the context of German cultural history as well as in context of the universal human condition. Credit for this course does not apply to a German major or minor. (Sophomore standing. On demand) GER 299 Directed Study Independent Study for Lower Division credit. GER 311 GER 331 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643),with emphasis on the impact of Roman civilization, the re-emergence of German cultural self-awareness in the Middle Ages and the upheavals of the Reformation. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 332 German Civilization and Culture II Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) beats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. (Prereq.: GER 311 or consent of instructor. On demand) Modern Languages CER 351 German Literature through the 18th Century Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm and Stress, Classic and Romantic literature. Readings in German supplemented by lectures on the history of German literature in its cultural and geopolitical context. Class discussions help improve students' ability to express ideas in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 352 German Literature: The 19th Century Study of later Romanticism, Yowg-Germany, Poetic Realism, Naturalism and Impressionism. Lectures include the literary reaction to the decline of idealistic philosophy and the rise of technology and science. Readings in German. Class discussions help improve students' ability to express ideas in Gennan. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 353 German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions are designed to aid students' selfexpression in Gennan. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 399 Internship A work-based learning experience in which the student, a faculty member and the site supervisor design a learning agreement that enables the student to apply advanced German skills in a professional context and to explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative Education Office. CER 41 1 Advanced Conversation and Composition Aims at developing and refining the student's use of.German as a vehicle for expressing his or her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) CER 451 German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre as a mirror of cultural and geopolitical history. (Prereq.: GER 311 or consent of instructor. On demand) GER 452 German Drama Representative dramatic works from late 18th century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: GER 311 or consent of instructor. On demand) CER 499 Independent Study Independent Study for Upper Division credit. 1; '6 Modern Languages JAPANESE (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian Studies Director for more information. 1 LINGUISTICS (LIN) LIN 289 Introduction to Linguistics An introduction to linguistic analysis and general linguistic principles, with focus on linguistic universals and psycholinguistics. Theoretical questions will be approached by studying samples of various languages. No prerequisite. Recommended for all language majors and minors. (On demand) LIN 299 Directed Study Independent Study for Lower Division credit. LIN 311 Theories of Grammar Comparative analysis of various views of language represented in current linguistic research with the aim of distinguishing underlying philosophical assumptions, investigational criteria and explanatory goals. The theories will be contrasted with those of adjacent disciplines (anthropology, psychology, logic and communication theory). (On demand) LIN 499 Independent Study Independent Study for Upper Division credit. NORWEGIAN (NOR) Two courses in Norwegian are also offered as part of the 0stfold Program, listed under International Studies. NOR 111, 112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress is on spoken rather than literary Norwegian. Laboratory work expected. (Fall: 111;Spring: 112) NOR 211 Intermediate Norwegian Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall) NOR 299 Directed Study Study for Lower Division credit. NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Some attention given to regional dialects and to differencesbetween the two official languages of Norway. Modern Languages Readings in history, social science and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway's changing role in the global community, into an historical context. Readings in history are supplemented by newspaper articles and video tapes. Readings, lectures, class discussion, writing assignments and periodic oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in nynorsk. Readings, lectures, discussion, journals, essays and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 399 Internship A work-based experience in which the student, a faculty member and the site supemisor design a learning agreement that enables the student to apply advanced Norwegian skills in a professional context and to explore career possibilities related to the major. Consult with the Departmental Internship Coordinator and Internship and Cooperative Education Office. NOR 41 1 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Some attention is given to the historical develop ment of the Norwegian language. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, written and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 499 Independent Study Independent Study for Upper Division credit. OJlBWE(OJB) Two courses in Qibwe (Chippewa)are offered at Augsburg, both as part of the Modem Language Department and as part of the American Indian Studies minor. OJB111, 112 Beginning Ojibwe An introduction to the language and culture of the Ojibwe (Chippewa). - - - Moaern Languages Emphasis is on vocabulary, reading, writing and conversational skills. Classroom practice will include linguistic patterns and oral interaction. The second course extends vocabulary usage, reading, writing, oral skills and cultural studies, with increased emphasis on comprehension. RUSSIAN (RUS) One year of Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian, Central and East European Studies Program, which requires two years of language for the major. See Russian, Central and East European Studies Program Campus Coordinator for more information. RUS 111, 112 Elementary Russian Aimed 'to develop reading, writing, understanding and conversational skills through oral classroom practice, elementary readings, short compositions and a growing acquaintancewith Russian culture. Extensive use of the language lab. (Fall: 111;Spring: 112) SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. (Fall: 111;Spring: 112) SPA 21 1, 212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Designed for students with four to five semesters of high school Spanish or its equivalent. (Fall: 211; Spring: 212) SPA 249 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature representing various periods and movements are read in English translation. Through background reading and class discussion in English the student is acquainted with the salient artistic qualities and cultural-historical significance of the readings. Credit for this course does not apply to a Spanish major or minor. (On demand) SPA 299 Directed Study Independent Study for Lower Division credit. SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of Modern Languages fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all Upper Division courses. (Prereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice to improve oral and written expression with emphasis on conversational facility, stressing idiomatic usage and the finer points of grammar. Conducted in Spanish. (Spring: on rotational basis) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Colurnbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) SPA 352, 353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 354 Representative Hispanic American Authors An introduction to Spanish-American literature. Lectures, discussions, written and oral reports in the language. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 [taught in Mexico] may not take 354. Spring: on rotational basis) SPA 399 Internship A work-based leaming experience in which the student, a faculty member and the site supervisor design a learning agreement that enables the student to apply advanced Spanish skills in a professional context and to explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative Education Office. SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written Modern Languages compositions and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) SPA 456 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the language. Emphasis on the Golden Age and the Modern Period. (Prereq.: one survey course. Spring: on rotational basis) SPA 457 Spanish Novel Study of the outstanding novelists of the 19th and 20th century in Spain. Oral and written reports in the language. (Prereq.: one survey course. Spring: on rotational basis) SPA 499 Independent Study Independent Study for Upper Division credit. MUS M u s i c has the power to move and change us. Whether we experience music as a listener, teacher or performer, it adds a significant and satisfying dimension to our lives. The Music Department at Augsburg College offers courses in music and music performance to give students access to this essential aspect of human history and culture. In addition, all students of the College community have the opportunity to participate in choral and instrumental ensembles which perform locally, nationally and internationally. Augsburg College is an institutional member of the National Association of Schools of Music. The Music Department serves the general education needs of students and offers professional training in music. The Music major combines a broad education in the liberal arts with preparation for a wide range of graduate and professional opportunities. Students may choose from among four majors in three degree programs: Bachelor of Arts -Music Major; Bachelor of Music - Performance Major; Bachelor of Music - Music Education Major, and Bachelor of Science - Music Therapy Major. In addition to opportunities as professional musicians, teachers of music and music therapists, graduates have access to a wide variety of careers. Leaders in the professions and business regard a liberal arts major as an excellent preparation for satisfying and effective service in many occupational areas. Music Faculty Merilee Klemp (Chair),Stephen Gabrielsen, Robert Karlen, Roberta Metzler, John Moye, Robert Stacke Music Coordinator Mary Ella Pratte Bachelor of Arts Freshmen will enroll in the regular Bachelor of Arts program. Theory tests will be required of all incoming students and will be given the first week of class. The petition to be accepted as a B.A. candidate will be submitted to the Department prior to registration for Upper Division courses. Bachelor of Music - Education Theory placement tests will be required of all incoming students and will be given the first week of class. Students wishing to become Bachelor of Music - Education candidates must perform (Level 11 repertoire) in their major performance medium for a faculty panel. They may then apply, by petition, to the Department as early as their second semester of study. Additionally, Music Education majors must apply to the Education Department for acceptance into the music education licensure program. Departmental approval and a cumulative GPA of 2.5 in all music courses is necessary for the education licensure program. Bachelor of Music - Performance Theory placement tests will be required of all incoming students and will be given the first week of class. Students wishing to become Bachelor of Music - Performance candidates must perform (Level I1 repertoire) in their major performance medium for a faculty panel. They must then apply, by petition, to the Department before the end of their second semester of study. uL Music - Candidate approval is necessary to register for B.M. level performance studies. A cumulative GPA of 2.5 in music courses and a 3.0 in performance studies must be maintained. Bachelor of Science - Music Therapy Theory placement tests will be required of all incoming students and will be given the first week of class. Students considering a music therapy major should consult with the director of the program. An equivalency program is available for those who have a four-year college degree. juniors with a GPA of at least 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: a senior thesis and its defense; an additional senior recital of graduate quality; composition of a work for vocal and/or instrumental ensemble; conducting an ensemble concert; or combinations of the above. Consult the Music Department Student Handbook for more information. Music Minor Candidates must apply by petition to the Department prior to registration for Upper Division courses. Freshman Performance Scholarships Available to freshmen taking lessons for credit. Consult with individual instructors or the Music Office. Transfer Students Transfer students will enter the B.M. program on probation, subject to Departmental approval of a performance hearing and petition during their first semester in residence. All transfer students will be required to take the theory placement test the first week of class. Core Curriculum (required of all majors): MUS 101 Materials of Music I MUS 102 Materials of Music I1 MUS 111 Aural Skills I MUS 112 Aural Skills I1 MUS 201 Materials of Music 111 MUS 211 Aural Skills 111 MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 Plus ensemble participation, performance studies, and recital requirements as given under each speafic degree and major (see A p plied Music section).Also, French or German study as stated in General Education Require ments and in speafic degree requirements. BACHELOR OF ARTS Ensembles Music Major Auditions for membership in ensembles are scheduled, following application, during summer orientation sessions or during the first week of the school year. Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business and professional opportunities. Students who intend to pursue non-performancegraduate study, or desire to enter one of the many music-related business fields of employment, most often choose this course of study. Honors Major Candidates for the honors program are nominated each spring from among those Music Requirements: 12 course credits Core curriculum plus: MUS 202 Form and Analysis MUS 212 Aural Skills IV One music credit elective And two semesters chosen from: MUS 311,312 Composition MUS 341 Basic Conducting MUS 342 Choral Conducting MUS 344 Instrumental Conducting MUS 331 Music of the Baroque Era MUS 332 Music of the Classical Era MUS 333 Music of the Romantic Period MUS 334 Music of the 20th Century Performance Studies Eight quarter course credits in the major instrument/voice. Eight quarter course credits in a major ensemble Four semesters in a non-credit small ensemble Keyboard proficiency Pass tluee Music Repertoire tests Consult the Music Department Student Handbook for more information on individualized degree requirements. Music Minor Six course credits including: MUS 101,102 Materials of Music I, I1 MUS 111,112 Aural Skills I, I1 MUS 231 History and Literature of Music I or MUS 232 History and Literature of Music I1 MUS 341 Basic Conducting And one additional course in Music History or Conducting Plus four consecutive quarter courses in a major ensemble concurrent with four quarter courses of Performance Studies in the student's major instrument. Music minors also must pass one Music Repertoire test. W BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in the public schools. This preparation includes course work which allows the student to become certified to teach at the elementary through the secondary levels. Requirements: 16.5 course credits Core curriculum plus: MUS 202 Form and Analysis MUS 212 Aural Skills IV MUS 311,312 Composition I, 11 MUS 341 Basic Conducting MUS 342 Choral Conducting or MUS 344 Instrumental Conducting Performance Studies Two quarter course credits in the major instrument/voice Four half course aedits in the major instrument/voice Two full course credits in the major instrument/voice Two quarter course credits in the minor instrurnent/voice MUS 358 Half junior recital MUS 459 Full senior recital Eight quarter course credits in a major ensemble Four semesters in a non-credit small ensemble Improvisation competency on major instrument or voice Keyboard proficiency Pass three Music Repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in the major performance medium. Choose one area of emphasis: Vocal emphasis - MUS 251,252,253, 254,435 Music Instrumental emphasis - MUS 152, 155, and one course credit of music elective Other Requirements HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 116 Healthy Concepts for Educators EDU 210 Learning and Development in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDS 341 Media Technology EDS 350 Reading in the Content Areas EDS 354 Creating Learning Environments: Secondary and Field Experience EDS 355 Music Methods (K-12) EDS 356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings EDS 388 Human Relations EDS 478 School and Society EDS 481,482,483,484 Student Teaching and Seminar Consult the Education Department and Music Department Student Handbook and program adviser. BACHELOR OF MUSIC Music Performance Major Designed for students who display advanced competence and achievement in music performance. This degree program is chosen by students who wish to become professional performers, private instructors, or who intend to pursue a graduate degree in music performance. Requirements: 19.5 course credits: Core Curriculum plus: MUS 202 Form and Analysis MUS 212 Aural Skills IV MUS 311,312 Composition I, I1 MUS 341 Basic Conducting MUS 342 Choral Conducting or MUS 344 Instrumental Conducting Performance Studies Two quarter course credits and six full course credits in the major instrument/ voice Two quarter course credits in the minor instrument/voice MUS 358 Full junior recital MUS 459 Full senior recital Eight quarter courses in a major ensemble Four semesters in a non-credit small ensemble Keyboard proficiency test Pass three Music Repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major performance medium. Choose one area of emphasis: Vocal emphasis - MUS 251,252,253, 254,435, one course credit of music elective. French or German to fulfill language requirement. Piano or Organ emphasis - MUS 301, 302,436,456, one-half course credit of music elective. Instrumental emphasis - MUS 301,302, one and one-half course credits of music electives. Consult the Music Department Student Handbook for more information. BACHELOR OF SCIENCE Music Therapy Major Fulfills academic and clinical requirements for registration with the National Association for Music Therapy, Inc., and prepares students for the professional Music certification examination developed by the Certification Board for Music Therapists. This course is chosen by students who wish to become registered music therapists. Requirements: 16.5 course credits Core curriculum plus: MUS 152 Basics of Singing MUS 155 Class Piano MUS 158 Class Guitar MUS 271 Music Therapy Techniques and Materials MUS 274,275 Music Therapy Practicums MUS 311,312 Composition I, I1 MUS 341 Basic Conducting MUS 372,373 Psychological Foundation of Music I, I1 MUS 374,375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship Performance Studies Eight quarter course credits in the major instrument/voice MUS 458 Half senior recital Four quarter course credits in major ensemble Four semesters in major (credit) or small (non-credit) ensemble Four semesters in small ensemble (no credit) Keyboard proficiency, guitar proficiency Pass three Music Repertoire tests Achieve a minimum grade of 2.5 in each music therapy course Additional required courses: EDS 282 Introduction to Special Education EDS 356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings PSY 105 General Psychology PSY 362 Behavior Disorders BIO 103 Human Anatomy and Physiology SOC 362 Statistical Analysis or PSY 230 Research Methods: Design, Procedure and Analysis I Graduates are eligible to take the National Association for Music Therapy certification examination. APPLIED MUSIC Ensembles (MUE) One quarter course credit per semester is granted to members of major ensembles (MUE 111,112,121,141). Other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student way register for credit with either traditional or P/N grading, or may choose no credit status with audit (V) designation. A maximum of two course credits in ensemble may be counted toward graduation requirements. Performance Studies for Credit Four elements are required of music majors/minors - lessons, jury examination at end of each semester, mandatory attendance at performance workshop and attendance at off- and on-campus performances. See Music Department Student Handbook for details. Areas of Concentration The music major/minor student must declare an area of concentration. A secondary area, required of Music Educa- 18 Bd Music tion students, necessitates additional lessons, jury examination and performance. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit - one half-hour lesson and three hours of practice per week. One-quarter course credit - one halfhour lesson and four hours of practice per week. One-half course credit -two halfhour lessons and eight hours of practice per week. One course credit -two half-hour lessons and 12 hours of practice per week. Performances: All students registered in Performance Studies for credit must perform each year in a general student recital, at the end of each semester for a faculty panel (jury examination), and additional performances as required by the instructor. Listening: All music majors/minors registered in Performance Studies for credit are required to attend designated music events during each semester (recommended:four on-campus and four professional off-campus) during each semester. Failure to attend the required number of recitals, major ensemble concerts, other designated events and the Performance Workshops or student recitals will be a factor in determining the final grade received in Performance Studies. Music majors must pass a total of three Music Repertoire tests; music minors must pass one. Consult the Music Department Student Handbook for contents of Music Repertoire tests and specific degree requirements. Recitals: A committee composed of the student's teacher and two other music faculty members will determine the final grade for all recitals. A pre-recital hearing will be mandatory for all students performing recitals that partially fulfill degree requirements. The charge of the recital jury shall be to determine if the recital is likely to be adequately prepared by the recital date for the student to receive a grade of 3.0 (B.M. Performance) or 2.5 (B.A., B.M.Education, B.S.) as specified in Department guidelines. Concurrent registration in Performance Studies in the major performance medium is required for recital performance. Students should carefully read the Music Department Student Handbook and consult continually with their applied teacher. The following guidelines provide an outline of requirements and procedures which must be followed by all recitalists. Departmental Sponsorship Recitals required for the fulfillment of the B.M., B.A. or B.S. degree requirements or Honors Major will be sponsored by the Music Department. Other student recitals may be departmentally sponsored. Duration and Repertoire Level All departmentally sponsored recitals must be representative of the academic guidelines set forth in this catalog and Repertoire Lists available in the Music De~artment. 1.B.M. degree junior recitals (MUS 358) will be one-half hour in duration, and will be at repertoire Level I11 for Music Education majors and one hour in duration at Level IV for Music Performance majors. 2. B.M. degree senior recitals (MUS 459) will be one hour in duration at repertoire Music l a Level IV for Music Education majors and one hour in duration at Level V for Music Performance majors. Keyboard Proficiency B.A., B.M. and B.S. candidates must demonstrate elementary keyboard familiarity by passing the Piano Proficiency test. (Consult the Music Department Student Handbook for contents of Piano Proficiency test.) 3. B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration at repertoire Level 111. Many music courses are offered alternate years. Consult the ACTC Class Schedule or the Music Department for course offerings in each term. THEORY MUS 101 Materials of Music 1 (.5 course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. To be taken concurrently with MUS 111. (Fall) MUS 102 Materials of Music 11 (.5 course) Diatonic harmony, secondary dominants and simple modulations. To be taken concurrentlywith MUS 112. (Spring) MUS 111 Aural Skills 1 (.5 course) Rhyhmc and melodic dictation, interval and triad recognition, sight singing and harmonic dictation to parallel progress in MUS 101. (Prereq.: concurrent registration in/or completion of MUS 101. Fall) MUS 112 Aural Skills 11 (.5 course) Development of listening and reading skills to parallel progress in MUS 102. (Prereq.: concurrent registration in/or completion of MUS 102. Spring) MUS 201 Materials in Music 111 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. (Prereq.: MUS 102. Fall) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th century practice. (Prereq.: MUS 201. Spring) MUS 21 1 Aural Skills 111 (.5 course) Melodic, harmonic dictation and sight singing to parallel progress in MUS 201. (Prereq.: MUS 211 and concurrent registration in/or completion of MUS 201. Spring) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. (Prereq.: MUS 211 and concurrent registration in/or completion of MUS 202. Spring) - Music MUS 301 Counterpoint 1 (.5 course) Sixteenth through 18th century contrapuntal techniques including double counterpoint, passacaglia, fugue and canon. (Prereq.: MUS 201,211. Alternate years: Fall 1995) MUS 302 Counterpoint 11 (.5 course) Study of contemporary counterpoint including works of Schoenberg, Bartok, Hindemith, Stravinsky and Carter. (Alternate years: Spring 1996) MUS 31 1 Composition 1 (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Fall) MUS 312 Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporary techniques, atonal systems, and larger forms are studied and used. (Spring) MUS 341 Basic Conduding (.5 course) Study of fundamental conducting patterns and baton technique. Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Fall) MUS 342 Choral Conduding (.5 course) Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class as the choir. (Alternate years: Spring 1995) MUS 344 Instrumental Conduding (.5 course) Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Alternate years: Spring 1996) W HISTORY AND LITERATURE MUS 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For non-music majors. MUS 230 Electronics in Music Exploration and creation of sounds heard in 20th century music. The study and application of practical electronic technology used in music will be combined with aesthetic considerations in the creative aspects of the art. For non-music majors. MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 112,201. Fall) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 112,201. Spring) Music The following four half-courses are extensive studies of speaal eras in music history: MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231,232. Alternate years: Fall 1994) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231,232. Alternate years: Spring 1995) MUS 333 Music of the Romantic Period (-5 course) (Prereq.: MUS 231,232. Alternate years: Fall 1995) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231,232. Alternate years: Spring 1996) MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. (Alternate years: Spring 1995) MUS 435 Voice Repertoire (.5 course) Interpretation, style and programming of the song literature from the 16th century to the present, with an emphasis on literature and source materials used for teaching voice. (Prereq.: MUS 231,232. Alternate years: Spring 1995) MUS 436 Piano Repertoire (-5 course) Study of the piano literature from the 17th century to the present by listening, analyzing and performing. (Prereq.: MUS 231 and 232. Alternate years: Spring 1995) MUS 498 lndependent Study (.5 course) Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 lndependent Study Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. W TECHNIQUE MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. (Spring) MUS 155 Class Piano (-25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sightreading, and simple accompaniment and music reading skills necessary to pass the Piano Proficiency Test. (Prereq.: MUS 101 or consent of instructor. Fall) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. (Spring) -11 - Music MUS 252 English Diction (.25 course) Fundamental course in correct standard English diction for singing. Familiarization with the International Phonetic Alphabet. Open to all students registered for vocal instruction. (Alternate years: Fall 1995) The following three quarter-courses are continuations of MUS 252 with application for the Italian, German and French languages. MUS 251 Italian Diction (.25 course) Familiarization with the International Phonetic Alphabet and its application to basic Italian song literature. (Prereq.: MUS 252. Alternate years: Fall 1995) MUS 253 German Diction (.25 course) Continued use of the International Phonetic Alphabet in basic German song and choral literature. (Prereq.:MUS 252. Alternate years: Spring 1996) MUS 254 French Diction (.25 course) Continued use of the International Phonetic Alphabet in basic French song and choral literature. (Prereq.: MUS 252. Alternate years: Spring 1996) MUS 358 junior Recital (.O course) B.M. candidates only. Half recital at repertoire Level 111, Music Education majors or full recital at Level IV, Music Performance majors. No course credit. MUS 456 Piano Pedagogy (.5 course) Principles, methods, materials and techniques for teaching piano. Survey of various pedagogical schools of thought. (Alternateyears: Spring 1996) MUS 458 Senior Recital (.O course) Half recital by B.A. or B.S. candidates at repertoire Level 111. No course credit. MUS 459 Senior Recital (.O course) B.M. candidates only. Recital must be preceded by a prerecital hearing by faculty committee. Repertoire Level IV for Music Education majors and Level V for Music Performance majors. No course credit. THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Schulwerk, applications of recreational music activities to clinical settings. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama and movement. (Alternateyears: Fall 1995) Music 19 MUS 274, 275 Music Therapy Practicums (.O course) Volunteer work in a clinical setting, two hours per week. No course credit. MUS 372 MUS 373 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. (Alternate years: Fall 1994) Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinaryapproach to music therapy. Theories of learning music, musical talent and performance. (Alternate years: Spring 1995) MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting, two hours per week. No course credit. MUS 472 Human Identity through the Creative Arts (See course description for MUS 272.) Enrollment for Upper Division credit required for music therapy majors, and will include an additional course module. (Alternate years: Fall 1993) MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings including discussion of professional ethics. A holistic approach to therapy with music. (Alternate years: Spring 1994) MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, two hours per week. (Prereq.: three of MUS 274,275,374,375.) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an NAMT internship setting for six months. Application for Internship sites must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements) W ENSEMBLES AND PERFORMANCE STUDIES Ensembles (MUE) These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of Fall semester or by arrangement with the ensemble director. Assignment to an ensemble is then made at the discretion of the appropriate faculty. For Jazz Ensemble membership, preference is given to Concert Band members. While the Department strongly encourages both formal and informal ensemble experience, only membership in Band, Orchestra, Choir or Chapel Choir will satisfy the major, minor or Distribution/General Education Requirements. Some instruments are available for use by students. 92 Music MUE 111Augsburg Choir (.25 course) MUE 131Woodwind Chamber Music (.O course) MUE 112 Chapel Choir (.25 course) MUE 141 Concert Band (.25 course) MUE 113 Vocal Chamber (.O course) MUE 142 Brass Ensemble (.O course) MUE 114 Advent Vespers Choir (.O course) MUE 143Jazz Ensemble (.O course) MUE 121 Orchestra (.25 course) MUE 144 Percussion Ensemble (.O course) MUE 122 Sbing Ensemble (.O course) Performance Studies (MUP) Private instruction for credit is graded traditionally. All areas of study are available to the non-music major or minor. All lessons are adapted to the individual needs of the student and those bearing credit are supplemented by accompanying, ensemble participation and other performances. Repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors - Enter I and attain 111; B.M. - Education Major - Enter I1 and attain IV; B.M. - Performance Major -Enter I1 and attain V. MUP 111-411 Voice lessons MUP 121-421 Violin lessons MUP 122-422 Viola lessons MUP 123-423 Cello lessons MUP 124-424 Bass lessons MUP 131-431 Oboe lessons MUP 132-432 Bassoon lessons MUP 133-433 Clarinet lessons MUP 134-434 Saxophone lessons MUP 135-435 Flute lessons MUP 137-437 Horn lessons MUP 141-441 Trumpet lessons MUP 142-442 Trombone lessons MUP 143-443 Baritone lessons MUP 1 4 - 4 4 Tuba lessons MUP 152-452 Piano lessons MUP 159a Piano accompanying MUP 161-461 Guitar lessons MUP 171-471 Percussion lessons MUP 181-481 Organ lessons MUP 191-491 Harp lessons Note carefully the following provisions: 1. Performance study registration occurs the first week of classes. 2. A semester of study is 14 weeks of lessons and coaching. Any lessons during the Interim or Summer are arranged privately with the teacher. 3. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. 4. Credit is granted only for study with faculty members of the Augsburg College Music Department. T he Natural Science Licensure program for teachers is designed to strong preparation for science teaching and satisfy Minnesota licensure requirements. The program of courses is designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the Distribution/ General Education Requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in Education. Early consultation with adviser is essential. Coordinator Arlin Gyberg Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Broad Base Requirements Two Earth Science (PHY 101 Astronomy, PHY 106 Meteorology or Geology) BIO 113,114 General Biology PHY 116 Introduction to Physics or PHY 121,122 General Physics I, I1 CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry Biology Major (for licensure in Life Science) Broad Base Requirements, plus: BIO 201 Introduction to Cellular Biology BIO 491 Seminar Six other Biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 471 Advanced Cellular and Molecular Biology BIO 476 Microbiology or BIO 481 Ecology And one course in Organic Chemistry Physical Science Broad Base Requirement Two courses: one in Earth Science (Astronomy, Meteorology or Geology), and one in General Biology. Chemistry Major (for licensure in Physical Science) Physical Science Broad Base Requirement Graduation Major in Chemistry: CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351 Organic Chemistry CHM 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar MAT 145,146 AUGMENT Mathematics I, I1 or MAT 124,125CalculusI, II (WEC only) One advanced Chemistry Course One year of General Physics and Two Physics courses above General Physics (Recommended: PHY 245 Modem Physics and PHY 261 Electronics) - Natural Science l4 Physics Major (for licensure in Physical Science) Physical Science Broad Base Requirement Graduation Major in Physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields 11 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory MAT 145,146 AUGMENT Mathematics I, 11 or MAT 124,125 Calculus I, I1 WEC only) MAT 245 Mathematical Structures and Reasoning I MAT 247 Introduction to Applied Mathematics* or MAT 224,226 Calculus Ill, Differential Equations (WEC only) Two additional Physics courses above 122 One year of General Chemistry One course of Organic Chemistry and One course of Analytical Chemistry *Note: PHY 327 Special Functions of Mathematical Physics may substitute for MAT 247 NORDIC AREASTUDIES See listing under InterdisciplinaryStudies. NORWEGIAN See listing under Modem Languages. I he Augsburg Nursing Program is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools and community organizations. Some are selfemployed, m i n g their own businesses. All of these nurses provide comprehensive health assessment for individuals from all cultures and socioeconomic levels. From helping parents have safe deliveries of healthy infants to coordinating home care for the dying, nurses assist people through the entire life span. The bachelor's degree equips the nurse with a working knowledge of the biological, physical, social, behavioral and nursing sciences. The nursing program at Augsburg College also provides the educational opportunities to increase skills in critical thinking, clinical investigation and decision-making that prepare nurses to handle challenging new positions in today's health-care field. Augsburg's nursing program, leading to a Bachelor of Science degree with a major in Nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With one additional course, they are eligible to apply for school nurse certification. Nursing Department Faculty Beverly Nilsson (Chair),Marian Enos, Lucie Ferrell, Sharon McDonald, Pamela Weiss Major Nine courses including: NUR 305 Contemporary Nursing I: Communication NUR 306 Contemporary Nursing LI: Paradigms in Nursing NUR 310 Community Health Nursing I NUR 311 Community Health Nursing 11: Practicum NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 423 Practicum in Nursing: Nursing of the Family NUR 431 Leadership and Management: Theory and Practice PHI 380 Ethics of Medicine and Health Care A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at the completion of Level I and Level 11 courses of study are required. Students also must complete Augsburg's residence and General Education Requirements. The program has been planned so that the Nursing major can be completed within two academic years, however, students may pursue their studies at a slower pace. Courses in the Nursing major are offered on weekends with clinical courses requiring additional weekday time. While courses are designed so that the major may be completed within two years, more time may be required to complete the total course of study depending on the number of credits transferred from other collegeso r universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in "- Nursing pursuing the Nursing major should consult with an adviser from the Nursing Department for program planning. Honors Major GPA of at least 3.6 in the major and 3.3 overall; application to the Department Chairperson by November 1of the senior year; recommendation by Nursing faculty; honors thesis to be defended before a faculty committee by April 15. Candidates register for NUR 499 to complete the thesis. *If the practicums in nursing are not taken concurrently with their respective theory courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. The following steps may be taken in any order, but all must be completed prior to application for admission into the Nursing major. 1. Admission to Augsburg College: Before you can apply for the Nursing Program, you must first be admitted into Augsburg College. All applicants must present a high school diploma or equivalent and a 2.0 GPA. 2. RN Licensure in Minnesota: Applicant must be a registered nurse licensed in Minnesota or be registered to take the State Board Exams prior to beginning at Augsburg. 3. Prerequisite Course Content: The following courses must have been completed with a GPA of 2.0 or better: chemistry, anatomy and physiology, microbiology, English composition, introductory sociology and introductory psychology. These courses may be taken at Augsburg or at another accredited college or university. 4. Written Entrance Exam: Applicants must validate their theoretical knowledge by taking the AD Comprehensive written exam. There is a fee for this examination, which is given at Augsburg through the Department of Nursing. Upon successful completion of the validation testing, credits for up to six courses may be granted. Scores for this test may be transferred. 5. Current Clinical Practice: Applicants must give evidence of current nursing clinical practice (within the past five years). This may include: graduation from a school of nursing (a minimum overall GPA of 2.5 is required), work experience, or completion of a nursing refresher course or an acceptable equivalent. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full and part-time alternatives for pursuing this degree. Courses are offered at different times throughout the year to suit various schedules. The entire Nursing major and the necessary prerequisite courses are available through Augburg's Weekend College. Classes usually meet on alternate weekends for one three-and-one-half hour time block. Students also can complete their liberal arts General Education Requirements by taking courses in day school and Weekend College. Nursing NUR 305 Contemporary Nursing I: Communication A course that introduces the components of the professional role and begins the professional socialization process. The communicative process is emphasized as one means by which the nurse-client relationship is negotiated. Interactive and group theories are explored for their applicability to changing professional roles and practice. NUR 306 Contemporary Nursing II: Paradigms in Nursing An introduction to theories and conceptual thinking in the process of professional development. The function of theory in piding nursing practice is emphasized. Selected nursing conceptual models are studied and their application to practice is examined. NUR 310 Community Health Nursing I This course focuses on community health delivery systems. Health care is examined within the cultural, political, and economic diversity of the city. Students complete an assessment of an elderly person and an urban community and critically discuss the ethical issues of health care delivery. NUR 311 Community Health Nursing II: Practicum'* This course provides a clinical experience in the practice of p ~ ~ b lhealth ic nursing in which students give direct care to culturally diverse clients and groups. Students will provide care to both disease and disability and health promotion clients. Students analyze a specific community system and the community's provision of health related services. (Prereq.: NUR 310) NUR 330 Trends and Issues in Nursing This transitional course is designed to investigate the current responsibilities of the professional nurse. Current economic, social, political and professional trends and issues are explored in relation to their implications for nursing practice. NUR 350 Introduction to Nursing Research The research process and methods appropriate to nursing are emphasized in this course. Issues of ethics in nursing research are explored. Students critique nursing research for its applicability to nursing practice and design a research proposal. NUR 403 Contemporary Nursing Ill: Families This course provides a theoretical basis for nursing interventions with culturally diverse families and explores theories related to family structure and functioning throughout the life span. Consideration is given to the role of the nurse in family health care. (Prereq:NUR 311) NUR 423 Practicum in Nursing: Nursing of the Family** A clinical practicum offering the student an opportunity to provide complex nursing care to families in a selected practice setting. (Prereq.: NUR 403) 1! - Nursing NUR 431 Leadership and Management: Theory and Practice** This course examines the professional nurse roles of leader and manager. Concepts of change, conflict and system dynamics are explored. Ethics, accountabilityand advocacy in the leader-manager role are studied. Application of theory occurs in selected practicesettings. (Prereq.: NUR 423) NUR 432 Topics in Nursing A course designed to provide in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study This learning experience provides the opportunity for the student to study a selected topic or issue in depth. Students consult with f a d t y and submit written proposals, objectives and methods of evaluation prior to registration. ** This course involves an additional clinical fee. T he Philosophy Department assists students to understand issues raised in the traditional areas of philosophy. To this end, we consider problems of knowledge and questions of truth, the nature of reality, the basis of values and rules for correct reasoning. Our goals are to instill in students a love of truth, to inspire a curiosity about the sigruficanceand meaning of the world they experience, and to develop the skills of critical analysis and creative synthesis. studies such as law, medicine or the Christian ministry. Many enter the marketplace, confident that the study of philosophy has given them the ability to think critically. The liberal arts curriculum provides an opportunity for students to explore different aspects of the world from a variety of perspectives or disciplines. Philosophy plays a central role in the liberal arts by encouraging students to explore questions about themselves, human experience, right and wrong, the world and God. Beginning with two Socratic principles: "The unexamined life is not worth living" and "Know yourself," the study of philosophy assists students in the realization of their unique potential for understanding and self-fulfillment. Major Nine courses including: PHI 230 Logic PHI 241 History of Philosophy I: The Classical Philosophers PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Enlightenment and 19th Century Philosophy PHI 344 History of Philosophy lV:20th Century Philosophy A 400 level course (other than PHI 499) Three elective courses in Philosphy Note: Five courses must be Upper Division. Four courses in the history of philosophy -beginning with the ancient Greeks and Romans and continuing through the Medieval and the Renaissance periods to the present - form the core of the philosophy program. In these courses students are taught how to read, understand and criticize great texts of Western civilization. In addition, students have the opportunity to explore the relation of philosophy to other disciplines and to take advanced seminars in special topics. This major has been carefully planned so that students can easily have two majors. Though some majors go on to graduate school in philosophy, most use the major to prepare for other professional Philosophy Department Faculty Mark Fuehrer (Chair),David Apolloni, Bruce Reichenbach. Honors Major Admission to the Philosophy Honors program is by recommendation of the Philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the Department. Minor Five courses, including two from PHI 241,242,343 and 344. - Philosophy lo PHI 110 Introduction to Philosophy Philosophy raises some of the most basic questions that human beings can ask about meaning, ideas, beauty and truth. The purpose of this course is to provide the student with some experience in examining these concepts, thereby to sharpen the critical and analytical skills required to evaluate and construct a system of ideas and beliefs. (Fall, Spring) PHI 120 Ethics Ethics studies our moral beliefs, helping students to consider the bases they use to make moral judgements. The course explores the major philosophical approaches to evaluating moral actions, and then applies them to contemporary personal and social moral issues. Throughout the course Christian ethics will inform our considerations. Students taking PHI 120 may not take PHI 125. (Fall, Spring) PHI 125 Ethics and Human Identity This course is a philosophical study of the role of human understanding, feelings and action with respect to the pursuit of happiness. We begin by asking what the end or purpose of human life is, assess the role of reason, will and passion with respect to this end, and then decide on the moral and intellectual virtues required to reach the end. The topic of friendship and human love is investigated next. The course ends with an analysis of human happiness. Students taking PHI 125 may not take PHI 120. (Fall, Spring) PHI 175 Philosophy of Love and Sex We begin by studying some common conceptions and misconceptions of romantic love and some philosophers' definitions of it. We then try to decide what it is to be in love with someone, and how this differs from just being friends or sexually desiring them. Finally, we consider issues such as the ethics of sex, sexual attraction, marriage, adultery and homosexuality. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules which govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. PHI 241 History of Philosophy I: The Classical Philosophers The writings of Plato and Aristotle are the foundations of all philosophical thought in Western civilization. In this course students read and analyze some of the key works by Plato and Aristotle, as well as work in Stoicism, Epicureanism and Neoplatonism. (Fall) PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy The Middle Ages was a period of great synthesis of elements of Christian revelation, classical philosophy and Islamic culture. In this course students will read writings by various Medieval and Renaissance philoso- Philosophy 2' phers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. (Suggested prior course: PHI 241. Spring) PHI 260 Philosophy and the Arts What is artistic creativity?What is a work of art and what makes great works of art great? What is it to appreciate works of art? Is one's appreciation of music or art simply a matter of taste? Does aesthetic experience differ from other kinds of experience? We will consider answers to these and many other related questions. PHI 299 Directed Study Independent Study for Lower Division credit. (On request) PHI 343 History of Philosophy Ill: Enlightenment and 19th Century Philosophy This course studies the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant's synthesis of philosophy, and 19th century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested prior course: PHI 241 or 242. Fall) PHI 344 History of Philosophy IV: 20th Century Philosophy What lies behind 20th century philosophy's love affair with language? Is truth that which works? Can we remake philosophy as a rigorous science? These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, existentialism, phenomenology and post-modernism. (Suggested prior courses: PHI 241,242, and 343) PHI 350 Philosophy of Religion What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can we reconcile the goodness of God with human and animal suffering? We will conduct a systematic inquiry into these questions which form the basis of Western religious beliefs. (Suggested: one prior course in philosophy. Cross-listed with Religion Department. Offered annually) PHI 355 Oriental Philosophy A study of the basic concepts and philosophies which underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years) PHI 360 Political Philosophy By studying the writings of political philosophers from antiquity up to the modem period, students will be asked to examine crucial questions concerning the organization of human society. The relation of the nature of the state to religion, the home and the city will be looked at through the eyes of Plato, Aristotle, Cicero, Dante and Machiavelli. (Alternate years) PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly differentand better than that of the non-scientist, and what degrees of certainty are yielded by scientific - Philosophy l2 methods. Students will also work in researching and developing philosophical responses to sigruficant issues in this area. (Suggested prior course: PHI 230 or one course in natural science. Alternate years) PHI 370 Existentialism Studies in the writings -both philosophical and literary -of prominent Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, g d t , despair and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care Application of ethical principles to problems which arise in the areas of health care and delivery, human experimentation, genetic engineering, abortion, care for the dying and euthanasia. (Alternate years) PHI 399 Internship Internship for Upper Division credit. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific area of philosophy, such as philosophical movements, the history of an idea or specific problem, or inter-disciplinary problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any from PHI 241,242,343,344 or consent of instructor. Offered annually) PHI 499 Independent Study Jndividual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty adviser. (On request.) See listing under Health and Physical Education. P hysicists are not only curious about the woild, but ambitious as well. Their aim is to understand the fundamental principles which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinating and expanding area of study and as a basic science, physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science and space exploration. Recognizing the importance of physics in contemporary life and reaIizing that keeping abreast of the rapid advances is an ever increasing challenge, the Department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met and stimulate sound thinking, perceptive judgment and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also serves as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmental science, engineering and medical and health related fields. In addition, the Physics program at Augsburg functions in a supportive role for students majoring in mathematics, chemistry,biology and computer science. The Department also supervises the PreEngineering program with degree programs available at cooperating universities at both the bachelor's and the advanced degree levels. The Department maintains active research programs through its Center for Atmospheric and Space Sciences. Several students work each academic year and summer as research assistants in these efforts, which are supported by NASA, the National Science Foundation and other federal agencies. The Department also administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. Cooperative Education, internship and undergraduate research programs provide opportunities for students to apply their physical science knowledge and problem solving skills in practical.situations in industrial, governmental and academic settings. Students may participate in alternating term Cooperative Education programs or work part-time during two or more academic terms. Internship opportunities alone generally involve only one semester. The Department serves the liberal arts tradition by offering courses for the nonscience students that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some degree of comprehension. 4 Physics - Physics Department Faculty Jeffrey Johnson (Chair), Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Monsma, Robert Stenstrom. Physics Research Staff Anthony Hansen, William Jasperson, David Venne. Atmospheric Sciences Research Group, Augsburg College Center for Atmospheric and Space Sciences. BACHELOR OF ARTS Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395,396 Comprehensive Laboratory Two elective Physics courses above PHY 122 MAT 145,146 AUGMENT Mathematics I, I1 or MAT 124,125 Calculus I, I1 (WEC only) MAT 245,247 Mathematical Structures and Reasoning I, I1 or MAT 245 Mathematical Structures and Reasoning I and PHY 327 Special Functions of Mathematical Physics or MAT 224,226 Calculus 111, Differential Equations (WEC only) BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics 11 PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory PHY 486 Quantum Physics I One Physics course above PHY 122 CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry MAT 145,146 AUGMENT Mathematics I, 11 or MAT 124,125 Calculus I, II (WEC only) MAT 245,247 Mathematical Structures and Reasoning I, I1 or MAT 245 Mathematical Structures and Reasoning I and PHY 327 Special Functions of Mathematical Physics or MAT 224,226 Calculus 111, Differential Equations (WEC only) BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective Physics course. Honors Major A GPA of 3.5 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written Physics 2' research report. Application for the honors major should be made no later than the first term of the senior year. In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 124 or 145,125 or 146, and PHY 121,122 during the freshman year, and MAT 224 or 245 and 226 or 247 (or PHY 327) during the sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. PHY 101 Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Three elective Physics courses above PHY 122 MAT 145,146 AUGMENT Mathematics I, II or MAT 124,125 Calculus I, II (WEC only) Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics comunity on a professional basis. Membership in SF'S is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. Astronomy A descriptive course covering our solar system, stars and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing and laboratory sessions are important components of the course. (Three onehour lectures. Prereq.: MPG 11. Fall, Spring) PHY 103 Conceptual Physics An introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. The course stresses a hands-on intuitive approach to physics and is designed to serve students in education. (Two three-hour lectures/laboratories. Prereq.: MPG IlI. Fall, Spring) PHY 106 Introductory Meteorology A survey of the basic principles involved in understanding the earth's weather and climate. Topics include winds, fronts, cyclones, clouds and - Physics precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming and ozone depletion. (Three onehour lectures, one two-hour laboratory. Prereq.: MPG 11. Fall) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 111. Fall) PHY 121,122 General Physics I, II A rigorous study of classical physics including mechanics, wave motion, thermodynamics, electricity, magnetism and optics. Designed for physics majors, pre-engineering students and other specified majors. Must be taken in sequence. (Three onehour lectures, one three-hour laboratory. Prereq.: MPG IV.Fall: PHY 121; Spring: PHY 122) PHY 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to consider physics as a major and/or explore its career alternatives. Students must consult with the Department and Internship Office before registering for academic credit. PHY 245 Modern Physics An introduction to modem physics from a historical and experimental basis. Relativity, quantum effects, atomic and molecular physics, nuclear and solid state physics. This course indicates the need for, and develops the experimentalbasis of, quantum mechanics. (Three one-hour lectures, one oneand-one-half hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics A review of AC and DC circuits and study of analog electronics comprises the first half of the semester. The second half includes study of digital electronics culminating in analysis and use of microprocessors and microcomputer systems. (Three onehour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 122 or 125 or 146. Spring. Cross-listed with Computer Science Department.) PHY 299 Directed Study Independent Study for Lower Division credit. PHY 320 lntroduction to Space Science A survey of the earth's space environment including solar, planetary, magnetospheric, ionospheric and upper atmospheric physics (solar dynamics, the bow shock, magnetopause, radiation belts, plasma sheet, magnetic storms, substorms, current systems, particle precipitation and aurora). (Three onehour lectures. Prereq.: PHY 245. Spring) PHY 327 Special Functions of Mathematical Physics An introduction to special functions in physics and engineering (complex numbers, partial differentiation, Fourier series, series solution of selected Physics 2 differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable). (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 224 or 245 or equivalent. Spring. Cross-listed with Mathematics Department.) PHY 351, 352 Mechanics I, II Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include consenration principles, single particle motion, systems of particles, oscillatory systems, central-force motion, dynamics of rigid bodies, gravitation, two-particle kinematics, noninertial reference frames, thermodynamics and statistical mechanics. (Three one-hour lectures. Prereq.: PHY 122, MAT 226 or 247 (or PHY 327). Fall: PHY 351; Spring: PHY 352) PHY 362, 363 Electromagnetic Fields I, II The classical electromagnetic field theory is developed using the vector calculus throughout. Topics include electrostatics, magnetostatics, solution of Laplace's and Poisson's equations, electric and magnetic properties of materials, and the theory of electromagneticradiation based on Maxwell's equations. (Three one- hour lectures. Prereq.: MAT 226 or 247 (or PHY 327). Fall: PHY 362; Spring: PHY 363) PHY 395,396 Comprehensive Laboratory (.5 course each) An emphasis on independent laboratory investigations, including participation in physics seminars. Experiments in the area of mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall: PHY 395; Spring: PHY 396) PHY 399 Internship A work-based learning experience in which a student, faculty member a learning agreement which links the ideas and and site s u p e ~ s odesign r methods of physics with the opportunities found in the placement. Students must consult with the Internship Office before registering for academic credit. PHY 420 Plasma Physics A rigorous study of the fundamentals of plasma physics including plasma parameters, plasma drifts, particle motion, electric and magnetic fields, kinetic theory, Maxwell-Boltzmann distribution function, Boltzmam equation, magnetohydrodynamics,plasma waves, instabilities, transport processes and applications to laboratory and space plasmas. (Three onehour lectures. Prereq.: PHY 362,363 or concurrent registration) PHY 486 Quantum Physics I A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, angular momentum and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Fall) Physics PHY 488 Quantum Physics II The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring) PHY 499 Independent Study An opportunity for students to explore systematically a problem in experimentalor theoretical physics, worked out in consultation with a faculty adviser. Open to juniors and seniors with Departmental approval. F irmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and sigruficance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history and sociology to the study of politics. Providing work in several sub-fields of political science, the major supplies the breadth appropriate for graduate work in the discipline, as well as in public administration, public policy analysis, law and other professions. It also serves as a foundation on which to develop careers in public service, business, communications and other fields. Legislative and other Internships, as well as significant independent research projects, are within easy reach of ~ u ~ s b uPolitical rg Science students in the Twin Cities area. Combined with broad, balanced and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg Political Science students have the benefit of an experienced faculty that brings a balanced expertise to the course offerings, as well as special strengths in interpreting politics in the contexts of the mass communications media, communism and American public law. The Departmental faculty is committed to the view that the study of politics, involving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of liberal learning. Political Science Faculty Milda Hedblom (Chair), Andrew Aoki, Mary Ellen Lundsten, Norma Noonan, Myles Stenshoel Major Nine courses: POL 158 Political Patterns and Processes POL 484 Political Analysis Seminar Required elective - one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States And at least five other Upper Division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. SOC 362 Statistical Analysis Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change O Political Science - Minor after publication of this catalog. Students therefore should consult with the Augsburg Education Deparlment to identify current Minnesota teacher licensure requirements. Five courses, including POL 121 or 122 or 170; POL 158; and at least three Upper Division courses in three out of five political science areas. Honors Major Political Science Areas The Honors Major in Political Science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall. The student must take an Honors Independent Study and a seminar, and must submit, not later than March 1of the senior year, an Honors Thesis to be defended before a faculty committee. Students may work with any member of the Department on their Honors Thesis. For specific requirements, consult the Department Chair. Students should apply for the Honors major no later than the first term of the junior year. (I) American Government and Politics, (11) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a Political Science major in combination with specified social science courses, in compliance with state requirements. For more information, see the Department Chair. See the class schedule for precise listing of terms in which courses are offered. I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics The politics of American government including the forms of political ideas; the pattern of participation; the dynamics of congressional, presidential and bureaucratic policy making; and current issues in American society. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on actors, structures and other influences on urban public policy. Discussion-lecture, case studies of the Twin Cities metro area, and meetings with public officials and activists. POL 325 Public Administration The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor) Political Science POL 326 Political Parties and Behavior The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communications in Society Effects of mass communications on individual behavior; the uses and control of mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming. (Prereq.: junior or senior standing or consent of the instructor) POL 370 Constitutional Law (See Section IV for description.) POL 371 Topics in Constitutional Law (See Section I V for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Selected themes, including legislative, executive or judicial process, and policy process in American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) W II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions and processes of European states. The course will focus on either European Community Law and Politics or Domestic Politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/postcommunist states in terms of political behavior, evolution, institutions and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.:one course in political science or consent of instructor) - Political Science I* POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policy Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: four courses in the International Relations sequence) IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or consent of instructor) POL 371 Topics in Constitutional Law Selected topics in constitutional law, especially civil rights. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, Political Science access, ethics and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) V. POLITICAL THEORY AND ANALYSIS POL 158 Political Patterns and Processes (See Section I1 for description.) POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals and assumptions which continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory A study of democratic theories. Topics vary and may include the emergence of political democracy in comparative perspective or American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 382 Marxist Theory Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on the changing role of Marxist doctrines in society. (Prereq.: POL 158 or consent of instructor) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. (Prereq.: POL 495 or SOC 362; POL 158 and two Upper Division courses, or consent of instructor) VI. SEMINARS, INDEPENDENT STUDY AND INTERNSHIPS POL 199 Internship Lower Division internship. Consult Internship Supervisor in the Department to determine project. (P/N grading only unless Internship Supervisor grants exception.) (Fall, Interim, Spring) POL 295 Lower Division Seminar Special topics. Consult Department Chair concerning terms and subject matter. (On demand) POL 299 Directed Study Independent Study for Lower Division students. (Fall, Interim, Spring) POL 399 Internship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which links the ideas and methods of political science to opportunities found in the placement. 21 Students must consult with the Depariment supervisor and the Internship and Cooperative Education Office. (P/N grading only unless Internship Supervisor grants exception.) (Fall, Interim, Spring) POL495 . Seminar Selected topics. Consult Department Chair concerning terms and subject matter. POL 499 Independent Study Topics defined through consultation between instriictor and student. (Fall, Interim, spring) IJSYCHOLOCY DEPARTMENT - PSY P sychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studying how people cope with their environment and interact with each other. The Department's courses have three basic goals: (1) to introduce the student to the current information and methods in psychology as well as earlier approaches to psychological questions; (2) to develop the ability to analyze, interpret and evaluate behavioral research, and (3) to provide practice in the application of these principles. The Department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Cooperative Education and Internships are designed to provide students with practical pre-professional experience. On-the-job experience gives students the opportunity to test career fields and develop professional contacts. Psychologists use a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality, social, and organizational psychology and analysis of public policy. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills can be beneficial in careers in business, education and other social services, the church and govenunent, as well as in careers such as research, law and medicine. Psychology Faculty Nancy Steblay (Chair), Grace Dyrud, Norman Ferguson, Duane Johnson. Victoria Littlefield Major 10 courses including: PSY 102 The Individual in a Social World or PSY 105 General Psychology PSY 230 Research Methods: Design, Procedure and Analysis I PSY 330 Research Methods: Design, Procedure and Analysis I1 PSY 399 Internship PSY 381 Psychology in Historical Perspective or PSY 493 Seminar: Contemporary Issues PSY 354 Perception and Cognition or PSY 355 Brain and Behavior PSY 325 Social Behavior or PSY 359 Psychological Assessment Three additional Upper Division Psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. It is recommended that Psychology majors take additional course work from other areas that will complement and strengthen their particular interests and skills in psychology. All Psychology majors must have an adviser in the Psychology Department. l8 Psychology PSY 356 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence which the environment, both natural and human-made, has on behavior. Major topics include: overcrowding and environmental stress; territoriality; defensible space and crime; and specific environments such as room, buildings and cities. (Prereq.: PSY 102 or 105) PSY 357 Behavior Analysis Principles of learning. Behavior change principles and their application to instruction. Behavior change and individualized instruction projects. (Prereq.: PSY 102 or 105) PSY 359 PsychologicalAssessment Theory,principles and examples of tests of personality and intelligence. (Prereq.: PSY 230) PSY 361 Personality An introduction to the field of personality study, including theory, research, assessment and contemporary applications. (Prereq.: PSY 102 or 105) PSY 362 Behavior Disorders An introduction to maladaptive human behaviors from social, organic and psychological points of view. (Prereq.: PSY 102 or 105) PSY 371 Psychology of Gender Psychological theory and research on biosocial aspects of behavior. Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Consideration of such topics as cognitive, physical and soda1 development, social relationships, and economic and political power. (Prereq.: PSY 102 or 105) PSY 373 Organizational Psychology Theoretical conceptualizationsof organizational behavior. The study of the individual, groups, structure and change and development in organizations. (Prereq.: PSY 102 or 105) PSY 381 Psychology in Historical Perspective Historical development of psychological viewpoints and theoretical positions. (Prereq.: two PSY courses) PSY 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of psychology with the opportunities found in the placement. Participation in a concurrent seminar is required. Students must consult with the Department and the Internship Office before registration. (Prereq.: PSY 330) PSY 485 Counseling Psychology Principles, methods and attitudes involved in the counseling process. Consideration given to goals and ethical guidelines for a counseling relationship. (Prereq.: three PSY courses and junior class standing) PSY 490 Current Topics in Psychology Study of selected areas and topics in psychology that are not treated extensively through current course offerings. Specific topics will be published prior to registration. (Prereq.: PSY 102 or 105 and consent of instructor) PSY 493 Seminar: Contemporary Issues Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: five PSY courses) PSY 499 Independent Study Limited registration by special permission for advanced students in psychology. Students must present a written plan prior to registration including a carefully considered rationale and purpose for the proposed study. (Prereq.: PSY 330) - KELICION DEPARTMENT - REL !O A \ ugsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task. The biblical faith and tradition of the Christian church have influenced the whole world and they have affected and continue to influence language, literature, history, values and political structures. The student encounters this religious tradition in studying these and other areas. The study of religion and theology is intended to make such encounters more meaningful by a better knowledge of biblical history and that of the Christian church and by a larger acquaintance with theological thought. While it is true that the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more than is represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from Christianity. The Department of Religion seeks to introduce students to some of these major religious traditions. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith, enabling them to reflect theologically on their own religious commitment. Courses in religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. The College offers both a major and a minor in Religion. Students who wish to work in the church as a parish or youth worker or as a director of Christian Education may find a major in Religion appropriate for that purpose. Religion Faculty ~Lynne~ Bradley ~ ~(chair), l tJohn B LorenZen, philip Quabeck 11, Eugene Skibbe BACHELOR OF ARTS Religion Major Eight courses including: REL 111 Introduction to Theology REL 221 Biblical Studies REL 356 History of Religions REL 481 Contemporary Theology REL 495 Seminar Three additional Religion courses. Note: Seminar, especially for majors, should be taken in the junior or senior year. Before taking the seminar, each major must have written one formal research paper and placed it on file with the Department Chair. Only one Interim course may be applied to the major. One New Testament Greek course may be applied to the major. Religion Major with a Concentration in Youth and Family Ministry Nine courses including: REL 111 Introduction to Theology REL 221 Biblical Studies REL 342 Theology of Youth and Family Living REL 343 Theology of Marriage REL 358 Life and Work of the Church REL 399 Internship REL 481 Contemporary Theology REL 495 Seminar and a supervised Internship in the Youth and Family area. ~ Reliaion Consultation with one of the staff members in the Youth and Family Institute is required in order that proper preparation in discipline areas outside the Department of Religion may be achieved. Honors Major GPA of 3.5 in the major and 3.0 overall; research project approved by the Department and colloquium with the Department. Minor Five courses. Not more than one Interim course may be counted for the minor. REL 111 Religion 111or 221 is prerequisite to all other courses and is to be taken in either the freshman or sophomore year at Augsburg. Exceptions may be made for junior or senior transfer students, but the basic courses are still highly recommended as preparation for Upper Division courses. Department approval is necessary before courses taken in other colleges can be accepted for Religion Department credit. All majors must consult with the Department Chair. See also International Studies Department: Global Issues and World Churches. Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. REL 199 Internship A work-based learning experience designed by the student, faculty member and site supervisor to meet the goals of the student; i.e. exploring career alternatives in religion. The learning agreement must be completed before registering. REL 221 Biblical Studies The origin, literary character and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergence of the church. REL 231 REL 299 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery and evangelicalism. Directed Study Independent study on Lower Division level. Limited to special cases, on application to Chair. REL 342 Theology of Youth and Family Living Contemporary theories of youth and family living are examined within the context of Christian teachings. Emphasis will be placed on individual development at every age, how individuals relate in systems and how Christian ideas intersect to enhance the functioning of families, particularly in relationship to current crises in teenagers and families. (Fall) 21 REL 353 Denominations and Religious Croups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. (Spring) REL 356 History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam. Lectures plus some discussion of primary documents from these religious communities. (Fall) REL 357 Survey of Church History A survey of Christian history in the early, medieval, Reformation and modem periods. Some attention to primary sources, in addition to interpretations of the periods in question. The expansion of the church, its inner life, its relation to the state and the development of its doctrine will be major elements of the study. REL 358 Life and Work of the Church Congregational life in its varied character with attention to Christian education and curriculum, youth work and parish work. (Spring) REL 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society. REL 361 The Church in the First Four Centuries A study of the early Christian Church, including such topics as persecution and martyrdom, the development of the creeds, Christianity in conflict with Gnosticism and mystery religions, monasticism and mysticism, early Christian worship and theology. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. (Fall) REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs and philosophy of North American Indians are studied. Within these broad areas, the subjects of medicine, healing, shamanism, dreams, visions, myths and spiritual powers are also included. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies and beliefs in an afterlife. Religion REL 399 Internship A work-based learning experience designed by the student, faculty member and site supervisor focusing on methodology and specialties within the field of religion. The learning agreement must be completed before registering. REL 420 The Russian Orthodox Church This course will explore the history, theology and liturgical life of the Eastern Orthodox Christian Church. Theology and history will be considered primarily from the perspective of those Christians who live in Greece, Turkey and Eastern Europe, with special attention to the Orthodox Church in Russia. (Spring) REL 441 Feminism and Christianity This course will consider the central ideas of Christianity and feminism and how they might be compatible. Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible and the impact of feminism on Christian theology, especially in terms of language and metaphor. (Fall) REL 471 Jesusand His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure and relationships. Attention to the variety of interpretations given the person of Jesus, including the "quests for the historical Jesus." REL 472 Paul the Apostle A study of the Apostle Paul including his historical background, his relationship to the early church and some of the themes found in his writings. REL 473 The Message of the Old Testament The various types of Old Testament literature. The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. REL 475 Judaism A survey of the history of Judaism from the end of the Old Testament period to modem times, with emphasis placed upon the religious development. A special interest in such modem Jewish thinkers as Buber and Heschel. The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism. (Fall) REL 481 REL 483 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. (Spring) Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. 2; Religion REL 495 Seminar Selected topics. Required of majors in the junior or senior year. Others by permission of instructor. (Fall) REL 499 Independent Study Limited to students who are Religion majors and satisfy Departmental guidelines. See Department listing for a description of the following approved elective: PHI 350 Philosophy of Religion Coordinator Minor Magda Paleczny-Zapp Six courses including: Two courses (one year) of basic college Russian (or equivalent competencies) One course in Russian history One course in Marxist theory One course from the approved list of electives. Major 11 courses including: Four courses (two years) of basic college Russian (or equivalent competencies) Two courses in Russian history One course in Marxist theory One course in Russian literature One course in Soviet politics Two courses from the approved list of electives. Each student's major program must be approved by the Coordinator. See Nordic Area Studies under Interdisciplinary Studies. Central and East European Concentration Minor Consult the Coordinator for information. Courses that are regularly offered in Augsburg College are: POL 351, POL 363, POL 382, POL 459, ECO 317, REL 356, REL 420, HIS 348, RUS 111, RUS 112. s tudents preparing to teach social studies on the high school level must complete, in addition to the professional requirements to be met within the Department of Education, a competency-based program designed to provide a broad foundation in the social sciences. Coordinator Jerry Gerasimo Social Studies Teaching Licensure Seven courses: ECO 112 Principles of Macroeconomics or ECO 113Principles of Microeconomics HIS 222 20th Century U.S. POL 158 Political Patterns and Processes PSY 105 General Psychology SOC 121 Introduction to Human Society SOC 336 Introduction to Cultural Anthropology One course in geography (human or cultural) plus a major in one of five fields economics, history, political science, psychology or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. For students beginning in Fall, 1994 or later: New requirements for the social studies licensure were under consideration as this catalog went to press. Contact Prof. Gerasimo and the Department of Education for information on curriculum and requirements. - 30CIAL VVORK UEPARTMENT - SWK !6 T he Social Work major . prepares - graduates for entry-level generalist professional practice in the field of human services. The program is accredited by the Council on Social Work Education and leads to a Bachelor of Science degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, communities and to develop and analyze social policy. Courses within the program utilize a student empowerment model for teaching and learning. of its social services. The Twin Cities, as the hub for these services, provides both a variety of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate, respect and work with people different from themselves and to be enriched by this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. Appropriately, social work students have been involved in a wide variety of community service efforts including helping to develop the LINK program on campus, mobilizing students The College's commitment to the liberal to assist a social service agency in their arts is highly compatible with education for annual Christmas giving program, and professional social work practice. The tutoring at a local neighborhood center. liberal arts with its emphasis on breadth of The Social Welfare minor and electives understanding, cultural and ethnic in the Department allow students to diversity, openness to new ideas, analysis support another major while gaining and synthesis, is an ideal foundation for knowledge about human needs and social work education. As Sir Richard growth, human services and the methods Livingston has said, "A technician is a of effective citizenship. Students taking person who knows everything there is to know about his/her job except its ultimate these courses have the opportunity to purpose and social consequence." Effective become knowledgeable about public issues and develop and nurture a perspective that social workers go beyond being technisees the central importance of diversity to cians. Augsburg social work graduates are the social fabric of this country. But beyond entry-level professionals. knowledge, students are encouraged to use Augsburg College's motto, "Education their talents and skills to address the needs for Service," exemplifies the philosophy of of society in the interest of the public good, the Social Work Department. Unique always emphasizing social justice. learning opportunities for field work Augsburg's social work major also provides a strong foundation for graduate studies in a variety of fields. Augsburg also offers a full-time Master of Social Work degree on a weekend schedule. placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services and a highly-educated populace. Social work opportunities abound. Minnesota is known for the vitality and relevance Social Work Faculty Rosemary Link (Chair), Vern Bloom, Maria Brown (BSW Program Director),Francine Chakolis (MSW Program Director), Anthony Bibus, Blanca Rosa Egas, Hans Eriksson, Carol Kuechler, Sharon Patton, Social Work Curt Paulsen, Vincent Peters, Michael Schock, Edward Skamulis, Mary Lou Williams Major 11 core courses: SWK 361 Social Responses to Human Needs SWK 363 Methods and Skills of Social Work SWK 364 Field Work I SWK 365 Quantitative Analysis and Program Evaluation SWK 461 Advanced Methods and Skills in Social Work SWK 462 Field Work I1 SWK 463 Community Development and Organization SWK 465 Social Policy: Analysis and Development SWK 466 Field Work I11 SWK 467 The Social Worker as Professional SWK 469 Field Work IV and seven supporting courses: SWK 257 Exploring Human Services SWK 260 Humans Developing BIO 101 HumanBiology PSY 105 General Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A CrossCultural Perspective SOC 265 Culture: Ethnicity, Gender and Race A minimum grade of 2.0 is required for each course in the core program and a 2.0 average in the supporting program. Concentration Concentrations in Aging, Chemical Dependency, Crime and Corrections, Social Ministries, and Youth are possible. A concentration consists of courses descriptive of functional, dysfunctional and programmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in Religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy Social Work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite. A written self-statement, reference letters, and the completion of all core and supporting program courses below the 400 level is necessary for candidacy review. Social Welfare Minor Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 361 Social Responses to Human Needs SWK 463 Community Development and Organization SOC 265 Culture: Ethnicity, Gender and Race and one course from: SWK 465 Social Policy: Analysis and Development POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration School Social Work State Department of Education required coursework includes EDU 255; HPE 115, and 400 hours in a senior year field placement in a school setting. See adviser for additional specifics. 2; - !8 Social Work H ELECTIVE COURSES OPEN TO ALL STUDENTS SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the " ~lobalcontext. It also identifies the focus of Social Work in addition to many other disciplines which are vital to fostering peace, development and enhancement of a better quality of life for all human kind. SWK 257 Exploring Human Services This course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 80 hours of work in a human service agency and must attend the weekly seminar. SWK 260 Humans Developing This course provides the knowledge basic to an understanding of human growth through the life cycle and of the interplay of sociocultural, biological and psychological factors which influence the growth of individuals and families in contemporary American society. Growth related to populations and groups which represent ethnic and/or life-style diversity or special stresses relevant to growth is also a focus. Students will gain self-understandingthrough use of their own experiences. SWK 299 Directed Study An opportunity for students to do readings and study on topics of interest. Proposed study must be approved in advance of registration. (Prereq.: SWK 257 and consent of instructor) SWK 361 Social Responses to Human Needs This course describes the historical and contemporary systems of human service and the diversity of professionals and client groups. The major assumptions and social movements which have contributed to the charitable and govenunental responses to human needs will be emphasized. Guest speakers and agency visits highlight the course. (Prereq.: junior standing or consent of instructor) SWK 399 Internship* Provides field learning experience for the non-major and supplements the required field work of majors (Prereq.:consent of instructor) SWK 463 Community Development and Organization Locality development and social change through community organization, social planning and social action. Emphasis on: 1)survey of historical forms of community organization and social change; 2) understanding the theories, basic issues, and strategies relevant to social protest and change; 3) examination of the role of staff and of the functions and interrelationships of community organizations; and 4) knowledge of and actual practice in the local community in the essential principles and techniques of organizing. (Prereq.: senior standing or consent of instructor) Social Work SWK 465 Social Policy: Analysis and Development Includes the study of theories of social policy formulation and methods of analysis associated with needs and services, and analysis of the impact of policy on social work practice. Development and implementation will be viewed firsthand through work with a public policy agency or official. Readings and analytical paper integrate class concepts with practical experience. (Prereq.: SWK 361,463 and senior standing or consent of instructor.) SWK 499 Independent Study An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g., lectures, syrnposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the Department. * Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. W COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 363 Methods and Skills of Social Work Basic features of the helping process, theoretical foundations, principles and techniques of social work interventative methods and practical experience necessary for social work practice with individuals and small groups with a diversity of professionals and client groups; development of the student's repertoire of relationship-building skills. Includes videotaping laboratory sessions. (Prereq.: SWK 361, junior standing) SWK 364 Field Work I* Beginning supervised professional experience in a social work agency which focuses on interviewing experience and relationship building. A total of 120 hours, plus one small group supportive/discussion seminar per week. (Prereq.: SWK 361, junior standing, concurrent with SWK 363) SWK 365 Quantitative Analysis and Program Evaluation Overview of commonly-used research methods, especially experimental designs and applications to program evaluations. Consumer overview of methods of organizing, comparing and interpreting quantitative and qualitative information.Use of data-processingequipment for statistical analysis. (Prereq.: MPG El) SWK 461 Advanced Methods and Skills in Social Work Enlargement and refinement of practice skills recognizing adaptations of the problem-solving model to diverse populations through lecture, classroom exercise and regular class work. Enlargement of social group and family work skills, emphasis on development of generalist practice skills and eclectic approaches with a focus on diversity of professionals and client populations. (Lectures and/or laboratory exercises each week) 2: SWK 462 Field Work II* Progressively responsible supervised professional social work experience including work with individuals, families, groups and/or communities in a social service agency. A total of 120 hours, plus one supportive/ discussion seminar per week. (Prereq.: candidacy status; concurrent with SWK 461) SWK 466 Field Work 111 (.5 or 1.0 course*) Continuation of field work, a total of 60 or 120 hours. (1/2 course option during Interim. (Prereq.: candidacy status) SWK 467 The Social Worker as Professional Ethical practice, bureaucratic survival, professional job attainment, affirmative action and sexual harassment issues, personnel policies and practices, organizational theory and resource development will be studied in the course. The field work practice becomes the laboratory for class exercises. (Prereq.: candidacy status) SWK 469 Field Work IV* Continuation of SWK 466. (Prereq.: candidacy status. Concurrent with SWK 467) * Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. 30CIOLOCY DEPARTMENT - soc S ociology is the study of society as a whole and i f human social organization and groups. The sociological perspective provides a way to better understand the social world and how individuals come to think and act as they do. The goal of the Department is to help students develop their understanding of the social order and how it affects them in their daily lives. Sociology majors develop an understanding of the theories of society and social groups, leam to create and use sociological tools of analysis, and leam how to apply sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as intemships, independent study, Interim courses and field studies. The Department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships and Cooperative Education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the personnel departments of both government and private corporations, in industrial relations work and in program evaluation. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, urban planning and criminal justice. The Department of Sociology welcomes students who, in their quest for a liberal education as a foundation for work and life, are looking for new and different ways of understanding- the often taken-forgranted aspects of our world. Sociology Faculty Diane Pike (Chair), Jeny Gerasimo, Gany Hesser, Gordon Nelson, Rita Weisbrod Major 10 courses including: SOC 121 Introduction to Human Society SOC 349 Complex Organizations SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Modem Sociological Theory and four additional Sociology courses. Note: SOC 399 is highly recommended. An Internship, Cooperative Education experience, independent study or Upper Division Interim course in Sociology is recommended to take advantage of the variety of learning models offered through the Department. Consult the Department Chair concerning areas of concentration. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Honors Major To complete the Honors Major in Sociology, the student must have a minimum GPA of 3.5 in the major and overall. In addition, she or he must: 1) successfully complete an internship, independent study or cooperative educa- - Sociology tion experience; 2) submit a portfolio of completed papers and projects, including a theory paper, a research methods project, and two projects or papers of the student's choosing which represent outstanding work in sociology; and 3) write an acceptable reflective statement on the sociology major and on the work included in the portfolio. Application for Honors Major can be obtained from the Department Chair. A SOC 121 letter of intent to apply for Honors should be received by the Chair no later than Nov. 1of the Senior year. The application and portfolio must be submitted for Department acceptance by March 1. Minor Five courses including SOC 121 and two Upper Division courses (i.e., SOC 300 and above), at least one of which must be taken at Augsburg College. Introduction to Human Society What is society and how does it make us who we are? As a unique way of understanding, sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions and our interactions with each other. (Fall, Spring) SOC 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a leaming agreement which enables the student to consider sociology as a major and/or explore career altematives. Students must consult with the Department and Internship Office before registering for academic credit. (Fall, Spring, Summer) SOC 21 1 Human Communities and the Modern Metropolis The course asks a fundamental question of our times: how is community possible in the face of multicultural, economic and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this possibility. (Fall, Spring) SOC 231 Family Systems: A Cross-Cultural Perspective The human family system is explored in its variation among world cultures and within sub-culturesin the United States. Students prepare and deliver oral reports on topics of their choice including a world family pattem, an American sub-cultural pattern and a family process. (Fall) SOC 265 Culture: Ethnicity, Gender and Race Why do we set people aside for negative special treatment? How are they stigmatized?The people to whom we do this are often reflections of our own fears. A sociological analysis of "self" and "other" provides a way to examine racism, sexism and other "-isms." Offered on P/N basis only. (Fall, Spring) SOC 299 Directed Study Lndependent Study for Lower Division students. (Fall, Spring, Summer) Sociology 2. SOC 300, 301, 302, 303, 304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests which are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 336 Introduction to Cultural Anthropology The concept of culture is examined in anthropology. In what way do we see and live in the world? An analysis of basic assumptions underlying the ideas of "nature," "primitive," "civilized and "progress." The course will examine the person's relation to culture and conduct an analysis of selected aspects of Western culture. (Prereq.: SOC 121 or consent of instructor. Fall, Spring) ' SOC 349 Complex Organizations What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: SOC 121 recommended. Fall) SOC 362 Statistical Analysis The amount of quantitative information in the world is ever-increasing. This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis -be it in an academic journal or a daily newspaper. (Prereq.: MPG III. Fall) SOC 363 Research Methods Good research -how do you know it when you see it, can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology An examination of the ideas of group, role and self in the understanding of the relationship between the individual and society. A look at the major assumptions and processes underlying our everyday life using interaction theories. (Prereq.: SOC 121 or consent of instructor. Fall, Spring) SOC 381 The City and Metro-Urban Planning The primary focus of the course is upon the major issues confronting the present and future metropolis. Emphasis will center on alternative theories and approaches to planning and shaping metropolitan areas. Resources include extensive readings, simulations, films, outside speakers and field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) - Sociology SOC 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of sociology with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. (Prereq.: consent of instructor) SOC 485 Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: two courses in sociology including SOC 121 or consent of instructor. Fall) SOC 498 SOC 499 Independent Study - Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, Spring, Summer) Independent Study The student must present a written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. Limited registration by permission for advanced students in Sociology. (Prereq.: SOC 121 and consent of instructor. Fall, Interim, Spring) SPANISH See listing under Modern Languages. -A 31JttLH/ LUMMUNiLAl IUN AND I H t A l K t ur quality of life, both personally and professionally, depends in large part upon the quality of our communication. A communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to ,jrnprovecommunication skills. - p - p - Since communication careers demand a broad educational background, the Department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religion, social work or sociology. The Augsburg Communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics and research methods in their programs. Prospective majors should meet with a Departmental Adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Speech, Communication and Theatre Arts ~aculty David Lapakko (Chair), Deborah Bart, Julie Bolton, Michael Burden, James Hayes, Anne Holmquest, Martha Johnson I BACHELOR OF ARTS Communication Major 12 courses overall - seven required core courses and five courses within one of three concentrations. For transfer students, at least six of these 12 courses must be Upper Division courses offered at Augsburg. Required of all Communication majors: SPC 111 Public Speaking or SPC 112 Contest Public Speaking SPC 351 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 S m d Group Communication POL 342 Mass Communication in Society One of the following: ENG 223,225,226, 227. Note: Participation &I at least two interscholastic forensics tournaments in two different events is also required. General Communication Studies Concentration Five additional electives from the following: SPC 329,343,345,347,399,495, 499; THR 350,360; LIN 311; PSY 325,371; 3753621 Organizational Communication Concentration Five additional electives from the following: ART 132,225,330; SPC 329,345, 399,495,499; BUS 340,355 or 357; PSY 325, 371; SOC 265,349,375. Mass Communication Concentration Five electives from the following: SPC 343,347,348,399,495,499; ART 132,225, 330; ENG 241,327; POL 375; THR 232,325, 350,360. /-- For All Three Concentrations Majors must participate in Augsburg's Interscholastic Forensics Program by attending at least two interscholastic speech tournaments in at least two different events. Students should be aware that the tournament season is essentially from October through mid-March, and should plan schedules accordingly. Majors in dl three concentrations should plan to include at least one Internship (SPC 399) as one of their electives. Students may petition the Department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the Departmental Adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the Registrar and adviser or Department chair. Honors Major The Honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (SPC 499 registration). Honors candidates should meet with their Departmental Adviser prior to their senior year to develop a proposal for the honors project. Communication Minor Six courses including: SPC 111 Public Speaking or SPC 112 Contest Public Speaking POL 342 Mass Communications In Society SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Note: For transfer students, at least three of these six courses must be Upper Division courses offered at Augsburg. Prospective minors must obtain prior approval from a Communication faculty adviser. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to idenhfy current Minnesota teacher licensure requirements. SPC 111 Public Speaking Theory and practice of effective speaking and critical listening. Students give several speeches and receive feedback from the class and the instructor. The course focuses on developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical thinking and listening. (Note: Students may take either SPC 111and 112 for credit, but not both.) (Fall, Spring) SPC 112 Contest Public Speaking Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate, speaking to entertain and/or communication analysis. (Note: Students may take either SPC 111or 112 for credit, but not both.) (Fall) SPC 329 lntercultural Communication This course explores both the problems and potential of communication between persons of different cultural groups. Factors such as ethnocentrism, stereotyping, prejudice, role expectations, values, language and non-verbal symbols are examined in this course. (Fall: altemate years) SPC 343 Broadcast Production I Introduction to video production with an emphasis on creative concept development, script-writing, directing and producing for video. Students will work in production teams and will gain experience in operation of equipment. (Fall) SPC 345 Organizational Communication An examination of the dynamics of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, formal and informal communication networks, management styles, power and authority, motivation of employees, organizational culture, performance appraisal, effective use of meetings and sources of communication problems in the workplace. (Fall: altemate years) SPC 347 Documentary Video A video production course which integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work as production teams, gaining experience in field production editing. The production teams will produce a 30-minute documentary piece. This course requires additional lab time for editing. SPC 348 Broadcast Production I1 This course is an advanced television production course in which students apply knowledge and experience gained in Broadcast Production I. This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program. SPC 351 Argumentation Application of standards for sound evidence and reasoning in public speaking, discussion and debates. Stresses skill in analyzing the quality of argumentative claims, understanding tests for evidence and fallacies in reasoning, and learning to apply principles of argumentation to contemporary public issues. Students enhance their skills in debate and discussion and learn to analyze and critique arguments they encounter in their daily lives. (Fall) SPC 352 Persuasion Theory of how people are influenced to change attitudes and behavior. Examines obstacles to persuasion; cultural dimensions of persuasion; the use of logical and psychologcal appeals; empirical research in persuasion; how persuasion is used in politics, sales, advertising and interpersonal contexts; the nature of mass movements and campaigns; the impact of the mass media on persuasion; and ethical issues related to persuasion. (Spring) SPC 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build relationships and help to overcome communication barriers. This course combines theory and practice to help the student understand and manage communication problems more effectively. (Fall, Spring) SPC 355 Small Croup Communication A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership and conflict management. This course combines lecture with practical experiences to help the student become a more effective and productive member of a taskoriented small group. (Spring) SPC 399 Internship (Consult faculty in area of emphasis) SPC 495 Communication Topics Selected topics in communication, with emphasis on the use of primary sources and methodology of research. SPC 499 Independent Study Independent Study for Upper Division credit. Theatre Arts See Department listings for the following approved electives: ART 132 ART 225 ART 330 BUS 340 BUS 355 BUS 357 LIN 311 Photography Communication Design I Communication Design I1 Human Resource Management Marketing Communications Advertising Theories of Grammar (see Modem Languages) T he study of theatre is essential to a liberal arts education in that theatre is a laboratory for experiencing, experimenting and integrating knowledge from many disciplines. Theatre enables students to seek, confront and experience authentic life in its mystery, ambiguity and beauty. We seek to create every opportunity for students to grow as human beings by encouraging connections between theory and application through course study, production work and the Artist Series. Currently we offer a solid base in classical, modem and contemporary theatre and we are exploring ways of incorporating non-Western and nontraditional theatre to support our commitment to the multicultural experience. Augsburg is an ideal place to study theatre as it is located in one of the major theatre centers in the United States. Augsburg students expand their knowledge of theatre not only by attending, but by working with numerous local theatre artists and professional theatre companies. Our theatre faculty, currim- POL 342 POL 375 PSY 325 PSY 371 SOC 265 SOC 362 SOC 375 Mass Communication in Society Media Law Social Behavior Psychology of Gender Culture: Ethnicity, Gender and Race Statistical Analysis Social Psychology 1um and program are models for other small colleges. At Augsburg we encourage students to participate in all aspects of theatre production, while providing each student the opportunity of emphasizing a specific area of interest. We prepare students to enter graduate school, law school, seminary, education and various communication fields including professional theatre, television and film. BACHELOR OF ARTS Theatre Arts Major 10 courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction I 2 O Theatre Arts Three of the following: THR 116 Creative Dance THR 245 Introduction to Asian and Asian American Theatre THR 325 Playwriting THR 350 Voice and Diction THR 360 Interpretive Reading THR 365 Advanced Acting THR 399 Internship or THR 499 Independent Study in Theatre Ten production units in three or more of the following areas: acting (two required), technical crew work and design (four required), and theatre management/ miscellaneous (two required). Freshmen planning to major in theatre arts should begin with courses THR 116, 222,232; sophomores:THR 228,245,361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365,366. Please Note: Several courses are offered alternate years only. This major should be supported by courses in multi-cultural dramatic literature, and Shakespeare, Modem Drama and Scandinavian Drama. Strongly recommended: courses in movement, dance, art and media art (cinema, radio, television, video). A capstone course is encouraged, but not required. Majors must participate in dramatic productions every year. Students must maintain an overall 2.0 GPA to have major participation in productions. Honors Major Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall and, as part of their major program, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their Departmental Adviser prior to their senior year to develop a proposal for the honors project. Theatre Arts Minor Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Five production units in the following areas: acting (one required), technical crew work (two required), and theatre management/miscellaneous (one required). Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to idenhfy current Minnesota teacher licensure requirements. Theatre Arts THR 116 Creative Drama A study of various forms of dramatic movement, pantomime and play through activity, reading, observation and discsussion. Emphasis on improvisational techniques and active participation. Development of dramatic pieces from written, verbal, visual and audible sources. Some fundamentals of acting are introduced. (Fall) THR 222 Introduction to Theatre A survey of dramatic art including major historical periods, plays, artists; dramatic structure, principles, and values; basic concepts and techniques of the play production process. Students attend and review live productions. Crew requirement. (Fall) THR 228 Introduction to Stagecraft Introduction to the backstage world of the theatre; its organization, crafts, magic and art. Technical production experience, practical projects and theatre tours. Open to all students. Lab required, lab fee. (Fall) THR 232 Acting An introduction to the art of acting. Focus on physical, mental and emotional preparation and exploration of the aeative approach to scene and character study in American drama. Students attend and review live productions. (Spring) THR 245 Introduction to Asian and Asian American Theatre This course is a survey of the rich theatrical p e r f o m c e styles, aesthetic theories and plays of traditional Asian culture, as well as Asian American drama. The course will include lecture, films, videos and demonstrations by visiting performers. Students will read and analyze selected plays and attend and review one live production. (Fall: altemate years) THR 299 Directed Study Independent study for Lower Division aedit. THR 325 Playwriting An introductory course in writing for the stage, television and film. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.:ENG 111and one literature course. ENG 226 also recommended. Cross-listed with the English department. Fall: altemate years) THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. The class will also take theatre tours, have visiting designers and practical involvement with the Augsburg spring production. (Lab required, some materials needed. Prereq.: permission of instructor. Spring) -2, *- Theatre Arts THR 350 Voice and Diction A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics and the vocal mechanism. Emphasis on healing vocal vulnerabilities. reports and papers, Theory and practice are combined in oral voice tapes and individual coaching. (Fall: alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of prose, poetry and drama. Study, discuss, practice and perform readings in prose, poetry and drama before small and large groups. (Spring) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature and criticism from the classical Greek through the Medieval period. The theatres of Asia are also introduced. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentiallywith THR 362. (Spring) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring) THR 365 Advanced Acting This course explores the elements of characterizationthrough character analysis and extensive scene study. Emphasis is on a variety of roles from the classics, including Shakespeare, French neoclassicism, restoration comedy, realism and non-realism, epic and the theatre of the absurd, culminating in preparation and presentation of a professional audition. (Prereq.: THR 222 and THR 232. Spring: alternate years) THR 366 Stage Direction I Basic directorial techniques: choice of plays, play analysis, production organization, technical collaboration, casting, rehearsals, blocking and characterization. Direction of a short production required (one-act or excerpt from full-length play). Permission from instructor required. (Prereq.: THR 361, THR 362, THR 328. Spring) THR 399 Internship (Consult faculty in area of emphasis.) THR 495 Theatre Topics Selected topics in theatre. THR 499 Independent Study in Theatre Independent study for Upper Division credit. Chair Vice Chair Rodney P. Burwell Raymond A. Grinde Secretary Treasurer Barbara C. Gage David L. Swanson The year in parentheses after each name is the expiration date $current fern. President, Augsburg College, Minneapolis, Minn. Chairman, Xerxes Corporation/Burwell Mr. Rodney P. Burwell (1994) Enterprises, Minneapolis, Minn. Chief Financial Officer, Dart Transit Mr. Darrell J. Egertson (1994) Company, St. Paul, Minn. Retired Businessman, Mesa, Ariz Mr. Julian P. Foss (1996) Homemaker, Long Lake, Minn. Ms. Barbara C. Gage (1998) Retired businessman, Roseville, Minn. Mr. Raymond A. Grinde (1996) Administrator, S.J. Groves & Sons Company Ms. Carolyn T. Groves (1996) Guelzow & Senteney, Ltd. Mr. Thomas K. Guelzow (1998) President, Norsen, Inc., Minneapolis, Minn. Mr. Norman R. Hagfors (1995) President, Papillon Airways, Inc., irkl land, Mr. Elling 8. Halvorson (1996) Wash. Homemaker, Apple Valley, Minn. Ms. Beverly J. Thompson Hatlen (1996) President, A.A. Housh and Associates, Edina, Mr. M e n A. Housh (1995) Minn. Associate Professor and Division Head, Dr. George 0.Johnson (1996) Health Services Administration, University of Minnesota, Minneapolis, Minn. The Hon. LaJune Thomas Lange, J.D. (1995) Judge, Hennepin County Govenunent Center, Minneapolis, Minn. Control Data Business Advisors, Mankato, Mr. Gary H. Lohn (1994) Minn. The Hon. Kenneth G. Nelson (1996) Senior Fellow - Education, University of Minnesota, Minneapolis, Minn. The Rev. Maynard L. Nelson (1996) Senior Pastor, Calvary Lutheran Church, Minneapolis, Minn. Ms. Roselyn J. Nordaune (1994) Partner, Nordaune and Friesen, St. Louis Park, Minn. Mr. Richard A. Norling (1998) President and Chief Executive Officer, Fairview Hospital and Healthcare Services, Minneapolis, Minn. Dr. Charles S. Anderson *as of December, 1993 Mr. Donald G. Oren (1994) Mr. Glen E. Person (1999) Mr. Harvey M. Peterson (1996) Mr. Curtis A. Sampson (1995) Ms. Inez Schwarzkopf (1998) Mr. Ronald K. Speed (1994) Ms. Gladys I. Strommen (1994) Mr. Leland N. Sundet (1998) -Mr.David L. Swanson (1996) Mr. Michael W. Thompson (1996) Ms. Pamela L. Tibbetts (1994) Ms. Kathryn H. Tunheim (1998) Mr. William A. Urseth (1998) flo wiger, Ph.D. (1995) Ms. May Ka-Yee Yue (1994) President, Dart Transit Company, St. Paul, Minn. Retired businessman, Eden Prairie, Minn. President, Catco Company, St. Paul, hhn. President and Chief Executive Officer, CommunicationSystems, Hector, Minn. Program Administrator, Communications Director, Region 3 - ELCA, St. Paul, Minn. Vice President, Public Affairs, Honeywell, Inc., Minneapolis, Minn. Homemaker, St. Paul, Minn. Chairman and Chief Executive Officer, Sundet Companies, Eden Prairie, Minn. Retired businessman, Minneapolis, Minn. Realtor, Edina Realty, Inc., Edina, Minn. Senior Vice President, Corporate Development, Fairview Hospital, Minneapolis, h. Tunheim Santrios Co., Minneapolis, Minn. President and Chief Executive Officer, U.S. Directives, U.S. Restaurant, Minneapolis, Minn. Associate Professor, St. Cloud State University, St. Cloud, Minn. President, Financial Services Associates, Inc., Edina, Minn. IN AMERICA (ELCA) Chair The Rev. Stephen P. Bournan Executive Director The Rev. W. Robert Sorenson Secretary The Rev. David L. Echelbarger Assistant Director for Finance Ms. Beata H. Sorenson Vice-Chair The Rev. Karen S. Parker Director for Colleges and Universities Mr. James M. Unglaube Asst. Dir. for Colleges and Universities Ms. Naomi E. Linnell - 48 + .................................... .Thomas I. Be u m m r , C q o r a t e and Foundation Relations ........................... Carol Fc Senim Development Officer ........................................ Jeroy C. Car Senior Development Officer ......................................... Howard 0 D i P e c t ~College , Relations ........................................... Forrest M Director, Publications ...................................... Shirley Westman Safg &rector, Sports Information ........................................ Gene McGi Graphics S p h l i s t ............................................ .Chris Holland-T Director,AludJParent Relations ................................... Donna McL Associate Director, Augsburg Fund ................................. Norm Okerst Assistant Director. Augsburg Fund .................................... Kay Helm Enrollment Management Vice President for Enrollment Management ........................... Richard J. Th Secretary ............................................................. Julie Sz Director, Admissions ................................................. Sally Dan Associate Director of Admissions ......................................... Deb Ba Associate Director of Admissions ........................................ Heidi B Associate Director of Admissions ....................................... .Tom Lar Registrar .......................................................... .Paul Simm Associate Registrar ................................................... .Jay Phim Coordinator, Institutional Research .................................... Kathy Ku Admissions Coccrdinator, Weekend College .......................... .JeanetteWitt Director, Hispanic Support Program .............................. Eloisa EchavezDirector of Studcrnt Finandal Semi=; .............................. Herald A. John Associate Director of Student Financial Services ........................... Lois Lar Assistant Director of Student Financial Services ....................... Sheila Ander Assistant Direct0.r of Student Finanaal Services ........................... Paul Te Student Loan Coordinator .......................................... Kaye Schro Finance and Management Vice President for Finance and Management .......................... Michael Ran Administrative Assistant ............................................... Pat Ostr Director, Personnel .................................................. Gaye Lind ControlIer ......................................................... Dick Adam Director, Administrative Information Services ...........................Steve Ter Manager, Christensen Center .....................................Mildred A. Nel Manager, Central Services ................................. Charles E. Christopher Manager, Bookstore ................................................. Mark Eck Director. Food Senrices ................................................ Tim Wag Fireftor, Plant Services ............................................. James Wenin Supervisor, Maintenance ........................................... .Robin A. Cu Manager,Ice Arena ..................................................JamesJ. Ca Managa, Telecommunications ...................................... Vivian Skord Manager, Safe@and Senuity ....................................... Vada Ander Dr. Courtland L. Agre, Professor Emeritus of Chemistry. Ph.D., University of Minnesota. Lyla M. Anderegg, Professor Emerita of Psychology. Ernest W. Anderson, Professor Emeritus of Health and Physical Education. Dr. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Margaret J. Anderson, Professor Emerita, Library. B.S., M.A., University of Minnesota. Dr. Raymond E. Anderson, Professor Emeritus of Speech, Communication and Theatre. B.S., M.A., Ph.D., University of Minnesota. Valeria Baltina, Professor Emerita of Modem Languages. Magister der Philosophia, University of Latvia. Dr. Carl H. Chrislock, Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. L. Gracia Christensen, Professor Emerita of English. Dr. Ailene Cole, Professor Emerita of Speech, Communication and Theatre. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Dr. Sheldon P. Fardig, Professor Emeritus of Education. B.A., Carleton College, M.M., Ph.D., Northwestern University. Dr. Henry G. Follingstad, Professor Emeritus of Mathematics. B.E.E., MS., University of Minnesota. Dr. Orloue Gisselquist, Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Dr. Theodore J. Hanwick, Professor Emeritus of Physics. Ph.D., New York University. Katherine Hennig, Artist-in-Residence - Music. M.A., University of Minnesota. Dr. Edwina L. Hertzberg, Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Dr. John R. Holum, Professor Emeritus of Chemistry. Dr. Irene Khin Khin Jensen, Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Minnesota. Dr. Einar 0. Johnson, Professor Emeritus of Education. Ph.D., University of Washington. James D. Johnson, Professor Emeritus of Music. Ph.D., University of Minnesota. Mary E. "Mimi" Johnson, Professor Emerita of Modem Languages. Edwin D. Mickelberg, Professor of Biology. B.A., Augsburg College; M.A., University of Minnesota. Edor C. Nelson, Professor Emeritus of Health and Physical Education. M.Ed., University of Minnesota. Dr. Patricia A. Parker, Associate Academic Dean. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Anne Pederson, Professor Emeritus of English. M.A., University of Minnesota. Lauretta E. Pelton, Professor Emerita of Education. Dr. Philip A. Quanbeck, Professor of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Ph.D., Princeton Theological Seminary. Dr. Gunta Rozentals, Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Marianne B. Sander, Dean of Students. Dr. Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus, Lakeland College. Mq-orie H. Sibley, Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Dr. Myles C Stenshoel, Professor Emeritus of Political Science. B.A., Concordia College, Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Dr. Paul T. Steen, Professor Emeritus of Sociology. Ph.D., University of Mimesota. John Thut, Professor Emeritus of Music. A.B., Northwestern University; B.M., M. Mus., American Conservatory of Music. Dr. Joel S. Torstenson, Professor Emeritus of Sociology. Ph.D., University of Minnesota. Beginning year of service flaculty is indicated zuith parentheses. Charles S. Anderson (1976).President. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ryan A. LaHurd (1985). Vice President for Academic Affairs and Dean of the College. B.A., Mt. Camel College; M.A., University of Chicago; Ph.D., University of WisconsinMadison. A Nancy I. Aarsvold (1986). Instructor of Modem Languages. B.A., Pacific Lutheran University; M.A., University of Minnesota. Ruth L. Aaskov (1960).Associate Professor of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Michael L. Agin (1993). Instructor, part-time, Education. B.S., Beloit College; M.A., Loyola University; Ph.D., University of Wisconsin-Madison. Virginia P. Allery (1993). Associate Professor of Education/Director of American Indian Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D., University of Minnesota. Earl R. Alton (1960).Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Patricia K. Amo (1990).Instructor, Sociology. B.A., M.A., University of Minnesota. Barbara L. Andersen (1969). Associate Professor of English. B.A., Northwestern College; M.A., Northwestern University. Edwin D. Andersen (1987). Instructor, part-time, Education. B.A., Macalester College; M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota. Kristin M. Anderson (1984).Assistant Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Stuart M. Anderson (1989).Assistant Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio Artist/Flute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University. H. Janice Antholz (1983). Instructor, part-time, Education. B.S., University of WisconsinEau Claire; M.A., University of St. Thomas. Andrew L. Aoki (1988).Assistant Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., University of Wisconsin-Madison. David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. Rene C. Aravena (1993). Studio Artist/Voice, part-time, Music. B.A., Whitman College; M.M., M.A., University of Nevada; D.M.A. (A.B.D.), University of Minnesota. Augsburg College Faculty 25 Jermaine D. Arendt (1993). Instructor, part-time, Education. B,A., M.A., Ph.D., University of Minnesota. Ten L. Aslakson (1993).Instructor, part-time, Economics. B.A., St. Olaf College. Eric J. Aureille (1993).Instructor, part-time, Psychology. B.S., Georgetown University. Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of Michigan. Deborah L. Bart (1981).Assistant Professor of Speech, Communication, and Theatre Arts. B.A., M.A., University of Minnesota. Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota. Eustolio Benavides, 111 (1992). Instructor, part-time, Social Work. B.A., Creighton University; M.S.W., University of Minnesota. John E. Benson (1963).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Anthony A. Bibus, 111(1992). Assistant Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Randi S. Birk (1993). Instructor, part-time, Psychology. B.A., University of Minnesota; M.A., University of St. Thomas; Ph.D., Minnesota School of Professional Psychology. Beverly J. Blinde (1992). Instructor, part-time, Social Work. B.A., M.S.W., University of Nebraska. Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of Minnesota. Jeanne M. Boeh (1990). Assistant Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Lynn Allen Bollman (1991). Assistant Professor of Art. B.A., Augsburg College; M.A., University of Northern Colorado; M.F.A., University of Minnesota. Julie H. Bolton (1976). Associate Professor of Speech, Communication, and Theatre Arts. B.S., M.F.A., University of Minnesota. Richard A. Borstad (1977). Associate Professor of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Lisa A. Broek (1993).Instructor, part-time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. Maria L. Brown (1980).Associate Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Laine Bryce (1987).Studio Artiit/Bassoon, part-time, Music. B.A., University of Minnesota. Priscilla K. Buffalohead (1981). Instructor, part-time, Sociology. B.A., M.S., University of Wisconsin-Madison. - Augsburg College Faculty Michael R. Burden (1990). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Augsburg College; M.F.A., University of Minnesota. Diane F. Busico (1986). Assistant Professor of Business Administration/MIS. B.S., Youngstown State University; M.B.A., Kent State University. Thomas L. Busico (1988).Instructor, part-time, Business Administration/MIS. B.S., Youngstown State University; M.B.A., Kent State University. Laura V. Castor (1990). Instructor, part-time, English. B.A., Muhlenberg College; M.A., A.B.D., University 0f'~innesota. John C. Cemto (1983). Assistant Professor of Business Administration/MIS. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret (Peggy) Murphy Cemto (1991). Instructor, part-time, Business Administration/ MIS. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work/MSW Coordinator. B.S., Augsburg College; M.S.W., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Hamline University. Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois, Urbana-Champaign; Ph.D., University of Minnesota. Samir Cherif (1993). Instructor, part-time, Business Administration/MIS. B.A., University of Tunis, Tunisia; M.A., University of Minnesota. Rosalie V. Clark (1979). Instructor, part-time, Social Work. B.A.S., M.S.W., University of Minnesota. Carolyn S. Clemmons (1990). Instructor, part-time, Education. B.A., Talladega College; M.A., University of Minnesota. Robert W. Clyde (1967). Associate Professor, part-time, Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Patrick J. Conge (1993). Instructor, part-time, Political Science. B.S., M.A., Arizona State University; Ph.D., The University of Texas-Austin. Lawrence E. Copes (1980). Associate Professor of Mathematics. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University. Robert J. Cowgill (1991). Instructor, part-time, English. B.A., M.A., A.B.D., University of Minnesota. Lany J: Crockett (1985).Associate Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Augsburg College Faculty Cathleen A. Dalglish (1986). Assistant Professor, part-time, English. B.A., College of St. Catherine; M.F.A., Vermont College. Mary E. Dean (1990). Instructor, part-time, Business Administration/MIS. B.A., University of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown University. Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware; M.A., University of Wisconsin. Marilyn Doyle (1994). Instructor, part-time, Psychology. B.A., University of Minnesota; M.A., University of St. Thomas; Psy.D., Minnesota School of Professional Psychology. Bruce K. Drewlow (1988). Assistant Professor of Education. B.S., Moorhead State University; M.Ed., University of Minnesota. Susan Sacquitne Druck (1993). Studio Artist/Voice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Francoise duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite de Bordeaux 111; M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke University. Beverly C. Durkee (1965). Professor of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Grace B. D p d (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. Earl W. Eames, Jr. (1987). Instructor, part-time, Business Administration/MIS. S.B., Massachusetts Institute of Technology. Rabbi Joseph A. Edelheit (1994). Instructor, part-time, Religion. B.A., University of California - Berkley; M.A., Hebrew Union College. Blanca-Rosa Egas (1991). Associate Professor of Social Work. M.P.H., University of M i m e sota; Lic.Ed., M.D., University of Guayaquil, Ecuador. Mary G. Endorf (1986). Assistant Professor of Education. B.A., Hamline University; M.S., State University of New York-Cortland; Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Carol A. Enke (1986). Instructor, part-time, Health and Physical Education. B.S., University of Minnesota. Marian S. Enos (1987).Instructor, part-time, Education. B.S.N., M.S., Ph.D., University of Minnesota. Heid Ellen Erdrich (1994). Instructor, part-time, English. B.A., M.A., Johns Hopkins University. Joseph A. Erickson (1990). Assistant Professor of Education. B.A., M.A., University of St. Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of Minnesota. - Augsburg College Faculty Kenneth N. Erickson (1964).Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991).Studio Artist/Trumpet, part-time, Music. B.A., Bethel College; M.F.A., D.M.A., University of Minnesota. Hans G. Eriksson (1993).Assistant Professor of Social Work. B.A., Wilmington College; M.S.W., University of Minnesota. Jacqueline R. Fendler (1992).Instructor, part-time, Social Work. B.S., M.S.W., University of Wisconsin-Milwaukee. Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Lucie K. Ferrell(1992). Associate Professor of Nursing. B.S., College of St. Catherine; M.N., University of Califomia-Los Angeles, Ph.D., Adelphi University. Anita L. Fisher (1991).Instructor, part-time, Modem Languages. B.A., M.A., University of Montana. Phillip F. Fishman (1988).Instructor, part-time, Political Science. B.S., University of Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University. Ann C. Fleener (1987).Assistant Professor of Education. B.S., M.A., University of Minnesota. Marilyn E. Florian (1980).Assistant Professor of Health and Physical Education, Women's Athletic Director. B.A., Augsburg College; M.A., St. cloud State University. Bruce D. Forbes (1990).Instructor, part-time, Religon. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Karen B. Franzmeier (1993).Instructor, part-time, Education. B.A., Concordia College; M.A., University of Minnesota. Robert P. Friederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel College; M.A.,Pennsylvania State University. Mark L. Fuehrer (1969).Professor of Philosophy. B.A., University of St. Thomas; M.A., Ph.D., University of Minnesota. Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. David A. Gabrielson (1991).Associate Dean for Academic Affairs, Instructor, part-time, Biology. B.A., Concordia College, Moorhead; M.A., Ph.D., University of North Dakota. George M. Gaetano (1993). Instructor, part-time, Speech, Communication, and Theatre Arts. B.A., Hunter College; M.A., University of Minnesota. Augsburg College Faculty Ethelind K. Garetz (1989).Assistant Professor, part-time, Education. B.A., University of Minnesota; M.S., University of Nebraska; Ph.D., University of Minnesota. M. Anita Gay (1987). Director, Black Student Affairs. B.S., Southern University, Baton Rouge; M.A., Howard University. Jerry Gerasimo (1971).Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Richard A. Germundsen (1987).Associate Professor of Education. B.S., Mankato State University; M.A., American University; Cand. Mag.,Universitet i Bergen, Norway; Ph.D., University of Minnesota. Peter J. Gillen (1988). Instructor, part-time, Business Administration/MIS. B.S.B., University of Minnesota. Ronald D. Grace (1994). Instructor, part-time, Social Work. B.A., M.S.W., University of Wisconsin-Milwaukee; J.D., William Mitchell College of Law. Karen M. Graves (1991).Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Douglas E. Green (1988). Associate Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. William D. Green (1991).Assistant Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Richard A. Gresczyk (1990). Instructor, part-time, Modern Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Associate Professor of English. A.B., Washington University; M.A., Ph.D., Hanard University. Nancy J. Grundahl(1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Katherine A. Guenther (1993). Instructor, part-time, English. B.A., Lawrence University. Ph.D., University of Minnesota. Nancy G. Guilbeault (1988). Instructor, part-time, Health and Physical Education, Director of Counseling. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961).Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967).Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Brian P. Hackney (1983). Instructor, part-time, Education, Director of Audio-Visual Center. B.A., University of Wisconsin-Eau Claire; M.A., University of Wisconsin-Stout. -2 - Augsburg College Faculty Paul P. Halvorson (1985). Instructor, part-time, Economics. B.A., Augsburg College; M.A., Ph.D., American University. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University. Daniel S. Hanson (1988). Instructor, part-time, Speech, Communication, and Theatre Arts. B.A., Augsburg College; M.A., University of Minnesota. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of Wisconsin-Eau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. M. Anaam Hashmi (1990). Instmctor, part-time, Business Administration/MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, India; M.B.A, Ball State University; D.B.A., Kent State University. James T. Hayes (1991).Assistant Professor of Speech, Communication, and Theatre Arts. B.S.E., M.S., Emporia State University; Ph.D., University of Wisconsin-Madison. Milda K. Hedblom (1971).Professor of Political Science, Director of Canadian Studies Program. B.A., Macalester College; M.A., Ph.D., University of Minnesota. David A. Heitke (1993). Instructor of Computer Science. B.A., North Central College, Naperville; M.S. (Mathematics), Brown University; M.S. (Computer Science), University of Rhode Island. Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Susanne M. Herrlin (1994).Instructor, part-time, Modern Languages. B.A., M.A., University of Linkoping, Sweden. Garry W. Hesser (1977). Professor of Sociology, Director of Experiential Education, Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Anne Holmquest (1991).Assistant Professor of Speech, Communication, and Theatre Arts. B.F.A., Drake University; M.A., Ph.D., University of Iowa. Bradley P. Holt (1981).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Marilyn N. Horowitz (1988).Instructor, part-time, Business Adrninistration/MIS. B.A., M.B.E., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part-time, Music. B.M., Indiana University. Martha J. Houser (1988).Instructor, part-time, Education. B.S., M.A., University of Minnesota. Kenneth B. Huber (1989). Studio Artist/Piano, part-time, Music. B.M., M.M., Indiana University. David Hudson (1990). Instructor, part-time, English. B.A., M.A., A.B.D., University of Minnesota. Augsburg College Faculty Gretchen Kranz Irvine (1993).Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. M. Shahidul Islam (1989). Instructor, part-time, Economics. M.B.A., Dhaka University, Bangladesh; University of Minnesota. Willie B. Jackson (1994). Instructor, part-time, Education. B.A., McKendree College; M.S., Southern Illinois University. William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of M i m e sota. B.S., MS., Ph.D., University of Wisconsin. Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Hamet W. Johnson (1989).Instructor, part-time, Education. B.A., University of Richmond; M.A., University of Minnesota. Jeffrey E. Johnson (1985). Assistant Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. Karen E. Johnson (1993).Instructor, part-time, Social Work. B.A., Luther College; M.S.W., University of Minnesota. Martha B. Johnson (1988).Assistant Professor of Speech, Communication, and Theatre. Director, East and Southeast Asian Studies. B.A., M.A., Ph.D., University of Wisconsin. Amin E. Kader (1974). Associate Professor of Business Administration/MIS. B.Comrn., University of Cairo, Egypt; M.B.A., University of Michigan. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration/MIS. B.A., University of California; J.D., University of Minnesota. Robert A. Karl6n (1959). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University; M.A., Ph.D., University of Illinois-Urbana. Christopher W. Kimball(1991).Assistant Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Mary A. Kingsley (1965). Associate Professor of Modern Languages. B.A., St. Olaf College; M.A., Middlebury College. -2 - Augsburg College Faculty Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Carol F. Kuechler (1994).Assistant Professor of Social Work. B.A., Marquette University; M.S.W., University of Wisconsin-Madison; Ph.D., University of Minnesota. Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University; M.A., Xavier University; Ph.D., Case Western Reserve University. Joan C. Kunz (1987). Assistant Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. Steven J. LaFave (1991). Assistant Professor of Business Administration/MIS. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. Roy H. LaFayette (1972). Instructor, part-time, Business Administration/MIS. B.S.B.,University of Minnesota. David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Andrew P. Lawson (1992). Instructor, part-time, Sociology. B.S., Portland State University; M.Ed., Penn State University. Caroline M. Lemen (1991). Studio Artist/French Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Lynn Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University; M.S. North Dakota State University. Rosemary J. Link (1986). Associate Professor of Social Work. B.A., University of Southampton; M.Sc., London University; Ph.D., University of Minnesota. Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University. Cynthia D. Lohman (1985). Studio Artist/Voice, part-time, Music. B.A., M.M., University of Minnesota. Lori L. Lohman (1990).Assistant Professor of Business Administration/MIS. B.A., M.B.A., University of Minnesota. J. Lynne F. Lorenzen (1988). Assistant Professor of Religion B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Semirary; M.A., The Claremont Graduate School. Mark E. Ludwig (1993). Instructor, part-time, English. B.A., Pacific Lutheran University; Ph.D., University of Minnesota. Steven P. Lund (1982).Studio Artist/Trombone, part-time, Music. B.S., University of Minnesota. Augsburg College Faculty -2 Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. Milton H. Luoma, Jr. (1992). Instructor, part-time, Business Administration/MIS. B.S., Case Institute of Technology; M.S., M.B.A., University of Dayton; J.D., William Mitchell College of Law. Ann Lutterman (1993).Instructor, Global Education. B.A., Earlham College; M. Div., Yale Divinity School. Janet L. MacKenzie-Polanski (1992). Instructor, part-time, Education. B.A., Macalester College; M.Ed., University of Minnesota. Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. John B. McAllister, I11 (1991). Instructor, Global Education. B.A., Bates College; M.A., University of Minnesota. Elena McCollim-Medina (1991).Instructor, Global Education. B.A., University of California-Berkeley; M.A., Johns Hopkins University. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of California-Berkeley. Marie 0.McNeff (1968). Professor of Education, Director of Faculty Development. B.S., M.Ed., Ed.D., University of Nebraska. Roberta K. Metzler (1974). Associate Professor of Music. B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Fekri Meziou (1987). Assistant Professor of Business Administration/MIS. B.A., University of Tunis,Tunisia; M.A., Ph.D., University of Minnesota. Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A., M.Ed., Macalester College. JeannetteH. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social Academy, Groningen, Netherlands; M.S.W., University of Minnesota. Dawn L. McDougal Miller (1993).Instructor, part-time, Music. B.A., Gustavus Adolphus College; M.M.Ed., University of Kansas. Jay A. Miskowiec (1991). Instructor, part-time, English. B.A., University of Minnesota; M.A., Universite de Paris VIII, France; Ph.D., City University of New York. Kinney G. Misterek (1989). Instructor, part-time, Business Administration/MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. - Augsburg College Faculty William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M-Div., Calvin Seminary; Ph.D., University of Colorado. Thomas F. Morgan (1983). Associate Professor of Business Administration/MIS. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; PkD., University of Minnesota. William D. Morris (1987). Instructor, part-time, Political Science. B.A., Oakland University; Ph.D., Camegie-Mellon University. John N. Moye (1991). Assistant Professor of Music, Orchestra Director. B.M., M.A., Jacksonville University; Ph.D., Florida State University. Mildred ("Mike")Mueller (1988). Assistant Professor of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Robert M. Murphy (1986). Instructor, part-time, Business Administration/MIS. B.A., University of Toledo. Sharol A. Nau (1993).Instructor, part-time, Art. B.A., Carleton College; M.F.A., Michigan State University. Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Leslie D. Nelson (1993). Instructor, part-time, Mathematics. B.A., St. Olaf College. Richard C. Nelson (1968).Professor of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Jack Nelson-Pallmeyer (1984).Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., Union Theological Seminary. Melissa R. Newman (1993).Instructor, part-time, Psychology. Ph.D., University of Mimesota. Catherine C. Nicholl(1973).Professor of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson (1977). Professor of Nursing. B.S.N., MS., PhD., University of Minnesota. Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Harnline University. JohnJ. O'Brien (1992). Instructor, part-time, English. B.A., Augustana College; M.Phil., University of Dublin, Ireland; A.B.D., University of Minnesota. Augsburg College Faculty -2 Michael E. OfNeal(1989).Instructor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Sandra L. Olmsted (1979).Assistant Professor, Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Bettye Olson (1992). Director, College of the Third Age. B.S., M.Ed., University of Minnesota. JeremiahOlson (1989). Instructor, part-time, Religion. B.A., Minot State University; M.Div., Trinity Lutheran Seminar; D.Th., Luther-Northwestern Theological Seminary. Lila J. Olson (1990). Instructor, part-time, Music. B.M., University of Kansas; M.M., University of Nebraska. Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Magdalena M. Paleczny-Zapp (1986). Assistant Professor of Economics. B.A., M.A., Central School for Planning and Statistics, Warsaw, Poland; Ph.D., Akademia Ekonomiczna, Krakow, Poland. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Patricia A. Parker (1960). Instructor, part-time, Education. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Catherine L. Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College; M.A., Lone Mountain College. Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., University of St. Thomas. Dale C. Pederson (1992).Assistant Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Paul E. Pender (1985). Instructor, part-time, Business Administration/MIS. B.A., M.B.A., University of Wisconsin. Rick Penning (1993). Studio Artist/Voice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. Curtis C. Peter (1983). Instructor, part-time, Religion. B.A., Wartburg College; M.Div., Wartburg Theological Seminar. Vincent Peters (1988). Assistant Professor of Social Work. B.A., Loyola College, Madras, India; M.A., Madras School of Social Work. - Augsburg College Faculty Noel J. Petit (1984).Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A., United Theological Seminary. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Glenn S. Pickering (1994). Instructor, part-time, Psychology. B.E.E., Ph.D., University of Minnesota; M. Div., United Theological Seminary. Diane L. Pike (1981).Professor of Sodalogy. A.B., Comecticut College; PhD., Yale University. Alisa M. Potter (1993). Instructor, part-time, Sociology. B.A., Concordia College, St. Paul; Ph.D., University of Minnesota. Sandra L. Powers (1990).Studio Artist/Clarinet, part-time, Music. B.M., Eastrnan School of Music; M.M., Northwestern University. T. Peter Przytula (1993).Instructor, part-time, Political Science. M.A., University of Lodz, Poland; M.A., A.B.D., University of Minnesota A.B.D., University of Poznan, Foland. Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminar; M.Th., Ph.D., Princeton Theological Seminary. Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Luther Theological Seminary. Randi Quanbeck (1990). Instructor, part-time, Modem Languages. B.A., Concordia College; M.A., Northwestern University. Larry C. Ragland (1985). Associate Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Instructor, part-time, Music. B.M., M.M., University of Minnesota. Patricia L. Redding (1992). Instructor, part-time, Business Administration/MIS. B.A., Indiana University; M.B.A., University of Minnesota. Bruce R. Reichenbach (1968).Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Cynthia D. Richards (1992). Instructor, part-time, English. B.A., Brown University; M.A., M. Phil., New York University. James F. Rodde (1993). Choral Director/Instructor of Music. B.A., Augsburg College; M.A., D.M.A., University of Iowa. Steven P. Rohde (1993). Visiting Assistant Professor of Speech, Communication, and Theatre Arts (Designer and Technical Director). B.S., University of WisconsinLacrosse; M.F.A., University of Minnesota. Augsburg College Faculty I. Michael Romanov (1992). Instructor, part-time, Business Administration/MIS. B.A., Hofstra University; M.B.A., University of St. Thomas. Glenda D. Rooney (1992). Instructor, part-time, Social Work. B.S., University of North Texas; M.S.W., University of Illinois. Patricia L. Rude (1990). Instructor, part-time, Education. B.A., Gustavus Adolphus College; M.Ed., University of Minnesota. William R. Russell (1991).Instructor, part-time, Religion. B.A., Ph.D., University of Iowa; M.Div., Luther Northwestern Seminary. Edward M. Sabella (1967). Professor of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Pauline Sateren (1974). Instructor, part-time, Education. B.A., Northwestern College; M.M.Ed., University of Colorado. Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Jack B. Schaffer (1993). Instructor, part-time, Psychology. B.A., Buena Vista College; M.Div., Union Theological Seminary; M.A., Ph.D., University of North Dakota. Milo A. Schield (1985). Associate Professor of Business Administration/MIS. B.S., Iowa State University; MS., University of Illinois; Ph.D., Rice University. John S. Schmit (1990).Assistant Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and Theatre Arts. B.A., M.A., M.F.A, University of Minnesota. Robert T. Schultheis (1990).Instructor, part-time, Business Administration/MIS. B.B.A., College of Santa Fe; M.B.A., University of St. Thomas. Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/MIS. B.S., University of Notre Dame; M.B.A., Northeastern University. Laura Sewell (1991). Studio Artist/Cello, part-time, Music. B.M., The Juilliard School; M.M., The Cleveland Institute of Music. Frankie B. Shackelford (1990). Assistant Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. Judith E. Shevelev (1991). Instructor, Global Education. B.A., University of California at Davis; M.A., Columbia University. Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A., M.Ph., Delhi School of Economics; Ph.D., Louisiana State University. Barbara J. Shin (1991).Instructor, part-time, Education. B.S., M.A., Ph.D., University of Minnesota. *( - Augsburg College Faculty Edward R Skarnulis (1990). Associate Professor of Social Work. B.A., Omaha University; M.S.W., Ph.D., University of Nebraska. Eugene M. Skibbe (1964). Professor of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Gail S. Smogard (1993). Instructor, part-time, Speech, Communication and Theatre Arts. B.A., St. Cloud State College; M.F.A., Southern Methodist University. Yong Nam Song (1987). Instructor, part-time, Economics. B.A., Jeon Buk National University, Korea. Roman Soto-Feliu (1993). Assistant Professor of Modern Languages. B.A., M.A., Universidad de Concepcion, Chile; Ph.D., The Catholic University of America. Robert J. Stacke (1990). Assistant Professor of Music, Band and Jazz Director. B.A., Augsburg College; M.A.C.I., University of St. Thomas. John J. Stangl(1991).Instructor, part-time, Education. B.S., M.A.; University of Minnesota. Nancy K. Steblay (1988). Associate Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John P. Stein (1992).Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Robert Stenstrom (1990). Assistant Professor of Physics. B.S., M.S., University of South Dakota. Stuart M. Stoller (1986).Assistant Professor of Business Administration/MIS. B.S., M.S., Long Island University. Diane L. Strandberg (1989).Instructor, part-time, Education. B.S., M.S., Mankato State University. Beverly J. Stratton (1986). Assistant Professor of Mathematics. B.A., M.A., Boston University. Marie J. Struss (1988). Instructor, part-time, Education. B.S., M.S., Mankato State University. Mary Jo Stump (1988). Student Teacher Supervisor, part-time, Education. B.A., Ball State University; M.A., Northern State College. Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud (1964).Professor of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Kathryn A. Swanson (1985).Associate Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Gabriela Sweet (1992).Instructor, part-time, Modem Languages. B.S., State University of New York, Oneonta. William Swenson (1989). Instructor, part-time, Philosophy. A.B., Ph.D., University of Chicago. Augsburg College Faculty Philip J. Thompson (1959).Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Sonja K. Thompson (1993).Instructor, part-time, Music. B.M., University of Mimesota; M.M., The Juilliard School. Mark A. Thomsen (1994).Instructor, part-time, Music. B.A., Gustavus Adolphus College; M.M., Eastman School of Music. Diane Thoreson (1993).Instructor, part-time Education. B.S., University of South Dakota; M.A., University of St. Thomas. James Trelstad-Porter (1993). Instructor, Global Education. B.A., Augustana College; M.A., American University. Cynthia K. Troy (1990).Instructor, part-time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Mimesota; Ph-D., Iowa State University. Joseph M. Volker (1993). Instructor, part-time, M.A.L. Program. B.A., University of California-Irvine; M.A., Ph.D., University of Mimesota. Anthony R. Wagner (1993).Instructor) part-time, Social Work. B.A., M.S.W., University of Minnesota. Ronald F. Walter (1988). Instructor, part-time, Modem Languages. B.A., Swarthrnore College; M.A., Ph.D., Indiana University. Gloria M. Warner (1988).Instructor, part-time, Biology. B.S., St. Olaf College; M.S., Ph.D., University of Mimesota. Donald M. Warren (1980). Instructor, part-time, Introduction to Liberal Arts, Director of Academic Enrichment. B.A., M.A., University of Minnesota. Martha A. (Cary) Waterman (1991). Instructor, part-time, English. B.A.,University of Denver; B.S., M.A., Mankato State University. Charee M. Watters (1990).Instructor, part-time, Business Administration/MIS. B.A., University of Mimesota; M.&g.L., College of St. Catherine; M.B.A., University of St. Thomas. -2, - Augsburg College Faculty Mark I. Wegener (1993).Instructor, part-time, Religion. B.A., Concordia Senior College; M.Div., Concordia Theological Seminary; M.S.Th., Christ Seminary-Seminex;Th.D., Lutheran School of Theology at Chicago. Rita R. Weisbrod (1991). Assistant Professor of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Pamela J. Weiss (1983). Assistant Professor, part-time, Nursing. B.S.N., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia F. Weiss (1991).Associate Professor, part-time, Education, Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W., University of Pennsylvania. Theartrice Williams (1993).Instructor, part-time, Social Work. B.A., University of Illinois; M.S.W., University of Pennsylvania. Helen Woelfel(1993).Adjunct Faculty in Nursing, Coordinator of Nursing Center. M.S., Marquette University; M.S. University of Minnesota. Maria K. Woroby (1990). Assistant Professor, Librarian, Director of Women's Studies. B.S., M.A., University of Minnesota. Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part-time, Music. B.A., St. Olaf College. Robert D. Wykstra (1989).Instructor, part-time, Business Administration/MIS. B.k, Calvin College; M.B.A., Western Michigan University. R. D. Zehnder (1991). Instructor, part-time, History. B.A., Carleton College; M.A., Stanford University, University of California, Davis; Ph.D., Kansas University. Fall 1994 New student orientation ..... Su. Sept.4 - Tu. Sept. 6 Freshman registration ........... summer Upperclass validation ......... W. Sept.7 Classes begin ................ W. Sept. 7 Last day to register .......... Tu. Sept. 13 Last day to add a class. drop a class without notation on record ................. Tu. Sept. 13 Last day to designate grading option .............. F. Oct. 21 Mid-term break ............... F. Oct. 21 Interim registration . M. Oct.24 - F. Oct. 28 Spring term registration .... M. Nov . 14 - Tu. Dec. 2 Last day to withdraw from a class ................ F. Nov . 18 Thanksgiving recess begins ...Th, Nov . 24 Classes resume .............. M. Nov .28 Classes end .................... F. Dec. 9 Final exams begin ............ M. Dec. 12 Final exams end ............. Th,Dec. 15 Interim 1995 Interim classes begin ............ T. Jan. 2 Last day to register. add a class. or drop a class without notation on record ............ T. Jan.3 Last day to designate grading option. or withdraw from a class ................. F. Jan. 13 Classes end .................. W. Jan. 25 Spring 1995 Classes begin ................ M. Jan. 30 Last day to register ............. F. Feb . 3 Last day to add a class or drop a class without notation on record .................... F. Feb . 3 Last day to withdraw from a class ...................... F. Apr. 7 Mid-tern break begins ....... M. Mar.20 Classes resume .............. Tu. Mar. 27 Last day to designate grading option .............. F. Apr. 7 Early registration for fall .......... M. Apr.24 .F. May 5 Classes end .................. F. May 12 Final exams begin ............ M. May 15 Final exams end ............. Th. May 18 Baccalaureate/ Commencement ........... Su. May 21 Fall 1995 New student orientation .....Su. Sept. 3 - Tu. Sept.5 Freshman registration ........... summer Upperclass validation ......... W. Sept. 6 Classes begin ................ W. Sept. 6 Last day to register .......... Tu. Sept. 12 Last day to add a class. drop a class without notation on record ................. Tu. Sept. 12 Last day to designate grading option .............. F. Oct. 20 Mid-term break ............... F. Oct. 20 Interim registration . M. Oct. 23 - F. Oct. 27 Spring term registration .... M. Nov . 13 - Tu. Dec. 1 Last day to withdraw from a class ................ F. Nov . 27 Thanksgiving recess begins ... Th.Nov . 23 Classes resume .............. M. Nov . 27 Classes end .................... F. Dec . 8 Final exams begin ............ M. Dec. 11 Final exams end ............. Th. Dec. 14 Interim 1996 Interim classes begin ............ T. Jan. 2 Last day to register. add a class. or drop a class without notation on record ........... W. Jan. 3 Last day to designate grading option. or withdraw from a class ................. F. Jan. 12 Classes end ..................Th. Jan.25 Spring 1996 Classes begin ................ M. Jan. 29 Last day to register ............. F. Feb.2 Last day to add a class or drop a class without notation on record .................... F. Feb.2 Last day to withdraw from a class ...................... F. Apr .5 Mid-term break begins ....... M. Mar. 18 Classes resume .............. Tu. Mar. 25 Last day to designate grading option .............. F. Apr .5 Early registration for fall .......... M. Apr .22 .F. May 3 Classes end .................. F. May 10 Final exams begin ............ M. May 13 Final exams end ............. Th. May 16 Baccalaureate/ Commencement ........... Su. May 19 1. Admissions House 2. George Sverdrup Library 3. Science Hall 4. Old Main 5. Quad 6. Mortensen Tower 7. Umess Tower 8. Christensen Center 9. Sverdrup-Oftedal Memorial Hall 10. Music Hall 11.2222 Murphy Place 12. Si Melby Hall 13. Ice Arena 14. Stage I1 Theatre 15. College Relations 16. Nordic Center 17. Foss, Lobeck, Miles Center for Worship, Drama and Communication 18. Center for Global Education 19. Jeroy C. Carlson Alumni Center 20. Youth and Family Institute 21. American Indian Support and Black Student Affairs 22. Oscar Anderson Hall 23. East Hall 24. Murphy Square 25. Anderson-Nelson Athletic Field 26. Husby-Strommen Tennis Courts Parking Lots A. Admissions Parking B. Faculty/Staff/Comrnuter/Residence Parking C. Faculty/Staff Parking D. Faculty/Staff/Commuter Parking E. Commuter - Street Parking F. Resident Parking G. Visitor Parking H. Fairview/St. Mary's Parking Ramp DOWNTOWN MINNEAPOLIS I Directions to Campus Public Parking From Minneapolis on 1-94 EastTake the Riverside/25th Avenue exit and turn left on 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. All posted Augsburg College faculty/ staff/commuter lots are free and open for use from 4:30 p.m. Friday through Sunday evening. Lots are located on 7th Street between 21st and 22nd Avenues and north or south of 8th Street between 24th and 25th Avenues. Most street parking is four hour parking, seven days a week. Additional parking is available in the Riverside Medical Center ramp, or U of M parking lots on the north side of Riverside Avenue. From St. Paul on 1-94 WestTake the Riverside Avenue exit, turn right at Riverside, turn left at 21st Avenue South. From the South on 35WFollow 1-94St. Paul signs, take the Riverside/25th Avenue exit, turn left on 25th Avenue, turn left at Riverside, turn left at 21st Avenue South. Froni the North on 35WTake the Washington Avenue exit, turn left on Washington (turns to the right onto Cedar Avenue), turn left at Riverside Avenue, turn right at 21st Avenue South. - I - . -- - *- - - 'I 1 I I I I - --. . -. - .- - - . . - , - - _ - --I - - - 7 ; -- It is the policy of Augsburg College not to discriminate on the basis of race, color, creed, religion, sexual or affectional preference, national or ethnic origin, age, marital status, sex, status with regard to public assistance, or disability as required by Title IX of the 1972 Education Amendments or Section 504 of the RehabilitationAct of 1973, as amended, in i t s admissions policies, education programs, activities and employment practices. d- About Augsburg 6, 245 Academic Advising Center 39 Academic Affairs 51, 248, 249 Academic Calendar 38 Academic Information 38 Academic Internships 49 Academic Policies and Procedures 51 Academic Progress, Probation and Dismissal 70 Academic Skills Enrichment 29 Accessibility 4 Accounting 91-93 Accreditation 4, 7 Accreditation and Memberships 4, 11 Activities 28, 33 Administration 249 Admissions 1416 Advanced Placement Program Test (AP) 68 Alumni Center 9 American Indian Studies 31, 75, 144 American Indian Support Program 30 Anderson Hall 8, 35 Anderson-Nelson Athletic Field 8 Anishinabe Library Project 31 Annex Houses 9 Application Procedures 14 Art 75-79 Art History 78 Asian American Support Program 31 Asian Studies 106-107 Assessment of Previous Learning (APL) Program 68 Associated Colleges of the Twin Cities (ACTC) 44 Associated Support Organizations 10 Athletic Affiliation 4 Athletics 29 Audio-Visual Services 39 Audit Fee 18 Auditing Courses 67 Augsburg Echo 29 Augsburgian, The 29 Biology 80-84 Black Student Support Program 31 Board of Regents 246 Books and Supplies 19 Business Administration 86-90 Calendar 38 Campus Location 4, 8, 272 Campus Map 271 Campus Ministry 28 Campus Tours 14 Canadian Program 51 Career Services 32 Center for Global Education 9, 46, 154 Center for Global Education Courses 154-157 Center for Learning and Adaptive Student Services (CLASS) 30 Chemical Dependency Program 45 Chemistry 97-101 Chinese 171 Choir 29 Christensen Center 8 Class Confirmation 52 Class Schedule 74 Classification (Class Year) 67 Coaching Endorsement 134 College Costs 1994-'95 18 College Level Examination Program (CLEP) 68 College of the Third Age 51 College Relations 9, 249 Commons 34 Communication 235-239 Community Internships in Latin America 163-164 Community Service-Learning 49 Computer Resources 39 Computer Science 103-105 Concert Band 29 Contemporary Issues in Mexico and Central America 47 Continuing Education Program 51 Cooperative Education 48, 49 Counseling 32 Counseling and Health Promotion 32 Course Descriptions 74243 Credit Assessment Program (CAP) 68 Credits 74 Index Dean's List 70 Degrees Offered 38 Departmental Comprehensive Exams 68 Departments and Programs 74243 Deposits 15, 19, 35, 69 Development and College Relations 249 Directory 248 Disabled Student Program 30 Dismissal 70 Distribution Requirements 64-66 Divisions and Departments 40 Dormitories 8, 35 Dual Degree Programs 42, 124 Early Admission of Freshmen 15 East and Southeast Asian Studies 106-107 East European Studies 41, 178 East Hall 9 Echo 29 Economics 87, 108-112 Education 113-122 Education for Seniice 6 Elderhostel 51 Elementary Education 113-117 Employment 24, 32 Engineering 123-124 English 125-130 English as a Second Language (ESL) Program 69-70 English Placement Test 126 English-Language Arts Teaching Major 126 Enrollment 4 Enrollment Deposit 19 Enrollment Management 250 Ensembles 182, 185 Entry-level Skills 64 Ethnic Studies 131, 145 Evaluation and Grading 66 Evangelical Lutheran Church in America (ELCA) 4, 247 Experiential Education Programs 48-50 Explanation of Grades 66 Facilities and Housing 8, 35 Facts and Figures 4 Faculty 38, 252-268 Famlty Emeriti 251 Federal Work Study Program 25 Eees - 18-19 Finance and Management 250 Finance Specialization 86 Financial Aid 4, 21-25 Financial Policies 20 Fine Arts 29 First Year Experience 33, 39, 55, 56, 131 Food Service 34 Foreign Languages 59, 60, 170-180 Foreign Study 34, 35, 153-161 Former Students 15 Foss, Lobeck, Miles Center for Worship, Drama and Communication 9 Four Year Assurance Program 71 French 172-173 Freshman Performance Scholarships 182 Freshmen 14-15 Full-time Students 18 General Education Curriculum 53-54, 5559, 64 General Education Requirements 5354, 55-59, 64 General Studies 132 German 173-175 Gift Assistance 23 Global Education Center 9, 46, 154 Global Education Program Courses 46, 154-157 Global Issues and World Churches 47, 161 Grade Point Average 67 Grading 66 Graduate Program Office 52 Graduate Programs 38, 50 Graduation Level Skills 58 Graduation Requirements 53-54, 5559, 64-66 Graduation with Distinction 71 Grants 23 Gymnasium (Si Melby Hall) 9, 29 Index Health and Physical Education 133-138 Health Promotion 33 Health Service 33 HECUA Courses 162-164 Higher Education Consortium for Urban Affairs (HECUA) 44, 47, '162 Hispanic/Latino Support Program 32 History 139-143 History of Augsburg College 6 Honors Program 43 Housing 8, 18, 35 Hoversten Peace Scholarships 22 Ice Arena 9 Incomplete Grade 67 Inter-InstitutionalPrograms 44 Inter-Race 10 Intercollegiate Athletics 29 Interdisciplinary Studies 144-152 Interim 38 Interim Abroad 48 Interim Office 52 International Business Minor 87 International Development and Hurhan Rights in Latin America 47, 159-160 International Programs 33 International Relations 153-154 International Student Services 16 International Students 33 International Studies 154-161 Internships 47, 4E-50, 134 Intertribal Student Union 31 Intramural Athletics 29 Japanese 176 KCMR Radio 29 Language Courses 106, 170-180 Learning Disabilities Program 30 Learning Laboratory 29, 30 Leave of Absence 52 Liberal Arts Perspectives 58-64 Library 4, 10, 39, 44 Lifetime Sports 58, 66 Linguistics 176 Loan Assistance 23 Location 4, 8, 272 Lutheran Leader Scholarships 23 Majors and Minors 4, 40-41, 74243 Management Information Systems 9496 Management Specialization 86 Maps 271, 272 Marketing Specialization 86 Master's Degrees 38, 50 Math Placement Group (MPG) 166 Mathematics 165-169 Mathematics Placement Group (MPG) Requirements 94, 166 Media Center 44 Melby Hall 9 Memberships 4, 11 Memorial Hall 10, 29 Merit Scholarships 22 Metro Urban Studies 145-147 Metro-Urban Studies Term (MUST) 147 Minnesota Indian Teacher Training Partnership 31 Minnesota Minority Education Partnership (MMEP) 10 Minnesota State Scholarships and Grants 23 Minnesota Work Study Program 25 Minority Studies 66, 144 Minors 4, 40-41, 74-243 MIS Courses 94-96 Mission Statement 6 Modern Languages 170-180 Mortensen Tower 9, 35 Murphy Place 10 Murphy's 34 Music 181-192 Music Education 183-184 Music Ensembles 29, 182 Music Hall 9 Music Performance Major 181, 184-185 Music Therapy Major 184-185 Index Natural Science 193-194 No-Credit Grades 66 Nordic Area Studies 148-150 Nordic Center 10 Norwegian 176177 Notification of Admissions Decision 14 Number Grades 66 Numbering of Courses 74 Nursing 195-198 Off-Campus Programs 4 Ojibwe 177-178 Old Main 9 Orchestra 29 Orientation @YE) 33 Ostfold, Norway Exchange Program 46, 158-159 Paired Resources in Ministry and Education (PRIME) 23 Part-Time Students 18 Pass/No Credit 66 Pastor 28 Payments 19 Performance Studies 183 Performing Arts Scholarships 22 Perspective Requirements 59-64 Perspectives 58-64 Philosophy 199-202 Physical Disabilities Program 30 Physical Education 133-138 Physics 203208 Piano Proficiency Test 187 Policies 4, 10, 248 Political Science 209-214 Pre-Professional Programs 42 Pre-Registration 52 Prerequisites 74 President's Greeting 3 President's Office 249 President's Scholarships 22 Probation 70 Psychology 215-219 Refunds 20 Regents 246 Regents' Merit Scholarships 22 Registrar's Office 52 Registration 51 Religion 220-223 Religious Affiliation 4 Residence Life Program 35 Residence Requirements 56, 65 Room and Board 18 ROTC 45 Russian 178 Russian, Central and East European Studies 224 ScandinavianStudies 225, 234 ScandinavianUrban Studies 47, 162-163 Scholarships 22-23 School Year 4 Science Hall 9 Secondary Education 117-121 Secondary Education Courses 118 Service-Learning 49 Sigma Pi Sigma 205 Skills Requirements 57-58 Social, Cultural, Recreational 28 Social Policy and Human Services in Latin America 156 Social Studies 225 Social Welfare Minor 227 Social Work 226-230 Sociology 231-234 South American Urban Semester 163 Southern Africa Societies in Transition 157 Space Physics 204 Spanish 178-180 Special Education 121-122 Special Interest Housing 35 Special Students (Non-Degee) 15 Speech/Communication and Theatre Arts 235242 Sponsored Scholarships 25 Student Activities 33 Student Affairs 29, 249 Student Educational Loan Fund (SELF) 24 Student Employment 24 Student/Faculty Ratio 4 Student Government 28 Student Life 28-36 Student Newspaper 29 Student Project for Amity Among Nations (SPAN) 4 Student Publications 29 Student Rights 28 Student standards of Behairior, Complaints, Records 36 Student Teaching Abroad 48 Studio Art 77 Study Abroad 34, 45, 48 Summer School Office 52 Support Programs 30 Sverdrup Library 10 Sverdrup-Oftedal Memorial Hall 10 Teaching Licensure (see also Majors) 42 Test Scores 14 Theatre Arts 239-242 Transcripts 14 Transfer Scholarships 22 Transfer Students 15, 53, 57 Tuition, Fees, Room and Board 18-19 Tuition Grants 23 Tutor Center 30 Upper Midwest Association of Intercultural Education 4 Urban Studies 147-148 Urban Studies Options 147-148 Urness Tower 10, 35 Veterans 71 W Weekend College 50 Withdrawal from College 52 Women and Development: A Southern Africa Perspective 46, 160-161 Women and Development: Latin American Perspectives 46, 155 Women's Studies 150-152 Work Study Program 25 X, Y, Z Yearbook 29 Youth and Family Institute 10
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- Augsburg College Undergraduate Catalog, 1996-1998
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Show more f , , , - - / . . A -LA--,-- b I. a & ' - d ' - L' _ - 1 , , ' ' .* L ,1 L? e: c.: .- -1 ' :em7r.7 .- "& i" 2'-' ,:, ;, " Z "J L! (3 w s I ; 1 .c] 7, ,&, ,:: , L 1 r-7 5 2 4 2 . .. . <.' : -.; ; : . 1 . -. - . ;. , . .~. -11 - I .G -. .. -. - , . K > 7 Z kP: 2 ?< ;z v- - Ll. .,:t - . _ 1 -- ..A' .. I . . " . .. ::: I '- - ..- - -- 2' ( I f" i I .? , - .- , -IL I - .. I.. -- - .:, : 4 . . - C .. - I ,' I = .: .;. I I - . - . , , -- , -- I I :' I L ' .. - . -1 -- 4 11 -4' A - L I - A Greeting from the President Welcome to Augsburg College from all of us who teach, study and work here. It is always a pleasure to introduce the Augsburg experience to prospective students and to welcome new and returning students. Some people refer to us as "the small town campus in the heart of the city." That phrase does indeed capture our character and our strength as a college. Augsburg is an affordable, quality liberal arts college of the church, a place where people know and care about you. Here you can also gain "real world" experience to complement your education - before you enter the workplace for the first time. The College continues to grow and build on its long tradition of academic excellence. I invite you to become a part of the Augsburg experience by joining this caring and diverse community of learners and teachers. I look forward to meeting you on campus. Sincerely, Charles S. Anderson, Ph.D. President Fall Term 1996 Summer ......................................... Freshman regstration Sept. 1-3/Sun.-Tues. ....................New student orientation Sept. 4/Wed. ................................. Upperclass validation Sept. 4/Wed. .................................Classes begin Sept. 10/Tues. ............................... Last day to register Sept. 10/Tues. ............................... Last day to add a class, drop a class without notation on record Oct. 25/Fri. ....................................Mid-term break begins Nov. 8/Fri. .................................. Last day to designate grading option Nov. 15/Fri. .................................. Last day to withdraw from class Nov. 18-Dec. 6/Mon.-Fri. ........... Interim registration Nov. 18-Dec. 6/Mon.-Fri. ........... Spring term registration Nov. 28/Thurs. .......................... Thanksgiving recess begins Dec. 2/Mon. ..................................Classes resume Dec. 13/Fri. ................................... Classes end Dec. 16-19/Mon.-Thurs............... Final exams Interim Term 1997 Jan. 6/Mon. ................................... Interim classes b e p Jan. 7/Tues. ................................... Last day to register, add a class, or drop a class without notation on record Jan. 17/Fri. ................................... Last day to designate grading option, or withdraw from , class Jan. 29/Wed. .................................Classes end Spring Term 1997 Feb. 3/Mon. ................................... Classes begin Feb. 7/Fri. ...................................... Last day to register Last day to add a class or drop a class without notation Feb. 7/Fri. .................................. on record Mar. 24/Mon. ................................Mid-term/Easter break begins Apr. 1/Tues. ................................ Classes resume . ......... Last day to designate grading option Apr. 11/Fri. .................... . Apr. 18/Fri. ................................... Last day to withdraw from a class Apr. 28-May 9/Mon.-Fri. ............ Early regstration for fall May 16/Fri ................................. Classes end May 19-22/Mon.-Thurs. .............Final exams May 25/Sun. ................................. Baccalaureate/Commencement 1997-1998 ACADEMIC CALENDAR rENTATlVE - CONSULT THE 1997-1998 ACTC CLASS SCHEDULE OR AUCSBURC IECISTRAR'S OFFICE FOR CHANCES Fall Term 1997 Summer .......................................... Freshman registration Aug. 31-Sept. 2/Sun.-Tues. ........ New student orientation Sept. 3/Wed. ................................. Upperclass validation Sept. 3/Wed. ................................. Classes b e p Sept. 9/Tues. ................................. Last day to register 3ept. 9/Tues. ................................. Last day to add a class, drop a class without notation on record Dct. 24/Fri. .................................... Mid-term break b e p s Nov. 7/Fri. ....................................Last day to designate grading option Nov. 10-28/Mon.-Fri. .................. Interim regstration Nov. 14jFri.. ................................. Last day to withdraw from class Nov. 17-Dec. 5/Fri.-Fri................ Spring term registration Nov. 27/Thurs. ............................. Thanksgving recess begins Dec. 1/Mon. .................................. Classes resume Dec. 12/Fri. ................................... Classes end Dec. 15-18/Mon.-Thurs. .............. Final exams Interim Term 1998 [an. 5/Mon. ...................................Interim classes begin [an. 6/Tues. ................................... Last day to register, add a class, or drop a class without notation on record [an. 16/Fri. .....................................Last day to designate grading option, or withdraw from a class [an.28/Wed. ................................. Classes end Spring Term 1998 Feb. 2/Mon. ...................................Classes begin Feb. 6/Fri. .................................... Last day to register Feb. 6/Fri. ........................... . ......Last day to add a class or drop a class without notation on record Mar. 23/Mon. ................................Mid-term break begins Mar. 3O/Mon.. ..............................Classes resume Apr. 9/Thurs. ................................Last day to designate grading option 4pr. 10/Fri. ...................................Easter break begins Apr. 14/Tues. ................................ Classes resume Apr. 17/Fri. ...................................Last day to withdraw from a class Apr. 20.-May l/Mon-Fri. ............ Early registration for fall May 15/Fri .................................... Classes end May 18-Zl/Mon.-Thurs. ............. Final exams May 24/Sun. ................................. Baccalaureate/Commencement 5 - Area Code 612 Academic Advising ............................................................................................................ 330-1025 330-1024 Academic Affairs ................................................................................................................... Admissions ............................................................................................................................. 330-1001 Toll free number ..............................................................................................1-800-788-5671 Alumni/Parent Relations .................................................................................................... 330-1171 330-1242 Athletics .................................................................................................................................. Business Office (fees and accounts) .................................... ............................................... 330-102s Career Services ......................................................................................................................330-1162 . . College Pastor/Campus Mlrustry ....................................................................................330-1732 330-118C College Relations (news and publications) ...................................................................... Conference/Events Coordinator ........................................................................................ 330-1105 ,.,..................................... 330-1612 Development (financial gifts to the college) ............................ Facilities Management ...................................................................................................... 330-1104 Financial Aid (scholarships) .................................... ..................................................... 330-1046 General Information (other office numbers; business hours only) ............................ 330-100C Graduate Programs .............................................................................................................. 330-17% Human Resources .................................................................................................................330-1058 Interim Office.........................................................................................................................330-1024 330-100C Lost and Found ...................................................................................................................... 330-1219 President ................................................................................................................................. . ...................................................................................... Registrar ....................................... . 330-103t Residence Life (Housing) ..............................................................................................330-1105 Student Activities Office ................................................................................................330-1113 Student Affairs ......................................................................................................................330-116C Student Government Office ................................................................................................330-lllC Summer School Office ..........................................................................................................330-179E Weekend College ..................................................................................................................330-1782 Mailing Address: 2211 Riverside Avenue Minneapolis. Minnesota 55454 Web Site Address: http: / /www.augsburg.edu Majors Offered - 8 About Augsburg - 9 Mission Statement - 9 History - 9 Campus Location - 11 Facilities and Housing Associated Support Organizations- 13 Accreditation and Membership - 14 Augsburg Facts and Fig1 Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Administration Business Administration/Finance Business Adrninistration/Intemational Business Business Administration/Management Business Administration/Marketing Chemistry (B.A. or B.S.) Communication General Communication Studies Mass Communications Organizational Communication Computer Science (B.A. or B.S.) Computational Economics East Asian Studies1 Economics Applied Economics Economics Economics/Business Administration Education Education Studies (non-licensure) Elementary Education Studies (nonlicensure) Kindergarten-Elementary (licensure) Secondary (non-major, licensure only) Engineering English ~ e i l t Education h History International Relations Management Information Systems Mathematics Applied Mathematics Mathematics Metro-Urban Studies Modem Languages French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S. - Weekend College only) Philosophy Physical Education Physician Assistant Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Psychology Religion Youth and Family Ministry Russian, Central and East European Area Studies ' Social Science Social Work (B.S.) Sociology Theatre Arts Transdisciplinary Women's Studies It is possible for students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to do so must apply through the Augsburg Registrar's Office. Cooperative Program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possiblefor students to take beginning1 interrnediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC o f i e . 'Dual degree programs with the University of Minnesota Institute of Technology, Washington University School of Engineering and Applied Science and Michigan Technological University. A \ t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences and new possibilities. We also believe that a liberal arts education is your best preparation for living in the fastpaced, changing and complex world of today and tomorrow. Upon graduation, you will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems and communicate effectively. Select from 50 majors Augsburg offers more than 50 majors or you can create your own major either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 49 for a complete list of majors and minors.) This five-college consortium allows students to take courses on other campuses without charge. The ACTC includes Augsburg College, Harnline University, Macalester College, the University of St. Thomas, and the College of St. Catherine. We emphasize values, perspectives, experience and skills The heart of an Augsburg education is the Augsburg Curriculum - the College's general education program that structures your liberal arts studies through challenging and thought-provoking courses that require students to consider important issues and examine values questions. These liberal arts perspectives include western heritage, intercultural awareness, human identity, the social world, Christian faith, the city, aesthetics and the natural world. At the same time, courses across all disciplines stress the skills that will serve you for a lifetime - writing, speaking, critical t h d u n g and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the Mission of the College: To nurture leaders in service to the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. l o About Augsburg - Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, Georg Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway - Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907),required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. But the college division was still important primarily as an attachment to the s ~ m i n a ~ . The College's mission assumed a double character - ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962).His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary, and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The Seminary moved to Luther Theological Seminary (now Luther Serninarv) in St. Paul in 1963. About Auasbura l1 A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Umess Tower, the Christensen Center, Ice Arena and Murphy Place. Dr. Charles S. Anderson has led the College since 1980. He guides Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs and a curriculum that draws on the resources of the city as extensions of campus and classroom. Augsburg continues to grow under his leadership. Some of the accomplishments during his tenure include instituting three graduate degree programs, hosting national and international figures at College-sponsored forums and events, increased accessibility, and the addition of the Foss Center for Worship, Drama and Communication and the Oscar Anderson Residence Hall. Augsburg continues to reflect the commitment and dedication of the founders who believed: An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens; The city -with all its excitement, challenges and diversity - is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now more than 13,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to a traditional undergraduate liberal arts and sciences "day" program, Augsburg offers a Weekend College program for nontraditional students and master's degree programs in social work, leadership and education-leadership. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical centers -Riverside Medical Center - is adjacent to the campus, with the Mississippi River and the Seven Comers theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment and recreation opportunities, are just minutes west and east via Interstate 94, whch forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Reaching the Twin Cities is easy. Most airlines provide daily service to Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. l2 About Augsburg W FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/ skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama and Communication. Admissions Office - The central Admissions Office is located at 628 21st Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. American Indian Support Program and Afrikana Support Program Offices Located at 620 21st Avenue South, these programs provide support services and information to American Indian and Black students. Anderson Hall -Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is the newest building on campus. Located at 2016 S. Eighth Street, Anderson Hall contains four types of living units and houses 192 men and women and the Physician Assistant Program. (1993) Anderson-Nelson Athletic Field - The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An airsupported dome covers the field during the winter months, allowing year-around use. Center for Global Education Located at 609 22nd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. It is also the office for the Coordinator of Academic Programs Abroad. East Hall -Houses the Minnesota Minority Education Partnership (MMEP) and the Center for Atmospheric Space Sciences at 2429 S. Eighth Street. Foss, Lobeck, Miles Center for Worship, Drama and Communication Establishes a new "front door" for the College on Riverside Avenue. The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The TjornhomNelson Theatre, Hoversten Chapel and the Arnold Atrium are also housed in this complex, which provides space for the Campus Ministry program, drama and communication offices. The Foss Center's lower level is home to the Gage Family Academic Enrichment Center, which includes the Learning Skills Office, the CLASS (Center for Learning and Adaptive Student Services) Program, the Groves Computer Lab, the Karen Housh Tutor Center and the John Evans Learning Laboratory. (1988) Christensen Center - Center with spacious lounges and recreational areas, dining areas, bookstore and offices for student government and student publications. The JeroyC. Carlson Alumni Center Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The Center also houses the offices of Alumni/Parent Relations and is located at 2124 S. Seventh Street. College Relations House - Located at 709 23rd Avenue South, provides offices for College Relations staff, who oversee public relations and publications for the College. Ice Arena - Two large skating areas for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. (1974) About Augsburg 13 Library/lnformation Technology Center (under construction) - This new four-level brick structure is scheduled to open during the 1997-'98 academic year. It will house all library functions and bring together the computer technology resources of the College. construction is in progress on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh St. Melby Hall -Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegate and intramural athletics, fitness center and general auditorium purposes. (1961) Mortensen Tower - Named in honor of Gerda Mortensen (dean of women from 1923to 1964), it has 104 one and twobedroom apartments that house 312 upperclass students, plus conference rooms and spacious lounge areas. (1973) Music Hall - Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. (1978) Old Main - Home for the Modem Language and Art Departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. (1900) Science Hall - Houses classrooms, well-equipped laboratories, a mediumsized auditorium and faculty offices. In 1960 the Lisa Odland Observatory on the roof was completed. (1949) South Hall and Annex Houses - All are located in or near the campus area and provide additional housing accommodations for students, faculty and staff. George Sverdrup Library - Named in honor of Augsburg's fourth president, it contains reading rooms, seminar rooms, work rooms, the Augsburg archives, classrooms and faculty offices. (1955) Sverdrup-Oftedal Memorial Hall Named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. (1938) 2222 Murphy Place -Houses offices for Weekend College, Graduate and Special Programs, Cooperative Education and classrooms. (1964) Urness Tower -Named in honor of Mr. and Mrs. Andrew Umess, who have p e n several generous gfts to the College. The tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. (1967) ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs which increase both individual and group understanding and achievement. In addition to the programs listed below, the College is also home to Elderhostel and College of the Third Age programs. Inter-Race: The International Institute for Interracial Interaction - Inter-Race facilitates interracial understanding in families, schools, places of work, communities and society. The Institute provides training and consultation, research, education, resource centers, publications, l4 About Augsburg - public policy and legal study in five centers. Inter-Race is located at 600 21st Avenue South. Minnesota Minority Education Partnership (MMEP) -The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color and representatives from education, business, government and nonprofits to develop programs that help students of color succeed academically. By drawing on the talents and resources of others concerned with the success of students of color, MMEP creates collaborative, workable approaches to complex problems. MMEP believes that concentrating on the needs of students of color helps them move from thinking to doing, from wanting to having, and from dreaming to achieving. The MMEP office is located in East Hall. Nordic Center - The Nordic Center promotes interest in contemporary Norway, encourages the pursuit of Nordic studies and nurtures intercultural relations between the United States and the five Nordic nations of Denmark, Finland, Iceland, Norway and Sweden. The Nordic Center is located at 2400 Butler Place. Augsburg Youth and Family Institute - The Institute is designed to help churches better serve the c h a n p g needs of youth and families. The Institute offers academic programs at both undergraduate and graduate levels, as well as seminar1 workshops, a resource center and counseling services. POLICIES It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, gender, sexual preference, marital status or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed on page 44 or to the Director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society, the Council on Social Work Education (BSW and MSW), National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schools of Music (NASM), the Council of Independent Colleges, the American Association of Colleges and Universities, and the American Association of Higher Education. We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. About Augsburg Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs will meet the standards of every student, educational institution or employer. 5 1 Location - Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. 1 Religious Affiliation - The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 20 percent represent other Protestant denominations and 21 percent represent the Roman Catholic Church. II Accreditation - North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and National League for Nursing. 1 Member - Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council. Registered with the Minnesota Higher Education Coordinating Board, as described on page 14. 1 Enrollment (Fall 1995-'96) - 2,858 students from 37 states and 31 nations. 1 Graduates - 13,225 undergraduates from 1870 through August 31,1995. II StudentIFaculty Ratio - 14 to 1. Undergraduate class size averages 20-25. II Campus - 16 major buildings. Major renovations in 1979-'80 with special emphasis on accessibility. 1 Accessibility - Augsburg is now one of the most accessible campuses in the region. A skyway-tunnel-elevator system provides access to 10 major buildings without going outside. II Degrees Granted - B.A., B.S., B.M., M.A., M.S.W. 1 Financial Aid -Over 85 percent of the students receive some form of fmancial aid from the College and many other sources. II Library - Over 175,000 items, direct access to over 1,300,000 through CLIC, the Twin Cities private college library consortium. The new Library and Information Technology Center is scheduled to open during the 1997-'98 academic year. School Year - Semesters from September to May, 4-1-4 calendar, wifh January Interim. Two summer school sessions. Augsburg Weekend College - trimesters, September to June. Augsburg Graduate Program - trimesters, September to June. LI Majors - More than 50 majors in 23 departments. 1 Off Campus Programs - Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA), International Business Program, Upper Midwest Association of Intercultural Education (UMAIE) and extensive cooperative education and internship programs. 1 Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. II Policy - Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, gender, sexual preference, marital status or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admission policies, educational programs, activities and employment practices. A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community, the College community and the community at large. Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. Visit the Campus Because firsthand appraisal of programs, facilities and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an Admissions Counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's Admissions staff is ready to help students and parents with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m. - (612) 330-1001 or tollfree (800) 788-5678. We'll answer your questions and arrange a tour for you (including Saturday mornings during the school year). The Admissions Office is located on the comer of Seventh Street and 21st Avenue South in Minneapolis. (Please call first.) FRESHMEN Application for Admission -Applicants should complete the application for admission and the essay and return them to the Admissions Office together with the nonrefundable $20 application fee. Transcripts - An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transcript upon graduation. Graduate Examinz tion Degree scores (G.E.D.) may be presented instead of the high school transcripl Test Scores - Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT or PSAT are also accepted. It wil suffice if test scores are recorded on the official high school transcript. Additional Information- If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with a Admissions Counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's course work, additional letters of recommendation or writing samples may be requested by the Committee. If additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions DecisionAugsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two Admissions weeks after the application file is complete md has been evaluated by the Admissions Zomrnittee. Confirmation of Admission -Ac:epted students who are applying for 'inancia1aid are asked to make a $100 * uition deposit within 30 days of their hancial aid notification. Extensions may Je requested in writing to the Director of Financial Aid. Accepted students who are not applyng for financial aid are asked to make a 6100 * tuition deposit. Those students who ~ i s to h live in College housing must also submit a $100 housing deposit. *Nonrefundable after May 1. Early Admission of Freshmen Students of exceptional ability who ~ i s to h accelerate their educational proTarn may be granted admission to begin ill-time work toward a degree after :ompletion of their junior year or first ;emester of their senior year of high school. 4pplicants must complete the normal ~roceduresfor freshman applicants, ;ubmit two academic recommendations rom their high school faculty and arrange 1 personal interview with the Director of Jndergraduate Admissions. Students from Minnesota who are nterested in the possibility of enrolling at 4ugsburg under the auspices of the vlinnesota Post Secondary Enrollment lptions Act should contact the Admissions Iffice for specific information. I TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other accredited :alleges or universities. College credit is panted for liberal arts courses satisfacto- rily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions and to require that certain courses be taken at Augsburg. Augsburg College limits transfer course work from two-year colleges once a student has reached junior status. If all transfer work has been taken at a two-year college as a freshman or sophomore, a maximum of 17 Augsburg courses, or 96 quarter credits, will be accepted toward the number of Augsburg course credits required for the baccalaureate degree. A cumulative grade point average (GPA) of 2.2 (on a 4.0 scale) or better is required on previous college work. Acceptance of courses submitted for transfer is done by the Office of the Regstrar based upon the official student transcript(s).Acceptance of courses presented for a major or minor also requires approval of the department. Students transferring from the Minnesota State University and College System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU and have a 2.5/4.0 cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU AA graduate: 1. Admission will be with junior standing. A maximum of 17 Augsburg equivalent courses (96 quarter credits or 64 semester credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. 19 - Admissions 2. All Augsburg general education requirements will be waived except: The City Perspective Two courses in Christian Faith (any two areas) The language requirement as stated One course that meets the quantitative reasoning graduation skill requirement One graduation skill writing course in their major become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree). A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree)status is available from the Admissions Office. 3. One interim course is required. Note: Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite course work beyond the A.A. degree. Also, the Physician Assistant major requires a higher cumulative GPA than 2.5. Students are advised to consult major departmentsfor major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Office and departmental section of this catalog. W SPECIAL STUDENTS (SECOND DEGREE) Students who have completed a four year degree at an accredited college or university may complete a second degree at Augsburg College. Depending on the student's previous degree, completion of a second major (nondegree) may also be an option. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by the previous degree. W FORMER STUDENTS Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return must apply for readmission through the Registrar's Office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Registrar's Office. Returning students do not pay the application fee. W SPECIAL STUDENTS (NON-DEGREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Subsequently they may Augsburg welcomes students from countries around the world. (See International Programs on page 42.) International students should contact the Admissions Office for an International Student Application and information on the application procedure. Applications must be received two months prior to the start of the semester: July 1for fall, Dec. 15 for spring. For more information, call (612) 330-1001 or 1-800-788-5678 (toll free), or write to: International Student Admissions Augsburg College 2211 Riverside Avenue II 1 >:.- ' I.. -1 1 .- II . '2 I . .- - - -- II 1 --- C --.I . . !, . .. ! I I I 1 1 I I 1 I , 1 I I ' 1 11 College Costs Tuition and Fees - 22 Room and Board -22 Special Fees - 22 Deposits and Payments - 23 Financial Policies Refunds - 24 Financial Aid How and When to Apply - 26 Kinds of Aid Merit Scholarships - 27 Gift Assistance - 28 Loan Assistance - 28 Student Employment - 29 Sponsored Scholarships - 30 A 11students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gfts - from alumni, faculty, staff, parents, church, friends, foundations and endowment income. Audit Fee (for part-time students) per course ..................................... $ However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Room Rent (includes telephone and basic service) ......................... $ 2,45( The Board of Regents has approved the costs listed below for the 1996-'97 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. 1 TUITION, FEES, ROOM AND BOARD Tuition (full-time enrollment) ................. $13,140 This rate applies to all full-time students attending in September 1996. Students are considered full-time when they take three or more courses during the semester terms. The charge includes tuition, general fees, facility fees and admission to most Collegesupported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course .................. 16 1,420 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking Lifetime Sports are charged the audit rate for that course. 536 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ........................ $ 2,3W Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ........................ Flex 5 point plan .......................... Student Activity Fee ..................... $ 2,27t $ 2,071 $ 13( 1 OTHER SPECIAL FEES (NONREFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ................................. $ 61 ACTC Bus (full-time students only)............................. $ 1t Late Registration (per day after classes begin) ...................... $ 2! Registration Change after first five days (cancel/add/change/grade option, or combination at one time) $ ! Music Therapy Internship (one-half course credit) ............... $ 53( Private Music Lessons, per , semester (14 lessons) $ 30' ... ...............,.............. .................. Financial Information 23 Student Teaching (per course for full-time students) ................. $ 55 Student Teaching (per course for part-time students) ................ $ 110 Study Abroad (in approved non-Augsburg programs) ........... $213 Fees Payable by CheckICash Application (new and/or special students) ......................... $ Vursing Comprehensive Exam ......... $ Locker Rental (commuters) ............... $ Student Parking Lot Permit - car .......................................... $ -motorcycle ............................. $ rranscript Fee (per copy after first, which is free) .............. $ Special Examinations, Cap & Gown Costs 20 16 30 90 45 2 (Scheduleon file in Registrar's Ofice) I BOOKS AND SUPPLIES These costs are estimated to be $585 per {ear. B DEPOSITS inrollment Deposit (nonrefundable) ....................... is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to July 1for Fall Semester or January 1for Spring Semester, $50 will be forfeited from the $100 deposit as a service charge. The entire deposit will be forfeited if cancellation is after these dates. $ 100 Required of all new students after icceptance. The Enrollment Deposit is zredited to the student's account only when us/her enrollment is terminated. Any net :redit balance (after all charges and/or ines) will be refunded upon request of the itudent. For more information, contact the 4dmissions Office. -lousing Damage Deposit ............... $ 100 Required of all resident students at the ime of signing a contract, to reserve a lousing assignment. This deposit is setained against damages and/or fines and PAYMENTS Semester Fees - Prior to the start of each semester a Statement of Estimated Charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Options - (1)Annual payments, due August 15 as billed; (2) Semester payments, due August 15 and January 15 as billed; (3) Payment Plan Upon application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter; (4) 10-month Payment Plan - Upon application, College approval, and payment of a $50 adrninistrative fee, the annual charges may be paid in 10 equal installmentsbeginning July 15 and ending April 15. No finance charge will be assessed on accounts which are current. An application will be sent upon request. Financial Information A finance charge is applied at a simple rate of 1percent per month on any account with an open balance of 30 days or more or on a 10-month payment plan is wluch payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs). Augsburg College Refund Policy: Applies to Augsburg students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan and PLUS Loan). This policy also applies to all students who drop courses during a term. Refund Amount 100% Through the first five days of classes (less $100 administrative fee) 90% From the sixth day through the tenth day of classes 80% From the 11th day through the 15th day of classes 70% From the 16th day through the 20th day of classes 60% From the 21st day through the 25th day of classes 50% From the 26th day of classes through the midpoint of the term. W REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Leave of AbsencelWithdrawal from College form available in the Academic Advising Center or the Registrar's Office. It must be filled out completely, signed and turned in to the Regstrar's Office. Students who properly withdraw, change to part-time, are dismissed or are released from a housing contract will have their accounts adjusted Refund Period Pro-Rata Refund Policy: Applies to Augsburg students who withdraw from al: courses during their first term at Augsburg and receive Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan and PLUS Loan). Tuition, fees and room costs will be calculated based on the pro-rated portion of the term completed. The student may bc eligible for a pro-rata refund up to the 60 percent point in time of the term. The student account will be credited for that portion of tuition and room for which the Financial Information 25 student was not enrolled. This calculation will use federal govenunent guidelines. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure, Academic Progress Standards for Financial Aid. This brochure is available Augsburg College is required by federal from Student Financial Services and is regulations to complete two refund calcula- distributed to students on an annual basis. tions for students who have completed at Financing higher education could be the least one full term at Augsburg and receive most significant investment a person or Title IV funds. Refunds will be based on family makes in a lifetime. Proper planning and wise choices are important, not only in the calculation which provides for the choosing a college, but also in the methods greatest refund of tuition, fees and room used to pay for it. Augsburg College, charges to the student's account and the through its Office of Student Financial greatest refund of financial aid dollars to Services, will help students and their the fund from which they were awarded. families protect access to a quality The refund calculations used are the Augsburg education in a time of increasing Augsburg College Refund Policy as stated financial challenge. above and the Federal Refund Policy as stipulated by federal guidelines stated Financial assistance awarded through below. Augsburg may be a combination of Federal Refund Policy: Applies to returning Augsburg students who withdraw from all courses for the current term and receive Federal Title IV financial aid (Federal Title IV financial aid includes the Pel1 Grant, SEO Grant, Perkins Loan, Stafford Loan and PLUS Loan). Refund Amount Refund Period 100% Through the first day of classes (less $100 administrative fee) 90% After the first day of classes through the 10 percent point in time of the term 50% After the 10 percent point in time through the 25 percent point in time of the term 25% After the 25 percent point in time through the 50 percent point in time of the term Students may appeal refund decisions through the Petition Committee. scholarships, grants, loans and part-time work opportunities. The College cooperates with federal, state, church and private agencies in providing various aid programs. During the 1995-'96 academic year, nearly eight out of 10 students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA)and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of depen- - Financial Information dent family members, other educational expenses, debts, retirement needs and special considerations. HOWTO APPLY The following are required to process your financial aid application: 1.Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA)or the Renewal FAFSA. FAFSA forms are available from the Student Financial Services Office at Augsburg College or from high school guidance counselors. Renewal FAFSAs will be mailed to those students who applied for assistance during the prior school year. Be sure to include the Augsburg College Code, 002334, on your application. Mail your application to the processing agency after Jan. 1. Applications must be mailed by April 15 for priority consideration. 3. Complete the Augsburg Financial Aid Application and submit it to Student Financial Services. 4. All applicants (and parents of dependent students) are required to provide a copy of their most recent federal income tax retum and W-2(s). Spouse's tax returns are also required if filing separately. 5. New transfer students must submit a financial aid transcript from each postsecondary institution previously attended before financial aid will be offered. Forms are available from the Admissions or Student Financial Services offices. WHAT HAPPENS NEXT? Once all documents are received, we ,.nx,;n.., +Lo & n C , n A C , l -;A C,--l;ooG?.- +A determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility Subsidized/Unsubsidized Stafford loan application promissory note Students are encouraged to complete and retum one copy of their award letter to Student Financial Services. In addition, the student must complete and return the Stafford loan application promissory note to receive Stafford loan funds. Applications for the SELF loan and the Parent PLUS loan are sent upon request. KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Educational Assistance for Veterans, Educational Assistance for Veterans' Children and other sources. , > S,K .-- ; >LC'& , ,J. ,'. ,, - , ,- - ".< LL :\> ;' Merit Scholarships President's Scholarships - President's Scholarships, which assure g f t assistance equal to tuition, are awarded annually to the most academically qualified full-time freshmen students. These scholarships are awarded without regard to need. The awards are renewable for three years based on academic performance at Augsburg. Because this is a unified program, full tuition is assured; that is, the College guarantees the difference between nonAugsburg grants and scholarships (such as state scholarships, Pel1 grants, etc.) and full tuition. Special application is due Feb. 15. Details are available from the Admissions Office. Regents' Scholarships - The Regents' Scholarships are awarded to incoming fulltime freshmen of lugh academic achievement. Depending on high school class rank or college entrance test score, Augsburg will award scholarships of $1,500 to $5,000 each, renewable each year, regardless of financial need. No special application is required, but application for admission must be made by May 1. Regents' Transfer Scholarships Regents' Transfer Scholarships are awarded to all transfer students who are transferring from a two-year college with a minimum of 84 quarter credits (56 semester credits) and at least a 3.0 cumulative GPA. Depending on college GPA, Augsburg will award scholarships of $3,000 to $5,000 per year to full-time transfer students in the day schedule regardless of financial need. No special application is required, but application for admission must be made by May 1. Transfer Merit Scholarships Transfer Merit Scholarships up to $5,000 are available to full-time students in the - , FC: J -r-; - .3 ' , < . ' it.q5 - Financial Information -- day schedule who are direct transfers to Augsburg College following two years of full-time study at a community college or other approved two-year college. Students must have maintained at least a 3.3 GPA on a 4.0 scale and accumulated a minimum of 84 quarter credits in transfer. Scholarships are awarded without regard to need and will be renewed for a second year based on a cumulative GPA of at least 3.0. Special application is due May 1. Details are available from the Admissions Office. Phi Theta Kappa Scholarships These new scholarships are designated for transfer students from community colleges who are members of Phi Theta Kappa. To qualify for one of these $5,000 annual renewable awards, students must have completed at least 84 credits and have a minimum GPA of 3.3 during two years of full-time study. Award decisions are based on academic record, letters of recomrnendation, co-curricular activities and a personal statement. Application deadline is May 1. Performing Arts Scholarships - These recognize student excellence in music or theater. Students with talents in music (vocal or instrumental), acting, stage design or production are qualified for this $1,500 annual award. Selection is based on individual performance auditions, good academic standing and letters of recommendation. These scholarships are renewable as students maintain involvement with a co-curricular performance group. Application deadline is Feb. 15. Hoversten Peace Scholarships Recognize students who have demonstrated a commitment to peace, service and community. Examples of involvement of recent scholarship recipients included Amnesty International, Habitat for 27 - 28 Financial Information - Humanity, community service and church activities. Application deadline is March 15. Community and Public Service Scholarships - Recognize students of high academic ability for their demonstrated contribution to community or public service. Students eligible for this $2,000 annual, renewable scholarship are those who have actively participated in community or public service projects and are planning careers in this area of study. Application deadline is March 15. Lutheran Leader Scholarships These scholarships recogruze incoming freshman of high academic achievement with a demonstrated record of leadership within their congregations. Students eligible for the $1,500 annual renewable award are those who rank in the top 30 percent of their high school class and have the recommendation of their pastor. Application deadline is Feb. 15. Paired Resources in Ministry and Education (PRIME) Awards -Augsburg College will match the first $500 a year of a student's scholarship or grant from a Lutheran congregation. The scholarship or grant check from the congregation must be received at Augsburg by Oct. 1. Gif? Assistance (Need Based) Augsburg Tuition Grants - Available to students who have shown academic potential and have financial need. A student's academic performance, financial need, and high school and community involvement are taken into consideration. Minnesota State Scholarships and Grants - Awarded by the state to Minnesota residents who have financial eligibility. For 1995-'96, these ranged from $300 to $5,890. Federal Supplemental Educational Opportunity Grants - A federal program administered by the College. To be eligible, a person must be a U.S. citizen or permanent resident, have exceptional financial need as defined by the program and be capable of maintaining satisfactory academic standing at the College. Awards range up to $4,000 annually. Federal Pell Grants - Federal Pel1 grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant for 1995-'96 was $2,340. Application is made by filing the FAFSA. Bureau of Indian AffairsITribal and State Indian Scholarships - Bureau of Indian AffairsITribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian AffairsITribal and State Gdian Scholarships, students must be of 1/4 degree Indian ancestry and be enrolled with a federally recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the American Indian Support Program Office. Indian grants supplement all other forms of financial aid. Questions may be directed to the American Indian Support Office on campus or to your local BIA, Tribal or State Indian Education Office. Loan Assistance Federal Perkins Student Loan -A federally funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you own onwr\lloA o t l o o c t h o l f t i m n C4mnlo Financial Information interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum which may be borrowed for undergraduate study is $15,000 ($30,000 including graduate school). Federal Stafford Student Loans Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states which provide such programs. Subsidized Stafford Loans are need-based loans which the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1,based on the 91-day Treasury Bill. The following borrowing limits apply to the Stafford Loan program after July 1,1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan -A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS) - PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus other aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College or the lending institution. The Student Educational Loan Fund (SELF) - SELF is administered through the Minnesota Higher Education Services Office. Applications are available from the Office of Student Financial Services. Undergraduate freshmen and sophomores may borrow up to $4,500 per year minus any other student loan indebtedness; juniors and seniors up to $6,000 year. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $500. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begin the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students. Assignment is based on need and potential competence in 29 30 Financial Information - performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program - Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty, staff and friends of the College, offers more than 400 sponsored scholarships. All returning students are encouraged to apply for these funds by completing the Sponsored Scholarship Application. This form is available each February for the upcoming school year. Selection is based on academic achievement, financial need and selection criteria established by the donor. A list of scholarships follows. Note: For a complete description of Augsburg scholarships, request a copy of the Scholarship Catalog Supplement from the Office of Admissions. * Indicates endowed scholarships. GENERAL SCHOLARSHIPS ADC TelecommunicationsScholarships Charles and Ellora Alliss Educational Foundation Scholarships Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Dain Bosworth/IFG Foundation Scholarship Alma Jensen Dickerson Memorial Scholarship* Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason Sr. Memorial Scholarship* M. J. Estrem Scholarship* E.W. Hallet Scholarship W.R. Hotchkiss Foundation Scholarship Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* Jostens Foundations Scholarships Floyd Lorenzen Memorial Scholarship Memorial Scholarship Foundation Scholarships* Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Northern States Power Company Scholarship Norwest Foundation Scholarship Clifford and Martha Nylander Scholarshipa Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey A.T. O'Neil Foundation Scholarship Pentair Challenge Program Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarships Readers Digest Endowed Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* UPS Foundation Scholarship Robert W. Warzyniak Memorial Scholar-L. -* Lea A. and Elsie L. Wildung Endowment Fund* Edward Yokie Memorial Scholarship* I SPECIAL SCHOLARSHIPS lohn Andrew Adam Memorial Scholarship* Aid Association for Lutherans Alne-Swensen Scholarship* American Express Minnesota Foundation/ IDS Financial Service, Inc. C.A.L. and Esther Anderson Scholarship Charles and Catherine Anderson Diversity Scholarship* Phyllis M. Baker Memorial Scholarship* leroy C. and Lorraine M. Carlson Scholarship* Carl C. and Kathleen A. Casperson Scholarship* Mildred Ryan Cleveland Memorial Scholarship* Laura Ann Erickson Memorial Scholarship* David J. Formo Memorial Scholarship* lulian P. Foss Scholarship* Kay Halverson Scholarship* Hanwick Thanksgiving Scholarship* King Harald Scholarship Rev. John Hjelmeland Endowed Scholarship Fund* Hormel Foods Company Scholarship Hoversten Peace Scholarship* hternational Dairy Queen, Inc. Scholarship Catha Jones Memorial Scholarship* I'orgney and Valborg Kleven Memorial Scholarship* Harold B. and Laura M. Lanes Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship McVay Foundation Scholarship* Financial Information 31 Minnesota Power Company Scholarship Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Marilyn and John Paul Nilsen Scholarship* Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship ReliaStar Foundation Scholarship Clayton and Ruth Roen Memorial Scholarshp* John and Agnes Siverson Scholarship* Genevieve E. Stelberg Memorial Scholarship* Student Government Alumni Scholarship Dr. James L. Tuohy Scholarship MULTICULTURAL/INTERNATlONAL STUDENT SCHOLARSHIPS Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* CBS Foundation Scholarship Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship First Bank System Foundation Scholarship General Mills Foundation Scholarship General Mills Southeast Asian Scholarship Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Grace Anne Johnson Memorial Scholarship* Kerridge/Mueller American Indian Scholarship Little Six, Inc. Scholarship* McKnight Foundation Scholarship Financial Information Medtronic Foundation Scholarship Minnesota Indian Teacher Training Partnership Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarship* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation West Publishing Company Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA (Evangelical Lutheran Church in America) Native Women's Achievement Award PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Kleven Public Service Scholarship Fund Person Public Service Scholarship Fund Adeline Marie (Rasmussen)Johnson Memorial Scholarship* Martin 0 . and Sylvia A. Sabo Scholarship for Leadership in Public and Community Service Joel and Frances Torstenson Scholarship in Urban Affairs* DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Athletic Paul Dahlen Memorial Scholarship* David Gronner Memorial Scholarslup* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Roy and Eleanor Krohn Scholarship* Hoyt Messerer Athletic Scholarship* Robert D. and Carolyn W. Odegard Scholarship James P. Pederson Memorial Scholarship* Stan Person Memorial Scholarship* Biology Biology Scholarships Robert Ellingrod Memorial Scholarship Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* Business Administration1Accounting1 Economics Allianz Life Insurance Company Scholarship Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Minnesota Mutual Life Scholarship David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship Augsburg College Chemistry Alumni Scholarship* Chemistry Department Scholarships Financial Information Robert Ellingrod Memorial Scholarship Carl Fosse Chemistry Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Dr. Bemhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Education Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* David Gronner Memorial Scholarship* Marjorie and James R. Gronseth Jr. Memorial Music Scholarship* Lynn Halverson Cello Scholarship* 0 . I. Hertsgaard Scholarship* Bernice Kolden Hoversten Memorial Choral Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Leonard and Sylvia Kuschel Scholarship* Kenneth 0 . Lower-Nordkap Male Chorus Music Scholarship* Arthur Carl Marnmen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Edwin W. and Edith B. Norberg Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P. Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* St. John's Lutheran Church - John Norris Memorial Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* S. Luther Kleven Family Scholarship* Elva B. Lovell Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* Barbara Tjomhom and Richard K. Nelson Scholarship* English Dagny Christensen Memorial Scholarship* Anne Pederson English Scholarship* Prof. P. A. Sveeggen Memorial Scholarship* Foreign Language Emil M. Fossan Modem Language Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* Health-Related Augsburg Nurses Alumni Association Scholarship* Blue Cross and Blue Shield of Minnesota Scholarship Eleanor Christensen Edwards Memorial Scholarship* Linnea A. Danielson Scholarship* Dr. James L. Tuohy Scholarship History Rev. and Mrs. 0.J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Mathematics and Computer Science Allianz Life Insurance Company Scholarship Mathematics Scholarship Music 33 34 Financial Information - String Scholarships John and Vera Thut Scholarship* Tinseth Music Education Scholarship Nordic Area Studies Olaf Gaastjon Memorial Scholarship* Iver and Myrtle Olson Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physics Robert Ellingrod Memorial Scholarship Theodore J. Hanwick Physics Scholarship* Alfred A. Iverson Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Myles Stenshoel Scholarship" Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship Religion and Christian Service Scholarships C.A.L. and Esther J.E. Anderson Scholarship* Kyle A. and Sandra L. Anderson Scholarship Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* Luthard 0 . Gjerde Scholarship* Dave Hagert Memorial Scholarship* Elias P. Harbo Memorial Scholarship* Arnold and Neda Hardel Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Iver and Marie Iverson Scholarship* Rev. Arnold J. Melom Memorial Scholarship Gerda Mortensen Memorial Scholarship* Onesirnus Scholarship* Philip and Dora Quanbeck Scholarship* Johan H. 0 . Rodvik Memorial Scholarship' Rev. Olaf Rogne Memorial Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Roy C. and Jeanette Tollefson Scholarship Morris G. C. and Hanna Vaagenes Mission ary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo F. Suemnig Memorial Scholarship* Lisa M. Weeding Memorial Scholarship Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre Arts/ Religion Scholarship* Campus Ministry - 36 Student Government - 36 Student Activities - 36 Social, Cultural, Recreational Fine Arts - 37 Athletics & Sports - 37 Intramurals - 37 Student Affairs - 38 Academic Enrichment - 38 Program for Students with Disabilities (CWS) - 38 I T I P ~ ~ ~ I P ~ ; CLi:c ~ . L Pro:]rClm - 12 - : ,I I:. - r -. : , - >,v:-81,; ! 8 I In . - I - I . I I 1 '' Colleae Policies - A3 Student Standards of Behavior, Complaints, Records - 43 Family Educational Rights and Pr~vacyAct - 43 Discrimination Complainb - 44 E xperiences in the classroom are an impo&t part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gfts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The College Pastor and Campus Ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama and Communication and are available for spiritual guidance, counseling, support or information. Through student government students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decision-making process at Augsburg. Student government also sponsors and directs student activities, protects student rights and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is organized into the executive branch, the legislative branch and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible -program planning, writing, editing or service opportunities. If you want to get involved, contact the president or vice president of the Student Body in their offices in the lower level of the Christensen Center. The Student Activities program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities and organizations which serve the student community. Hundreds of major programming Student Life efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. Throughout the year, a variety of social and cultural activities take place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment and visiting personalities in various fields. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (the gameroom and student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Augsburg Echo; the yearbook, The Augsburgian; Student Government and the Augsburg Student Activities Council. KCMR, a student-operated nonprofit radio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Umess Tower. FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Deparbnent and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division IU.Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, tennis, track and field and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, tennis, track and field and golf. When Augsburg announced on Feb. 17, 1995 that it was adding women's ice hockey as a varsity sport, it became the first college or university in Minnesota to do so. The women's ice hockey program at Augsburg offers participants the same opportunities that the men's program receives. INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. SPORTS AND RECREATION At Augsburg, sports are for the average student as well as the intercollegiate athlete. The campus offers on a space available basis a double-rink ice arena, gymnasium, six tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on Dage 41.) 37 38 Student Life - The Student Affairs Division is comprised of a variety of programs, services and activities dedicated to complementing and enhancing students' educational experience and the academic programs of Augsburg College. These programs, services and activities provide students with an enriched collegiate experience which celebrates our rich diversity of student needs and interests; attends to the social, cultural and career development of students; and enhances students' academic performance through direct intervention and environmental management. The following information provides a brief introduction to the major efforts of the Student Affairs Division. GAGE FAMILY ACADEMIC ENRICHMENT CENTER The Gage Family Academic Enrichment Center, located in Rooms 17 and 18 of Foss Center is designed to offer students study skills assistance so that they may achieve academic success. The Center contains four offices: The Learning Skills Office, The Tutor Center, The Learning Laboratory, and The Center for Learning and Adaptive Student Services (CLASS). The Learning Center, located in Room 17, Foss Center, assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies and leafning styles. The staff will assist students in developing effective and efficient study skills. The Karen M. Housh.Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for content tutoring in most freshman and sophomorelevel courses. The Center also notifies students of tutoring labs available, as well as supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. The JohnEvans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing and mathematics through the use of computer software. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. PROGRAM FOR STUDENTS WITH DISABILITIES (CLASS) The CLASS program serves over 150 students and is recognized nationally as a leader in the field of educating students with diagnosed learning and physical disabilities. The CLASS program is a logica outgrowth of the College's commitment to provide a high quality liberal arts education for students with diverse backgrounds experiences and preparation. Augsburg ha: a commitment to recruit, retain and graduate students with learning and physical disabilities who demonstrate the willingness and ability to participate in college-level learning. The staff includes four licensed learning disabilities specialists, a physical disabilities specialist, and accommodation specialists, who supervise work-study students and coordinate accommodation services for students. One-on-one meetings between students and specialists are the centerpiece of the program model. Accommodations include individualized academic support, testing arrangements, tapec Student Life 39 :extbooks, peer tutors, securing notetakers, vccess to and training on computers, and ~daptivetechnology, such as a Braille ?rinter, dictation and voice recognition joftware, and adaptive keyboard equipment. Modified and accessible dormitory rooms are available. ship applications, orientation and registration, course work selection, individual education plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing and crisis intervention. It advises and supports the Intertribal Student Union. The Groves Computer Lab is especially lesigned for students with disabilities and :ontains computers and adaptive equipment to assist them in their academic progress. Intertribal Student Union: lTSU serves as a peer support group for incoming and currently enrolled American Indian students. ITSU also organizes and co-sponsors cultural events. During the 1980s Augsburg spent nearly one million dollars to make the :ampus accessible to persons with physical disabilities by constructing a skywaytunnel-elevator system that connects 10 major buildings. Augsburg has the oldest md most extensive learning disabilities program among the private colleges in Minnesota. For more information, please contact the CLASS office at 612-330-1053 to request 3 copy of the CLASS brochure and/or schedule an appointment with a specialist. I AMERICAN INDIAN SUPPORT PROGRAM The American Indian Support Program, located at 621 21st Avenue South, is a multifaceted office established in 1978 to recruit and retain American Indian students. It is a national model of success and continues to have one of the highest retention and graduation rates of Indian students in the state of h4innesota. Components of the program are: American lndian Support Services: Assistance in admissions procedures, financial aid procedures including BIA, Tribal and Minnesota Indian State Scholar- Minnesota lndian Teacher Training Partnership: MNITm is a cooperative effort between Augsburg College and the Minneapolis Public School District, intended to increase the number of American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness for each year the student teaches, one fifth of the loan will be forgiven. American lndian Studies Minor: An academic component encompassing the range of American Indian contributions to North American culture. Courses offered include art, religion, history, literature, Ojibwe language and women's issues. For more information, contact Dr. Virginia Allery, 6121330-1385, or see course listings under Interdisciplinary Studies in the academic section of the catalog. Anishinabe Library Project: Over 1,000 books, a variety of journals and scholarly publications, research materials, American Indian magazines and newspapers and over 125 VHS videos are housed in the Sverdrup Library and at the American Indian Support Program Office. The library Student Life project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States. ASIAN AMERICAN SUPPORT PROGRAM The Asian American Support Program was created in 1992 to recruit and retain Asian American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian American students can be involved in and contribute to all aspects of academic and student life. The Program provides assistance in the admissions and financial aid application procedures, orientation, registration and course work selection, career development, academic and non-academic difficulties, and employment and placement referrals. The Asian American Association is affiliated with the Support Program. The Association carries out various activities during the academic year to increase the network of friendship and support for Asian American and other students at Augsburg. AFRIKANA SUPPORT PROGRAM The Afrikana Support Program is committed to enhancing the education and personal development of students of African descent, and to promote cultural and historical awareness, academic achievement and social interaction. It sponsors events and activities, such as celebrating Martin Luther King's birthday, Afrikana History Month, the Each One Reach One mentoring program and Augsburg Black Alumni Council gatherings. The Pan-Afrikan Student Union (PASU) provides support to students, including a schedule of social and cultural activities. The headquarters is in the Afrikana Support Program Office, as is the PanAfrikan Center. HISPANIC/LATINO SUPPORT PROGRAM The Hispanic/Latino Support Program offers students individualized attention in many areas, including academic support, counseling and advocacy. Students find assistance in: admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment and placement referrals. The program advises the Latino Student Association and supports academic, social, cultural events, and other activities that improve the academic and personal development of Hispanic/Latino students and provides awareness of the unique aspects of the Hispanic culture. The Career Services Department is committed to assisting all students with their career planning. This process is an important part of a student's development while attending college. To aid students in this process, Career Services offers students the opportunity to actively participate in career seminars, career assessments, oneon-one counseling, self-paced computer career planning modules, and use of the Alumni Resource Network for informational interviews. Services are available to all students, but some programs are sponsored especially for seniors. Seniors are encouraged to attend one of three annual job fairs with recruiters representing business, education or nonprofit and government sectors. There Student Life is also an annual graduate and professional school fair for seniors to explore educational options after graduation. W CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, family problems, motivation, transitions, breaking away from family, selfimage, difficult decisions, eating concerns, etc. Counseling is an educational process in which students learn to think objectively about themselves and learn methods of understanding themselves and others. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. Professional staff offer private consultations, individual assessments and group workshops to accommodate the needs of all students. Topics include varied health issues such as fitness, nutrition, weight management, stress reduction, alcohol and other drug use, sexuality, etc. Students interested in health issues can combine learning and practice through involvement with Health Promotion services. Academic and practicum opportunities are also available to students from a variety of academic disciplines. W HEALTH SERVICE Riverside University Family Practice Clinic serves as the Augsburg College Health Service and is a family practice residency clinic affiliated with the University of Minnesota. The clinic is located five blocks from campus at 2615 Franklin Avenue South. Many services are available for all Augsburg students. Please refer to the Student Guide handbook for details. Students must check family health insurance coverage to determine if they are included. If not, contact the Health Service Coordinator for information regarding student health insurance and other services available through RUFPC. W FITNESS CENTER Located on the lower level of Melby Hall, the Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, a treadmill and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students and faculty may use the Center. 41 42 Student Life - The International Student Services Office in the Admissions House focuses on the needs of international students. It also serves as a resource for those interested in international events and global issues. International Students - International students receive assistance in meeting their educational objectives through advising on academic concerns, immigration and visa problems, financial matters, practical matters and personal concerns. New international students participate in an orientation program before the beginning of the term which provides practical information on housing, banking, using local transportation and course registration. Students also learn about the U.S. educational system and adjusting to life at Augsburg. (Also see English as a Second Language on page 73.) Augsburg Community - Study abroad Augsburg recognizes the importance of the residence experience during the college years. Research indicates that students who live on campus wiU be more likely to complete their college degree successfully. Augsburg provides a diverse and dynamic residence program which fosters the development of community, and supports and enhances the academic experience. Live-in staff assist students by providing social and educational programming, facilitating conflict resolutions and assisting in emergencies. Each complex contains 24-hour study rooms, computer services, laundry and vending services and access to security staff. Augsburg expects all freshmen and sophomores, not living at home, to live in college-operated housing. Housing for married students and students with families is available. Students rent a room at the beginning of the Fall Term for the entire academic school year. New students receive room assignments the summer before they arrive at Augsburg. Upper-class students make housing arrangements in the spring. All resident students must sign room and board contracts. works to utilize the cross-cultural perspectives of its international students and students with experience overseas to educate the college community on world issues. This is done through faculty, staff and student development programs which include activities sponsored by the CrossFreshmen and transfer students are Cultural Club, forums on world issues urged to make the tuition deposit by June 1 sponsored by the Global Community and Amnesty International student groups, and in order to secure housing. Students who seminars focusing on issues of cross-cultural deposit after June 1will be provided housing only if space is available. communication for faculty and staff. (Also see Study Opportunities Abroad on page 53 and Student Teaching Abroad on page 56.) All students living on campus must pay a $100 deposit when they sign the housing contract. The fee is credited to the student's account when he or she moves out. The College houses approximately 700 students in residence hall rooms, apartments, floor houses and townhouses. A Student Life 43 wide variety of options are available, including single rooms. Urness Tower -All new students and some upper-class students live in Urness Tower. This 11-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room), with their own lounge, study and utility areas. In Urness Tower, rooms are furnished with a bed, dresser, desk and chair. Linens are not provided. Mortensen Tower - This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Tower is carpeted, air conditioned and contains kitchen units. It is otherwise unfurnished. Anderson Hall -Opened in fall 1993, this is the newest residence hall. It contains four types of living units: two-bedroom apartments, two-room suites, floor houses and townhouses. This residence houses 192 men and women. All rooms are furnished with beds, dressers and desks. It is equipped with telephones, cable TV and computer hook-ups. Special Interest Housing - Students may submit proposals in the spring for a program which allows them to live as a group with a special educational contract. Examples of programs include Campus Ministry, healthy living options and international floors. W FOOD SERVICE The Commons - Situated on the top floor of the Christensen Center, this is the main food service facility for students, faculty and staff. This pleasant, spacious room features small table units for easy conversation and overlooks the College A . - A ---- 1- --A XK-.-L--C ------ TL- portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's - Located on the ground floor of the Christensen Center, Murphy's features gnll items, pizza, soups, sandwiches and salads, desserts and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. W STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of disciplinary action, grievances and grade appeal. The College operates in compliance with the Family Education Rights and Privacy Act. Students have the right to inspect certain official records, files and data which pertain to them and which are maintained in the Office of the Registrar and the Placement Office, and to challenge inaccurate or misleading information. Persons seeking additional information on these topics should contact the Vice President for Student Affairs Office. W FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 75 and in the Student Guide distributed 44 Student Life - Augsburg College understands that no information other than "Directory Information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"Directory Information." It is not sufficient to ask for letters of recommendation. Complete information about Augsburg's procedures with regard to FERPA are available from the Office of the Registrar. DISCRIMINATION COMPLAINTS The College has designated the following persons as coordinators for discrimination inquiries or grievances: Affirmative Action Coordinator (for matters based on race, creed, national or ethnic origin) - Contact the Office of Finance and Management, Ground Floor, Memorial Hall (612/330-1026). 504 Coordinator (for matters based on physical or mental handicap) - Contact Vern M. Bloom, Assistant Professor of Social Work, Memorial Hall 332 (612/3301133). Title IX Coordinator (for matters based on sex or marital status) - Contact William R. Rosser, Vice President for Student Affairs, First Floor, Memorial Hall (612/330-1160). Employment - Contact Director of Personnel, Ground Floor, Memorial Hall (612/330-1058). AU correspondence should be addressed to the designated individual at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Formal grievance procedures are described in the Student Guide. Copies are available from the Human Resources Office. A ugsburg College constructs its curriculum upon the premise that students must be educated as fully human persons intellectually, spiritually and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as as the in which they live. By providing courses in the humanities, natural sciences and social sciences, the genera' education introduces students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer opportunities to develop skills in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg education strives to educate students in a real world for the real world. W DECREES OFFERED Augsburg offers the Bachelor of Arts, the Bachelor of Music and the Bachelor of Science undergraduate degrees. Augsburg also offers the Master of Arts in Leadership, the Master of Arts in EducationLeadership and the Master of Social Work graduate degrees. W ACADEMIC CALENDAR Augsburg follows the 4-1-4calendar, with Fall and Spring Semesters of approximately 14 weeks separated by a 4week January Interim. Full-time students nor- mally take four course credits each semester and one course during Interim. A maximum of three course credits can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take courses on another campus during the regular term. (See Registration on page 59 . and Calendars on pages 4 and 5.) January Interim is particularly intended to be a time for both students and faculty to employ different styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunities within the United States and abroad. Augsburg offers two Summer School sessions. The Summer School catalog is published in the winter of each year, is distributed to all students, and is available by contacting the Summer School Office. Augsburg Weekend College and Graduate Programs follow a trimester calendar (see Augsburg Weekend College and Graduate Programs, pages 57 and 58). W FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or other terminal degree and all consider teaching to be the focus of their activity. Faculty are involved in social, professional and a variety of research .."L:..:L:- I...L --.,& .I .."L:..:G-- .- -..---d Academic Information ing their teaching. They are actively The Audio-Visual Center houses a large involved in an exciting faculty development collection of sound recordings, video tapes program which introduces them to current and films, and supplies media equipment thought in many fields but especially in free of charge for instructional use. Audio teaching techniques and theories. and video tape duplication within the limits set by copyright law is available. The Augsburg's size and small classes Center supplies television sets, VCRs, encourage its tradition of close involvement video cameras, video editing, tape recordbetween professors and students. Faculty ers, microphones, slide, overhead, filmact as academic advisers and participate strip, opaque and movie projectors as well regularly in campus activities. Every as screens and carts. Film bibliographies freshman is assigned a First Year Experiand advice on materials selection are ence (FYE) adviser and, later, chooses a available. Facilities for classes in broadcastmajor adviser. In this close interaction, ing are located in the Center. faculty act as both mentors and models for students. The Library and Information Technology Center is scheduled to open during the 1997-98 academic year. The new four-level, LIBRARY A N D AUDIO-VISUAL 77,000-square foot facility will house all SERVICES library functions and bring together the A relaxed atmosphere, a carefully other computer departments of the college. selected collection of both print and nonIn addition, the Center will include an Art print resources, a helpful staff and friendly Gallery, the Special Collections and student library assistants are the strengths Archives, a Curriculum Library and of the Augsburg Library. The main library Instructional Technology Lab, library houses over 175,000 books, journals, records instruction classroom, and facilities for and microforms. Music, chemistry and art media viewing and listening. A bridge will history slide libraries are located within link the new building to the current library departmental areas. which will be renovated to house addiA service-oriented staff provides tional computer labs and multi-media students with assistance to meet diverse classrooms, as well as a lounge and information needs including instruction in vending area. the use of the library, reference service and guidance in pursuing research. Students COMPUTER RESOURCES have access to a wide variety of local, Augsburg College has built a reputation regional, national and international as a leader in its commitment to provide databases. Arrangements are made for students with the best access to information access by students with physical limitations technology and training. In Newsweek and special needs. magazine's Cyberscope section on Aug. 1, Students have access via a computerized 1994, Augsburg was cited as one of two online catalog and daily courier service to first-rate sources for information about the all the library holdings of the seven private Internet. liberal arts colleges of the Twin Cities. Students have access to over 125 onElectronic access to the world of scholarship campus computer systems, including 50 is available through the Internet. 47 - Academic Information personal computers in a main computer center, 30 personal computers in the residence halls (available 24 hours a day), plus another 25 computers located in the general department offices and the Sverdrup Library. FIRST YEAR EXPERIENCE PROGRAM WE) The FYE program assists students in their first Augsburg registration, provides orientation events before classes begin, and also includes a seminar series. A campus-wide computer network offers a full range of network services. Augsburg College, a member of the National Science Foundation's Internet since 1990, is connected to hundreds of universities in the U.S. and around the world. Internet access and a renewed focus on educational technology allows Augsburg to integrate these electronic resources into many different areas of the learning process. FYE reflects the College's commitment to a meaningful introduction to college for our students - an enriching beginning for a college career. To provide focus for this introduction, the FYE seminar is centered on a series of themes. These themes are reflected in and expanded upon in readings, discussions and other activities. Diversity, tradition, change, ways of knowing and what it means to be an educated person are all themes associated with the program. (Also see page 136.) The construction of the new Library/ Information Technology Center will enhance further the College's computer resources for students. Augsburg maintains its own Gopher and World Wide Web site. The Web address is: http: / /www.augsburg.edu (Also see Honors Computing and Communication Labs under Honors Program on page 52.) ACADEMIC ADVISING CENTER The Academic Advising Center advises all incoming students with undeclared majors, provides information on matters of general education, administers and tracks all entry level skills assessments, interprets catalog and graduation skills requirements, and advises students who have been placed on academic probation and reentering suspended students regarding GPA requirements. The Center also coordinates summer advising for the orientation program and provides in-service training and development for faculty advisers. DIVISIONS AND DEPARTMENTS The College curriculum is offered by 23 departments which are grouped into four divisions for administrative and instructional purposes. Humanities - Douglas Green (Chair). Art, English, Modem Languages, Philose phy, Religion, Speech, Communication, Theatre Arts, College Librarians. Natural Science and Mathematics Larry Ragland (Chair). Biology, Chemistry, Mathematics, Computer Science, Physics. Social and Behavioral Sciences Garry Hesser (Chair). Business Administration, Accounting, Economics, History, Management Information Systems (MIS), Political Science, Psychology, Sociology. Professional Studies - Vicki Olson (Chair). Education, Health and Physical Education, Music, Nursing, Social Work. Academic Information MAJORSAND MINORS Majors, or concentrations of study, may be within one department, within one division or cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students may contact the Registrar about creating a student-designed major. Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Administration Business Adrninistration/Finance Business Administration/Intemational Business Business Administration/Management Business Administration/Marketing Chemistry (B.A. or B.S.) Communication General Communication Studies Mass Communications Organizational Communication Computer Science (B.A. or B.S.) Computational Economics East Asian Studies' Economics Applied Economics Economics Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary(licensure) Secondary (non-major, licensure only) Engineering English Health Education History International Relations Management Information Systems Mathematics Applied Mathematics Mathematics Metro-Urban Studies Modem Languages1 French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S. - Weekend College only) Philosophy Physical Education Physician Assistant Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Psychology Religion Youth and Family Ministry Russian, Central and East European Area Studies Social Science Social Work (B.S.) Sociology Theatre Arts Transdisciplinary - 49 - Academic Information Accounting American Indian Studies Art Art History Stud10 Art Biology Business Administration Chemistry Communication Computer Science East Asian Studies Economics English Health Education History International Business International Relations Linguistics Management Information Systems Mathematics Metro-Urban Studies Modem Languages' French German Norwegian Spanish Music Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Religion Social Welfare Sociology Russian, Central and East European Area Studies' Special Education Theatre Arts Theatre Arts Theatre History and Criticism Women's Studies It is possible for students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg Registrar's Office. I CooperativeProgram of the Associated C o k p 4 the Twin Cities and agreements with the Unmersity Minmwiz lf is possible for students to take bqimfing! infemd&/admnced courses not available at amsortium 00lLzp in Arabic, Chinese, Hebrew, lapme, Russimr,and ofher infrequently taught Ianpges. Students register directly with the ACTC office. ZDunldegree programs with the University of Minnesota Institute of Technology, Washington U n i m d y School of Engineering and Applied Science, and Midigan Technological University. OTHER STUDY PROGRAMS Teaching Licensure Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education: EnglishLanguage Arts, French, German, Life Science, Mathematics, Physical Science (Chemistry or Physics), Science (grades59) Social Studies, Spanish, Speech, Theatre Ark, and in the special areas of Art 6-12), Band (K-12) and Classroom Music (grades 5-12), Orchestra (K-12) and Classroom Music (grades 5-12), Vocal and Classroom Music 6-9), Vocal and Classroom Music (grades 5-12), Health (K-12) and Physical Education (K-12). (See Education Department on pages 117-126.) Students planning to teach on the secondary level have advisersboth in the Education Department and the area of Iheb academic major(s). Pre-Professional Programs Students who plan to enter the fields of law. medicine. dentistrv. ministrv. Academic Information science, pharmacy or engineer- -etr- ng can profit from a liberal arts education t Augsburg. It is recommended that requirements for dmission to graduate schools or xminaries e reviewed and the course of study at Lu&Sburg planned accordingly. A faculty dviser is available in each field to assist tudents in their planning. Studentswho vant to plan a pre-professionalprogram hould contact the Assistant to the Dean for Lcademic Advising early in their freshman .earto arrange for help from the approprite faculty adviser. Pre-Dentistry -These courses are mommended to fulfill the minimum q u k m e n t s of the School of Den* at he University of Minnesota: ENG, two auses;BIO 111,112; PHY 121,122; CHM 15,116 (or 105,106),351,352; MAT 124; 5Y 105. Requirements at other universities "a7 varyPre-Engineering -See Engineering legree and major requirements on pages 2i-128. Pre-Law - Students considering a a -in law should examine the handbook tublished by the Association of American a w Schools. Students may wish to take aw-related courses to help determine their &rest in law. Pre-law students should najor in a discipline of their own chousjng md will satisfy most law school entrance quimments with a record of solid achieve llent coupled with an acceptable LSAT score. Pre-Medicine -Many medical schools m e encouraging a liberal arts education to y for study in medicine. While a mjor in chemistry and biology is not q u i d to apply to medical schools, many t d e n t s with an interest in the sciences b o w to major in these fields. Course work L . 3 . , 3 . 1 --1 1 - includes: CHM 115,116 (or 105,106); CHM 351,352; BIO 113,114; MAT 145,146; PHY 121,122. Because admissions requirements can vary between medical colleges (e.g. some require a course in Biochemistry or in Vertebrate Anatomy), students should consult with a prehealth sciences adviser in the Biology or Chemistry departments. Pre-Occupational Therapy, PrePhysician's Assistant and Pre-Physical Therapy -Course work in preparation for these training programs should be discussed with a faculty member in the Biology Department. Pre-Pharmacy -Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113,114; CHM 115,116 (or 105,106),351,352; ECO 112 or 113; ENG 111and a second course; MAT 145,146; PHY 121,122; electives from humanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary -A student may enter a theological seminary with any of several different majors, such as history, philose phy, English, psychology, sociology or religion. Recommended preparation includes REL 111,221; at least two semesters of history (Western Civilization); one or more courses in the history of philosophy and Greek in the junior and/or senior year. Pre-Veterinary Medicine -To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, two courses; MAT 145,146; public speaking,one course; CHM 115,116 (or 105, loti), 351,352,353; BIO 113,114; PHY 121, 122; economics, one course; two courses in art, literature, music, humanities, theatre, or U ~ w Division r modern lanrmaees: and 51 52 Academic Information - anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the curriculum requirements. Requirements at other universities may vary. HONORS PROGRAM The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, but students may enter the program as late as the beginning of the junior year. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript and which provides an advantage for both employment and graduate school application. The Honors Program at Augsburg was awarded a National Science Foundation Grant, for the years 1995-1997, to establish two Honors Computing and Communications Labs, one in Foss 20 and the other in Library 20, and to put the program on a computational footing. Students entering the program as freshmen are required to take an Honors version of CSC 160, Introduction to Computer Science and Communications, which establishes crisp computing and communications skills at the outset of their collegiate careers. Other courses in the program make use of these computing skills in lab-oriented sequence exploring literature, writing, history, religion, philosophy and social and natural science. During the junior and senior years, students take four mini-seminars (one full course credit upon completion), one each semester and participate in a six-week Monday Forum program each term. Seniors take a Senior Seminar during Interim, which satisfies a Perspective requirement, and are obliged to complete an approved Honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal which publishes outstanding student papers. Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct enquiries to Dr. Joan Griffin, Associate Director of the Honors Program, 330-1045, or Dr. Lany Crockett, Director of the Honors Program, 330-1060. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media Center -Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 1,300,000 volumes. Associated Colleges of the Twin Cities (ACTC) -Full-time weekday students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools or to undertake a specific course or major not offered on the home campus. The colleges have coordinated ralendars The Tntenm term mav alsn he - Academic Information taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January Interim. Higher Education Consortium for Urban Affairs (HECUA) -Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America and the Twin Cities. (See HECUA programs on page 55.) Air Force ROTC -Augsburg students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two and three year AFROTC scholarships. For more information, contact the Office of the Registrar. Army ROTC -Augsburg students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Naval ROTC -Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as nondegree credits. OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine Scandinavian perspectives on world peace in Norway, or thrill to the sounds of The Magic Flute at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures, and gain knowledge about the increasingly interdependent world. Academic Requirements and Credit Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as if studying on-campus. Courses abroad can fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs before departure. Students receive advice on selecting programs which best fit their academic, career and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and reentry programs assist students in integrating the experience abroad into their course work and personal lives. Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off-campus. Although foreign language skills are an 53 54 Academic Information - some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The deadline for application is Dec. 15 for off-campus study the following year. Costs and Financial Aid The cost of many programs is equivalent to full tuition, room and board for a semester on-campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the Financial Aid Office in awarding aid to students studying overseas. The Center for Global Education The Center for Global Education facilitates cross-cultural learning experiences which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the perspectives of the poor and of others struggling for justice and human dignity. The Center's study programs are conducted in Central America, Mexico, Namibia and Norway. Students experience three distinct types of living situations, which include living with other participants in a community house, spending several days in a rural setting and several weeks living with host families. They also travel together on two-week seminars -in Mexico to Central America, and in Namibia to South Africa. The cost of these programs is equivalent to full tuition, room and board for one semester on-campus plus airfare. Moss, offers this semester or year-long exchange program in Moss, Norway. Students are taught in English. Coursg offered may meet perspectives for g d education requirements, or count as electives in Communication and Nordic Area Studies. Students live with host families on the island of Jeley or in studen housing- To be discontinued Fall 1997. Women and Development: Latin American Perspectives - Fall This program explores the experience oi women in Latin America, focusing on their roles in economic development, social change strategies, and the connections women are drawing among issues of gender, race, class and global economics. The program offers credit in Religion, Political Sence and Spanish. Application deadline: April 1. Sustainable Development and Social Change (Guatemala, El Salvador, N i i gua) - Fall This program introduces students to tht key issues facing the Central Amerians- Fc two decades the people of Central Amaim have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civilwar on the lives and culture of the people and the environment of Guatemala,El Salvador, and Nicaragua Course credit may be earned in Spanish, Religion,Sociology, and Economics. Application deadline: April 1. Southern Africa Societies in Transition - Fall Augsburg College/Ostfold, Norway Semester or Academic Year Augsburg, in cooperation with the University of North Dakota and the city of This intensive program of study and travel is designed to introduce participants to the central issues facing Southern Africa Namibia is a nation that has recently gainw Academic Information dependence and is making a transition mncolonialism to independence. Students dl explore the complex political, social and amomic dynamics of building a new ation.Credit may be earned in History, bliiical Science and Religion. Internships re available with development agencies~pplicationdeadline: April 1. iender and the Environment: Latin -can Perspectives (Mexico) -Spring This program introduces students to the m%-econornicand political issues of the *with a focus on the impact of nvironmental policies on the lives of romen and men from varying economic lasses and ethnic groups in Mexico and h k d America. Students examine this omplex web of issues and how the people &Mexicoare responding to the pressures nfamily, society, and the natural environoentCentral to this program is a service mning course, in which students gain landson experience in community service ndsocialjustice organizationsby conduct~g participatory research or serving as an Riemalongside people working on gender ndlor environmental issues. Course credit may be earned in Spanish, Sociology, kligion,and Interdisciplinary Studieselication deadline: Oct. 15. Women and Development: A Southern Lfrica Perspective - Spring This intensive study and travel program i designed to introduce participanb to the e n i d issues facing Southern A£rica, with mphasis on the experience of women The ~ogram introduces students to the skuggle If women in Southern Africa, to the history &theirrole in society, and to the situation bat exisis for women in Africa. Students may earn credit in Political Science, Religion nd Sociology. Internships are available with agencies providing special services to women Application deadline: Od. 15. The Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, Ecuador or Colombia. All programs emphasize the impact of the social change and crosscultural factors on the human community. HECUA programs emphasize intense language experience, internships and field trips. For more information on international HECUA programs, see the listings under International Studies, and for non-international programs, see MetrwUrban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Noway - Fall This interdisciplinaryprogram focuses on contemporary Scandinavian society, culture and language, and the development of cities, urban problem solving and urban life. Local, regional, and international field study and site visits in other countries including - the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: March 15. Community Internships in Latin America: Colombia - Fall or Spring This interdisciplinaryprogram enables the student to combine intense involvement in a community-based organization with study of the community development process and inaeasing language skills. Students study philosophical and ideological perspectives of a variety of community 55 5 Academic Information agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadlines: Nov. 1for Spring Term and March 15 for Fall Term. Culture and Society in Latin America: Colombia or Ecuador - Spring This interdisciplinaryprogram focuses on development and social change in Latin America through the study of ideology, as reflected in literature, the arts and the ways in which ideologies shape perceptions of social realities. Application deadline: Nov. 1. Student Teaching Abroad Selected Education Department students may participate in the International Student Teaching Abroad program coordinated through Moorhead State University or the University of Minnesota, Morris. Students have options for student teaching in dozens of countries through the International Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Education Department. Interim Abroad Each January, 25 to 30 courses are offered around the world by Augsburg professors and through the Upper Midwest Association for International Education (UMAIE).Course registration is held during the Spring and Fall Terms for the following January. Application deadline: Oct. 25. EXPERIENTIAL EDUCATION PROGRAMS One advantage of Augsburg's metro location is its highly successful Experiential Education programs which link the College's academic program to Twin Cities employers and organizations. The result is a resume that is more attractive to potential employers after graduation. Through Internships, Cooperative Education and Community ServiceLearning, Augsburg students integrate and expand their liberal arts education by embracing the worlds of work and service. Each work or community service placement is closely related t i a student's major, course work or career interest. Augsburg's Internship, Cooperative Education and Community Service programs link employers, community organizations and the academic program in ways that enrich and expand a student's educational experience and personal development. An underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curridum and assists students in making more informed academic, career and personal decisions. The College's metropolitan location makes possible a wide range of opportunities. Students have gained valuable learning experiences in small and mid-size companies, large corporations, nonprofit organizations, schools, government agencies and community-based organizations. Academic Internships An academic internship is a carefully planned work-based learning experience where a student focuses on specific academic and individual learning objectives. A - Academic Information 57 2arning agreement plan, negotiated with a aculty supervisor and work supervisor, d i n i n g the internship objectives, stratejes and evaluation methods is required. in academic internship is approved, upervised and evaluated by a faculty nember in the department in which the tudent wishes to earn the Internship credit. Jpper Division Internships are numbered *99and Lower Division Internships are lumbered 199 (see pages 78-79.) Internships are available in all majors nd can be taken during a semester (or Yeekend College trimester), Interim or ummer session. For extension of an nternship beyond one term see Evaluation tnd Grading on page 69. A maximum of four courses of Internhip may count toward the total courses equired for the degree. Iooperative Education Cooperative Education is a college ,upported and monitored, paid, workearning experience that is closely related to I student's major or career objective. The ;oal is to combine theory with practice in vork or service-based settings. Students also earn money to help defray rducational costs while gaining important )n-the-jobexperience. Job placements ypically are part-time during the academic rear and/or full-time summer. Co-op jobs Ire flexible and can begin and end anytime. zo-op Ed is not credited in and of itself, but I non-credit Cooperative Education ranscript entry is available during the lcademic terms the student is employed. b o p Ed students are encouraged to :omplete at least one Internship for credit in :onjunction with their Cooperative Educaion participation. Ceop Ed is avadable to Yugsburg students who have completed their freshman year and are in good academic standing. Service-Learning Augsburg's Service-Learningprogram combines response to human needs in the community with a conscious awareness and understanding of issues, reflection and educational growth. Augsburg students learn from and about the community and society in whch they live by participating in orientation sessions, direct service-learning activities and seminars or class discussions. Through direct service, such as volunteering at a homeless shelter, tutoring, building housing for low-income people or working with environmental groups, students engage in a dynamic and interactive educational approach which employs reciprocal learning between the student@)and the community. Service-Leaming includes course-embedded community service, tutoring, internships, cooperative education and a wide range of volunteer options. The Service-LearningProgram works with community organizations and organizes specific projects to enhance student involvement and also assists with and supports the integration of servicelearning into departmental courses. The program works closely with the student directed Augsburg LINK program and Campus Ministry. WEEKEND COLLEGE Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second major or pursue a personal interest or skill. Academic Information Weekend College classes meet on alternate weekends. There are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. Although the Augsburg Weekend College program involves the same courses as the day school program, the curriculum is limited to selected liberal arts courses and the following majors: Accounting, Business Administration (specializationsin finance, internationalbusiness, management and marketing), Communication (concentrations in general communication, organizational communication and mass communication), Computer Science, Economics, Elementary and Secondary Education, English, Management Information Systems, Nursing, Psychology, Religion, Social Work and Studio Art. W GRADUATE PROGRAMS Augsburg College offers three graduate degree programs: the Master of Arts in Leadership, the Master of Arts in Education-Leadership and the Master of Social Work. Catalogs for each degree program should be consulted for complete information. Designed for working adults, the Augsburg Graduate Program operates on alternate Saturdays and alternate Thursday evenings. There are three trimester terms from early September through June of the academic year. The Master of Arts in Leadership program is based on the subject matter and approaches of the traditional liberal arts. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues and problems relevant to organizational leaders. A~~v~hi~ro's nrnoram r ~ r n c m i 7 ~that s today's leaders need a broad spectrum of abilities to provide them with a more comprehensiveunderstanding of their world. The Master of Arts in EducationLeadership program values the role that good educators play in the lives of students and operates from the belief that educators need to exercise leadership within the workplace without relinquishing the role of teacher. The program promotes leadership as a process, promotes productivity within and beyond the organization and works toward progress. The Master of Social Work at Augsburg offers two concentrations: Family Practice and Program Development, Policy and Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a developmental and holistic perspective. The Program Development, Policy and Administration concentrationhas been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. OTHER PROGRAMS Continuing Education Program Augsburg College offers selected courses through Continuing Education. Inquiries should be addressed to the Office of the Associate Dean for Academic Affairs. Canadian Program The Canadian Program was inaugurated in 1985with endowment from the Mildred Joel Bequest for Canadian Studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. uty involvement, increased awareness ~f the importance of Canadian/U.S. relaions, and provision of opportunities to earn directly from Canadians through visits md exchanges. For more information :ontact Milda K. Hedblom, Canadian ?rogram Coordinator. Elderhostel and College of the Third Age Augsburg College has a commitment to ifelong learning and is host to both Elderhostel and College of the Third Age xograms. For more information, contact the Academic Dean's office. Academic Information only in alternate years, students should also consult with departmental advisers when planning their academic program. Separate catalogs of courses are published by the Interim Office, Summer School Office, Weekend College Office and Graduate Program Office for those sessions at Augsburg, listing registration times and procedures. Specific information on registration and help with registration on another campus are available from these offices: Office of the Registrar -Science Hall 114, for Fall and Spring Terms Interim Office -Memorial Hall 230 I REGISTRATION Summer School Office -2222 Murphy Place A student must be registered for a :ourse to receive credit for it. Weekend College Office -2222 Murphy Place Full-time students normally register for four course credits per semester and one :ourse during Interim. Students registered for three or more course credits in a semester are classified as full-time students. To register for more than 4.5 course :redits, students must contact the Registrar's office to petition the Committee Dn Student Standing for permission. Graduate Program Office -2222 Murphy Place Although a student may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees also are harged for cancelling or adding courses or hanging grading option after the first five days of a semester. A joint class schedule is published each spring by the Associated Colleges of the Twin Cities, listing courses and their location at the five colleges for the following academic year. As some courses are offered Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. AU currently enrolled students may pre-register during the fall for the Spring Term and during the spring for the Fall Term. Class Confirmation (payment of fees) AU students must confirm their registration with a signature and final payment arrangements prior to the start of classes. Students who do not confirm their registration before the first day of classes (unless special arrangements have been made) will lose all classes. They may register and confirm during the first five days, but special late fees are assessed and added to their account. 59 Academic Information Withdrawal from College Former Students Students are urged not to abandon courses for which they are registered because this may result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Office of the Registrar. A Leave of Absence/Withdrawal from College form may be obtained in the Academic Advising Center or in the Office of the Registrar. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Student Standing Committee. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the Office of the Registrar. Former Augsburg students, readmitted to complete a degree after being away fror the college for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point o readmission. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete under the current catalog will require reevaluation of prior course work, including transfer credit, to determine applicability t current academic requirements. Leave of Absence The responsibility for seeing that all degree requirements are satisfied rests wit the student. Academic Advisers, Academil Advising Center, Department Chairpersons, the Assistant to the Dean for Academic Advising and the Registrar are available for counsel and assistance in program planning. Students may request a Leave of Absence for academic or personal reasons. A Leave of Absence/Withdrawal from College form must be picked up in the Academic Advising Center or the Office of the Registrar. It must be signed by Advising Center staff or authorized representative. The completed form must be submitt ~ to d the Office of the Registrar. A leave of absence may be granted for one term or one academic year. If an extension is needed, an updated Leave of Absence form must be submitted to the Office of the Registrar prior to the expiration of the previous leave of absence period or an application for readmission will be required. A student on leave of absence is responsible for keeping the Office of the Registrar informed of his or her mailing address. All deadlines for financial aid and housing must be observed by the returning student. A leave of absence does not defer payment of GRADUATION REQUIREMENTS Students who enter an academic program with a baccalaureate or higher degree should contact the Registrar's Offic about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 20: Admissions - Special Students (Second Degree). Each student must apply for graduation. Students should apply at the start of their last academic year to confirm remain ing graduation requirements. Application forms are available in the Registrar's Offic All degree and course requirements must be completed and verified in the Academic Information This quick reference checklist is an bbreviated version of the General Educaon Curriculum requirements for graduaon. As a summary, it is not comprehenive and cannot substitute fully for the ~mpletedegree requirements which begin n page 60. Students are advised to read erefully the full graduation requirements nd to consult frequently with their dvisers to ensure that all requirements are let for graduation. All new freshmen and all freshman nd sophomore transfer students must omplete the following requirements ,rior to graduation (transfer credit may pply to these requirements): 1 Complete the FYE Fall Orientation and Seminar. (Sophomore transfer students are exempt.) 1 Satisfy entry level skill requirements in Mathematics Writing Critical Thinking I Demonstrate proficiency in two different Lifetime Sports. 1 Achieve a Math Placement Group score of 111. 1 Complete 33 course credits. Of these: 11must be Upper Division (numbered 300 or above) Two must be Interim courses No more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A. ) ..............14 Music Education (B.M.) ........ .17 Music Performance (B.M.) . . . . . . .20 Music Therapy (B.S.) . . . . . . . . . . . .17 Physician Assistant (B.A.) . . . . . 19.5 Social Work (B.S.) .............. .15 Other maximums are described on page 55. O Completion of a major. 17 Maintain minimum grade point average. U Complete courses that fulfill the following Perspective Requirements: Three Christian Faith perspectives One City perspective Two Western Heritage perspectives from different departments One Human Identity perspective One Aesthetic perspective Two Social World perspectives, from different departments One Intercultural perspective Two Language perspectives, in other than your native language Two Natural World perspectives, from different departments unless a year-long sequence is taken C1 Complete courses that fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (These requirements may be met with courses in the major or perspectives.) Two courses in writing (one within the major) One course in critical thinking One course in speaking One course in quantitative reasoning Two lifetime sports 61 62 Academic Information - All transfer students (entering with 14 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): n Satisfy entry level skill requirements in writing. Demonstrate proficiency in two different Lifetime Sports. U Achieve a Math Placement Group score of m. Complete 33 course credits. Of these: 11 must be Upper Division (numbered 300 or above) Two must be Interim courses (The number of interim courses required may be adjusted for transfer students - consult your evaluation of transfer credit) No student will be permitted to count more than three courses from the same department in meeting perspective requirements. No more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A. ) ............. .14 Music Education (B.M) ......... . 1 7 Music Performance (B.M.) ...... .20 Music Therapy (B.S.) . . . . . . . . . . . .17 Physician Assistant (B.A.) . . . . . 19.5 Social Work (B.S.) .............. .15 Other maximums are described on page 63. O Completion of a major. Maintain minimum grade point average. Ei Complete courses that fulfill the following Perspective Requirements: Two Christian Faith perspectives (One Christian Faith perspective for transfer students entering with 24 or more course credits) One City perspective One Western Heritage perspective One Human Identity perspective One Aesthetic perspective One Social World perspective One Intercultural perspective Two Language perspectives, in other than your native language One Natural World perspective fl Complete courses that fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (These requirements may be met with courses in the major or perspectives.) One course with a writing component within the major One course with a critical thinking component One course in speaking One course in quantitative reasoning Academic Information :ontinuedfrom page 60 Registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Degree requirements include completion of a minim- number of credits, a major, the First Year Experience (FYE), a minimum GPA, residence, and general education courses. Requirements For Undergraduate Graduation: 1. Completion of 33 course credits At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13 course credits may be in one department, except in certain approved majors: Accounting (B.A.) - 14; Music Education (B.M.) - 17; Music Performance (B.M.) - 20; M9ic Therapy (B.S.) - 17; Physician Assistant (B.A.) - 19.5; and Social Work (B.S.) - 15. The course total must include two Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less Interim course than the number of years at Augsburg (but no more than two Interim courses are required). This is calculated on each transfer student's evaluation of transfer credits. No more than these maximums may be applied toward the 33 total course credits required: two Interim courses; two courses by independent/directed study; four courses of internship; and eight course credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two in the major except Elementary Education (two in the major plus student teaching) and Nursing (no P/N grading is pennit- ted); one in the minor if approved by the department chairperson. Interim courses taken that are not counted among the credit total for graduation requirements (extra interim courses) may still be counted for meeting perspective or graduation skills requirements. 2. Completion of a Major - Requirements for each major are listed under the departmental headings. 3. First Year Experience (FYE) -All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the FYE Fall Orientation and Seminar. See the program section on the First Year Experience for a full description. 4. Grade Point Average -2.0 for most majors. A minimum grade point average of 2.0 is required over all courses taken and specifically over all courses which apply toward a major or special program. Some majors, licensure and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details. 5. Residence - The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the Registrar if an official interpretation is needed. Some departments have a minimum number of courses which are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the department. 63 - Academic Information SKILLS COMPONENT Entry Level Skills Requirements The entry level skills tests are inventory assessments in: Writing Mathematics Critical thinking Placement in writing courses, math courses and critical thinking courses is determined by the assessments (see page 71.) Freshmen (all students entering Augsburg with fewer than seven college credit courses) and Sophomore Transfer Students having fewer than 14 courses: Take entry level skills assessments and satisfy requirements. If skill levels are deficient, students will be enrolled in the appropriate course or advised on preparation for retaking the respective tests. Students are required to take the assessments before registering for the second term and to have demonstrated removal of deficiencies by the end of their first year at Augsburg. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year. Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Freshman and Sophomore transfer students will be required to satisfy all the graduation skill course requirements. Advanced Transfer Students Transfer students who enter with 14 credits or more are exempt from critical thinking assessments. Those who have not passed the equivalent of ENG 111 Effective Writing course must take the entry level test in writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course. Advanced transfer students are required to satisfy all the graduation skill course requirements, except that only the writing component course within the majc is required. Math Requirement In order to graduate, students must tal the Math Placement exam and achieve a score placing them in Group III(college algebra skills). Students with an acceptable transfer mathematics course will have their placement level determined by the Registrar's Office. Students who have passed the College Board Advanced Placement Exam should consult the Mathematics Department. Math placemen is indicated on the Evaluation of Transfer Credit form for students who have transfe courses in college-level math. All students are required to have their Math Placement Group determined. The exam is given during college registration sessions and at other announced times during the year. Students needing to advance their Math Placement Group maj take the appropriate MAT course or study on their own and retest. Additional information about the Math Placement Exam is available from the Academic Advising Center. Academic Information Please note that all students must attain ~tleast Math Placement Group 111. In tddition, many courses have Math Placenent Group requirements. In particular, dIS 379,479; CSC 170,210; SOC 362; PHY -03; all MAT courses; and all courses with t Graduation Skill Component in Quantitaive Reasoning have at least Math Placenent Group III as,a prerequisite. In tddition, MIS 175 and introductory Physics :ourses have at least Math Placement ;roup I1 as a prerequisite. Students should ,efer to the course descriptions to check the dath Placement Group prerequisites for :ourses that they are interested in taking. Lraduation Level Skills General Education includes enhancenent of certain skills during the years in :ollege. Slulls related to writing, critical hinking, speaking and quantitative ,easoning are deliberate components of :ertain courses. Completion of the requisite :ourses with a minimum grade of 2.0 or P s required for graduation. Students are 'equired to have two courses with writing :omponents (at least one within the major) md one course each with critical thinking, ;peakingand quantitative reasoning :omponents. These courses can simultaleously satisfy skill requirements and paduation requirements for the major or ;enera1 education perspectives. All Writing Graduation Skill courses lave the prerequisite of ENG 111, all bantitative Reasoning Graduation Skill :ourses have the prerequisite of Math racement Group In, and all Critical b & i n g Graduation Skill courses have the >rerequisiteof passing the Entry Level Zritical Thinking Assessment. Lifetime Sports Two different lifetime sports are required. Students in the Day program who are not Health and Physical Education majors or in intercollegiate athletics may test out of one lifetime sport. Weekend College students may test out of two lifetime sports. Lifetime Sports are nocredit courses, are not counted as meeting Interim course requirements and are not included in the 33 course requirement. LIBERAL ARTS PERSPECTIVES The General Education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human being. The goals of the Perspectives are achieved through a variety of courses which have been approved as meeting the criteria established for each Perspective. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available from the Office of the Registrar. These choices are controlled by the following policies: 1. A student will choose a minimum of one course from each required perspective category. 2. No single course can fulfill the requirements in two or more categories. 3. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: Up to three courses in religion may be used to meet the perspective, "The Charac- 65 66 Academic Information - ter and Mission of Augsburg College: The Christian Faith." Up to two courses in a year-long sequence of approved natural science courses may be used to meet the perspective, "The Natural World." Up to two courses of the same modem language may be used to meet part of the perspective, "Intercultural Awareness." RATIONALE FOR PERSPECTIVES Augsburg, in its Mission Statement, declares the College exists "To nurture future leaders of service in the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." One way which the College seeks consciously to realize this Mission is through its General Education curriculum. The Augsburg faculty has designed a cohesive academic program incorporating general education, major courses, supporting courses and elective courses leading to the bachelor's degree. The core of the Augsburg curriculum is found in the liberal arts as expressed in the General Education component of the college curriculum which is divided under two headings: liberal arts perspectives and skills. The term "perspective" assumes that not only are we engaged in the search for truth, but that this requires the searcher to consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with traditional disciplines, but are understood in ways which encourage multi-disciplin- ary reflections on the questions at issue. They combine concerns about content with those of process and approach, directed ultimately to making the student a more effective learner and participant in society. The following requirements reflect the way in which Augsburg has chosen to view the liberal arts. Two of the four features of the Mission Statement are embodied in the General Education Perspectives: "The Character and Mission of Augsburg College: The Christian Faith and the City." These Perspectives emphasize that the College's affiliation with the Lutheran Church, its insistence on the value of knowing the approach which derives from the Christian roots of the College and its location in the city, deserve special consideration in Augsburg's educational program. The third feature - that Augsburg is a liberal arts institution - is also emphasized in the other General Education Perspectives. Certain dimensions of human life - of what it is to be human -form thc core of the required liberal arts experience. These overall perspectives on what it is to be human can themselves be studied from the vantage points of the various academic disciplines. Students need to learn about themselves, about what it is to be a person. Hence, the Perspective on Human Identity. But the person exists in both a social community and a natural world. Hence, the importance of the Perspectives on the Social World and the Natural World. Because the way in which we understand ourselves derives largely from our Western heritage, students need to learn about and reflect on sipficant aspects of this heritage. Thus, the Perspective on the Western Heritage. At the same time, to Academic Information focus on the West alone would be ethnocentric. We live in a global society. Hence the Perspective on Inter-Cultural Awareness. Attention to moral values is found not only in the Perspective on the Character and Mission of the College: the Christian Faith, but throughout the other perspectives as well. The Perspective on Aesthetic Values enables students to focus on aesthetic works created by themselves or others, which convey fundamental insights, express beauty and enhance life. Finally, the Mission Statement emphasizes that we are concerned with academic excellence. Tlus has a number of features, including the way we teach all the courses in General Education. Beyond this, academic excellence presupposes that students have the requisite skills to do college-level work. The General Education Requirements are couched in a context which pays attention to the skills of both incoming and graduating students. Entrylevel skill requirements in a number of critical areas, including reading, writing, mathematics and critical thinking, will be assessed and help given to students who need it. Graduation-level skills are also emphasized, so that students not only maintain but develop their skills during their Augsburg experience. The General Education Requirements provide a coherent way to address the Mission of Augsburg College. They are not the only way, neither do they guarantee that students who graduate from Augsburg possess the desired knowledge and character traits. What they do is provide a coherent description of the context in which we liberally educate students, a clear statement of expected outcomes and an opportunity for students to see and understand the complexity of what it is to be human and Christian in an urban set tin^. THE EIGHT PERSPECTIVE REQUIREMENTS Perspective: The Character and Mission of Augsburg College: The Christian Faith This Perspective focuses on Augsburg as a College of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in Scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theologcal concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. Christian Faith (CF 1, 2 and 3) Area 1 is biblical studies, Area 2 covers Christian theology and area 3 includes the study of values or religions outside the Christian faith. Three course credits are required to meet this Perspective except for the following: Transfer students entering with 14-23 course credits will be required to take two courses in the Christian Faith Perspective while registered at Augsburg. Transfer students entering with 24 or more course credits will be required to take one course in the Christian Faith Perspective while registered at Augsburg. Perspective: The Character and Mission of Augsburg College: The City This Perspective focuses on the College's location in the heart of a metropolitan area. From this Perspective, students should gain an understanding of and critically reflect upon the city with its diverse populations, cultural, govemmen- 67 - Academic Information tal and economic institutions, and opportunities and challenges. In addition, students should experience the community and should explore opportunities for service in the community. This requirement must be covered either by specific courses, by internship and education experiences or by designated or college approved non-credit experiences (such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by GST 209 seminar related to the perspective. The City (C) One course credit or experience is required to meet h s Perspective. Perspective: Western Heritage This Perspective is intended to help students critically examine themes (found, for example, in literature, philosophy and the arts) and events that have historically shaped Western civilization. Attention should be paid to the contributions of and to critiques of Western thought by women and ethnic minorities. Western Heritage (WH 1 and 2) Two course credits from different departments are required to meet this Perspective. One course is required to meet this Perspective for transfer students entering with 14 or more course credits. Perspective: Human Identity This Perspective is intended to help students view themselves as persons, men and women with unique abilities, values, beliefs, experiences and behaviors. Human ldentity (HI) One course credit is required to meet Perspective: Aesthetics Aesthetic creations convey fundaments insights and values, express beauty and enhance life. This Perspective focuses on aesthetic qualities in artistic expressions by oneself and others. Aesthetics (A) One course credit is required to meet this Perspective. Perspective: The Social World This Perspective is intended to help students learn to identify, examine and critique social, economic or political systems: to understand how and why such systems develop, to see the connections among these systems and to use this knowledge as a participant in society. Social World (SW 1 and 2) One course must focus on current theories and methods of a social science. Two course credits from different departments are required to meet this Perspective. One course is required to meet this Perspective for transfer students entering with 14 or more course credits. Perspective: intercultural Awareness This Perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students critically reflect upon ways their own cultural biases operate when confronting other cultures. They should become better able to communicate with persons of other cultural backgrounds partially by being introduced to a specific culture other than European or mainstream North American cultures. In addition, students are to gain entry Academic Information 69 md read a language other than their native language. For this part of the Perspective, students are required to have jemonstrated proficiency in a modem ianguage or American Sign Language for nearing students. The modem language requirement will 3e determined by assessing previous 2xperience and subsequent placement. Intercultural Awareness (IA 1) The study of a specific, non-Westem :ulture and how that culture has shaped the world. One course credit is required to meet this part of the Intercultural Awareness Perspective. (IA 2 and 3) Study of a modem language other than khe native tongue. Up to two course credits ~f a beginning language or one at your placement level is required. Students with previous language study should contact an ldrnissions counselor or the Registrar's 3ffice for placement information. Students whose native language is not Enghh should :ontact the Academic Advising Center. Modem Language Course Placement Experience or Requirement ,-. Lollegelevel -none :0-2 semesters in High School) 111,112 Zollege level - 111 :3-4 semesters in High School) 112 Zollege level - 112 :4-6 semesters in High School) 211 Zollege level - 211 :7 semesters in High School) 212 Zollege level - 212 :8 or more semesters in High School) No course required Students who are required to complete two semesters of modem language must complete the requirement with sequential courses in the same language. Hearing students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled IA-2 and IA-3 Perspectives. Perspective: The Natural World This Perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. Natural World (NW 1 and 2) Two course credits from different departments are required to meet this Perspective unless an approved one-year sequence is taken. One course is required to meet h s Perspective for transfer students entering with 14 or more course credits. EXPLANATION OF GRADES Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports and other types of evaluation also are used. Most courses are offered with grading options - traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the P/N option are cautioned: 2 Academic Information In order to receive a grade of P, a student must achieve at least a grade of 2.0. 1.0 Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C". 0.5 0.0 P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. See P/N limitations under Graduation Requirements, page 63. Certain courses have restrictions and are offered on one grading system only (i.e., Lifetime Sports are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. All changes in grading option that are made after initial registration require the signature of an adviser or the instructor. Numeric Grades Numeric grades are used with these definitions: 4.0 3.5 3.0 2.5 2.0 Achieves highest standards of excellence Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. An incomplete grade (I) may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission of the instructor oj the course; must file a form stating the reasons for the request, the work required to complete the course, the plan and date for completing the work with comments from the instructor; and must file the form with the Office of the Registrar. If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0. Internships, Independent Studies and Directed Studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. If the course is not complete, a grade of 0.0 will be assigned. Academic Information A course in which a grade of 0,0.5,1.0, 1.5, or N has been received may be re2eated for credit. Courses in which higher yades have been earned may not be aepeated for credit and a grade, but may be iudited. All courses taken and grades 2arned each term remain on the academic .ecord. O n y the credits and grades earned he second time, for legitimately repeated :ourses, are counted toward graduation md in the grade point average. A course is given a grade of W when it s dropped after the deadline for dropping :lasses without a notation on the record. Iuditing Courses Students who wish to take courses ~ i t h o ucredit t or grade may do so by .egistering for Audit (V). Full-time itudents may audit a course without :barge. The charge for part-time students is isted under College Costs in the Financing four Education section on page 22. The jignature of the instructor is required to .egister an audit. Students who audit a :ourse should confer with the instructor vithin two weeks of the beginning of the , e m to determine expectations, attendance md any other requirements. If expectations lave been met, the course will be listed on he transcript as having been audited. If :xpectations have not been met, the :ourse will be listed with a grade of W Withdrawn). kade Point Average The grade point average (GPA) is )ased on final grades for all work at lugsburg. It does not include credit and ~ a d points e for work transferred from )her colleges. Courses taken on the P/N ;rading option are recorded, but not :omputed in the GPA. The formula for :om~utinethe GPA is: GPA = Total grade points divided by number of courses taken.* *Courses with 0 to 4 grade assigned Classification Students are classified in August and at the end of the Fall and Interim terms. Sophomores - Seven courses completed. Juniors - 16 courses completed. Seniors - 24 courses completed. International Baccalaureate Program (IB) Courses earned from the International Baccalaureate Program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the Registrar's Office. ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: 1)it is relevant to course work in a field of study within the Augsburg liberal arts curriculum, and 2) it can be objectively demon- 71 72 Academic Information - strated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recogrution. The following is a brief description of each of these means of assessment: Advanced Placement Program Test (AP) - Advanced placement in courses beyond the beginning level is granted to students with scores of 3,4 and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. The College Level Examination Program (CLEP) - This is a series of standardized tests which have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the Office of the Registrar and the Academic Advising Center. Departmental Comprehensive Exams - These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental instrument available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student's request to take the exam. Credit for departmental exams is available on a pass/ no credit basis only, and there is a charge per exam of one-half of tuition for a full course credit. The Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student's previous learning, the faculty team applies the following criteria: There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed and/or systematic study of content material found within liberal arts course work. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses/credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process no be used when four or fewer courses remair for graduation. There is an application deposit to initiate the credit assessment process, and a charge for each semester Academic Information credit applied to the student's transcript if credit is approved. Credit is available on a pass/no credit basis only. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of course credits applied to graduation. These credits will be recorded with the course number of APL 2xx. Application of this credit toward the Liberal Arts Perspective requirements, Upper Division requirements and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning -While Augsburg College recogruzes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the four assessment processes available in the APL program: AP exams, CLEP exams, departmental comprehensive exams and credit granted through portfolio assessment. English as a Second Language (ESL) Program Students who declare a language other than English to be their primary language or who are citizens of another c o w must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Develoumental writ in^. or ENG 111 Effective Writing will be determined by their scores on the Michigan test (80-100 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade eamed in the class will determine whether additional ESL course work is required. Usually a score of 80 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. All students whose native language is not English must stay enrolled in ENG 217/218 until such time that they pass ESL placement test at 80 percent or higher. The ESL course can only be counted twice in the total number of courses required for graduation. Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation. 1 ACADEMIC PROGRESS, PROBATION AND DISMISSAL The College requires that students maintain the following cumulative grade point averages (GPA): Freshman -A student who has taken fewer than seven courses with a cumulative GPA of 1.6 or higher Sophomore -A student who has taken fewer than 16 courses with a cumulative GPA of 1.7 or higher Junior- A student who has taken fewer than 24 courses with a cumulative GPA of 1.9 or higher Senior - A student who has taken 24 or more courses with a cumulative GPA of 9 n -- L:-L-- 73 2 Academic Information It should be noted that a minimum GPA of 2.0 is required for graduation with certain majors requiring a higher minimum GPA. decision within 10 days to the Committee on Student Standing. Students whose academic achievement falls below these guidelines will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program's calendar (i.e., crossover courses taken in a Weekend College trimester term by a day program student or in a semester term by a Weekend program student) are not calculated when determining the Dean's List. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. Students may be removed from probation when the cumulative GPA reaches the minimum levels stated above. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the Dean's List Qualification for Commencement Augsburg College has one commencement ceremony per academic year in the month of May. Undergraduate students who will not have met degree requirement$ by the end of the Spring Term may quahfy to participate in commencement if: 1) no more than 3 course credits/requirements will remain in their program at the end of the Spring Term, and 2) the remaining requirements will be completed in the Summer or Fall Terms following participation in commencement. Candidates for graduation who will complete Summer or Fall Terms will be noted as such in the commencement program. Academic lnformation Veterans of Military Service Augsburg is approved by the State Approving Agency for Veterans Education. Veterans should consult with the Office of the Registrar about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Adrninistration regarding repayment of educational assistance funds received. I FOUR YEAR ASSURANCE PROGRAM This program applies to students who enter the Day School schedule as full-time freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years - if they maintain continuous full-time enrollment for four years, maintain a 2.0 GPA and follow advising guidelines - or they will receive the remaining required courses free of additional tuition. A few professional majors are excluded from this program. Students must complete a formal advising agreement with the College by the end of their sophomore year (16 course credits are completed) in order to qualify. Contact the Academic Advising Center for details. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974, as amended (FERPA) provides certain rights to students regarding their education records. Each year Augsburg College is required to gyve notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to Inspect and Review Education Records - You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Right to Request Amendment of Education Records - You have the right to seek to have corrected any parts of an education record whch you believe to be inaccurate, misleading or otherwise in violation of your right to privacy. Tlus includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to Give Permission for Disclosure of Personally Identifiable lnformation You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. Right to withhold Disclosure of "Directory Information" -FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the "Directory Information" listed below. Please consider very carefully the consequences of any decision by you to withhold "Directory Information." Should you decide to inform Augsburg College not to release "Directory Information," any future request for such information from persons or organizations outside of Augsburg College will be refused. 75 2 Academic Information "Directory Information" includes the following: The student's name; The student's address; The student's telephone number; The student's date and place of birth; The student's major field of study; The student's participation in officially recognized activities and sports; The student's degrees and awards received; The weight and height of members of athletic teams; The student's dates of attendance; The most recent previous educational agency or institution attended by the student; and The student's photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. Forms for withholding disclosure of "Directory Information" are available from the Registrar's Office. If the completed form is not received by the Registrar prior to Sept. 15, it will be assumed that all "Directory Information" may be disclosed for the remainder of the current academic year. A new form for withholding disclosure must be completed each academic year. Right to Complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, Department of Education, 600 Independence Ave. S.W., Washington, D.C. 20202, concerning Augsburg's failure to comply with FERPA. Right to Obtain Policy: -You have the right to obtain a copy of the written Augsburg policy regarding FERPA. A copy may be obtained in person from the Registrar's Office. A \ s a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses which make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education and to give students the opportunity to study areas of particular individual interest. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach and requirements for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered Fall and/or Spring terms unless otherwise indicated. The Schedule of Classes published by the Associated Colleges of the Twin Cities (ACTC) each spring lists offerings and locations for Fall and Spring terms. Since some courses are offered alternate years, it is important that the student review with an adviser to ensure that all requirements can be met. Descriptions and schedules for courses offered in January Interim, Summer School, Augsburg Weekend College and the Master of Arts in Leadership, Master of Arts in Education-Leadership and the Master of Social Work programs are published in separate catalogs. Credits A full course is offered for one course credit. A few fractional courses, for one-half or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods a week, in addition to laboratories. Numbering Courses numbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Every department offers opportunities Departments and Programs 79 course description and process for registering is normally the same for each department. Some departments have additional statements and that will be found in the departmental course listing. INTERNSHIPS Registration for Internships consists of the following steps: 1. Obtain the Internship Registration Permission Form from the Internship and Cooperative Education Office and secure the signatures of the faculty supervisor and director of Internships and Cooperative Education. 199 399 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may preregister without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available from the Internship and Cooperative Education Office) must be negotiated with the faculty member responsible for grading the experience and the work supervisor. The completed original is turned in to the Internshp and Cooperative Education Office, with copies made for the faculty, supervisor and student. lnternship A work or service-based learning experience at the sophomore level in whch a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the term/ registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register. lnternship A work or service-based learning experience at the junior-senior level in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of the discipline with the opportunitiesinherent in the placement. Participation in a concurrent seminar is often expected. Prior to the b e p n i n g of the term/ registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register. DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an Instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured from the instructor and the department chairperson in writing before the term in which the study is undertaken. 499 Independent StudyIResearch An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured from the instructor and the department 8o - ACCOUNTING See listing under Business Administration and Management Information Systems. AMERICAN INDIAN STUDIES See listing under Interdisciplinary Studies. & t is important as a field of study for our time. Our survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity does involve manual skill, although to become broadly significant it should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education and science. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines and attitudes. At Augsburg, art study is further enhanced by associations with a sipficant number of art galleries and museums in the Twin Cities area. Art Faculty Kristin Anderson (Chair), Norman Holen, Philip Thompson Studio Art Major Majors are required to begin their programs with the Studio Arts Foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I Art or ART 225 Communication Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Five additional studio arts courses ART 240 Art History Survey And two additional art history courses Senior studio majors must participate in at least one exhibit during their final year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher Licensure requirements. Art History Major Eight art history courses including: ART 240 Art History Survey ART 388 19th and 20th Century Art Two studio courses: ART 102 Design or ART 107Drawing ART 118 Painting I or ART 221 Sculpture Honors Majors GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the Department Chair before the last tern of the senior year. Studio Art Minor Five courses including ART 240, ART 107 and three additional studio courses. Art History Minor Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. I STUDIO ART FOUNDATIONS Note: All studio courses require work outside of class sessions. 9RT 102 Design A study of design as the unify~ngfoundation for the visual arts. Two- and three-dimensionalprojects demonstrating the use of the basic design elements and principles. 9RT 107 Drawing Drawing in graphite pencils, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimentalwork. 81 - ** Art STUDIO ART ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the Department. ART 106 Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. ART 118 Painting I Introduction to painting media and technique in acrylic and oil. ART 132 Photography The camera used as a tool for visual creativity, expression and communication with attention to black and white photographic processes. Students need access to a 35 mm, single lens reflex camera. Materials will cost approximately $200-225. ART 221 Sculpture I An introduction to sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, and plexiglass. Learn to model, carve, cast, weld and assemble the respective media. ART 223 ART 224 Print Making I An introduction to traditional and experimentalmedia and methods of printing. Intaglio, relief, stencil and mono methods are explored. Publication Design An introduction to basic publication formats and production using electronic layout software, emphasizing principles and tools of typography, layout and color. ART 225 Communication Design I An introduction to the principles and techniques of graphic design. Students will use the computer to develop their visual communication skills as they create designs using typography, symbols, logos and illustrations. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Other content includes poetry, dance, mythology, ritual, religion and drama of many American Indian tribes. Students will produce various art projects in weaving, basketmaking, pottery, jewelry, sculpture or prints. ART 306 Calligraphy II Advanced work in calligraphic media and design. Art 83 ART 330 ART 351 Communication Design II An advanced study of graphic design using the computer to create visual communications for the print medium. (Prereq.: ART 225) Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and a continuation of glazing. (Prereq.: ART 250) ART 355 Painting II Advanced study of painting. (Prereq.: ART 118) ART 360 Watercolor Painting Design concepts using descriptive and experimental techniques in transparent watercolor. ART 368 Print Making II Advanced work with color and composition in various media, including silk-screen, etching and woodcut, including Japanese woodcut technique. (Prereq.: ART 223) ART 478 Sculpture II Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, and plexiglass. (Prereq.: ART 221) ART HISTORY ART 240 Art History Survey A survey of art of the Westem world from prehistoric to modem times. Includes reading, research, viewing of slides and visits to museums. Note: Thefollowing courses are offered intermittently, usually two or three sections a year. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts and the work of Native American women. (Prereq.:ENG 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the 4th century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture and architecture in Europe. (Prereq.: ENG 111) ART 387 Renaissance and Baroque Art European painting, sculpture and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) - Art ART 388 19th and 20th Century Art European painting, sculpture and architecture from Neoclassicism through the present. (Prereq.: ENG 111) ART 389 American Art A study of early colonial through contemporary American art, architecture and folk arts. Internships and Independent Study Courses: ART 199 Internship See description on page 79. ART 299 Directed Study See description on page 79. ART 399 Internship See description on page 79. ART 499 Independent StudyIResearch See description on page 79. ASIANSTUDIES See listing under East Asian Studies. B iolow is the study of life and it is natural that we, as contemplative living zreatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the tarth is filled with an enormous variety of living organisms. Since humans are a part 3f the biological world, an understanding ~f the basic biologcal processes common to 311 organisms, as well as those features which are unique to humans, is essential to ~ttainself-understanding - and to provide a basis for wise decisions. -< Even the simplest organisms are incredibly complex and a complete understanding of even one of these has, as yet, eluded biologsts, even though some ~rganismshave been subjected to years of intensive scrutiny. Biology will thus zontinue to be a fertile field for research for many years to come. Still, in recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, 3griculture and food science. Because a complete understanding of 2iological systems depends on applications ~f the principles of physics and chemistry, 3 firm background in the physical sciences is also important, to support the student's xoad-based understanding of biology. For many, an undergraduate major in 2iology serves primarily as a basis for hrther study. Augsburg graduates have 3one on to further studies in the Life ;ciences, leading to careers in college or miversity teaching, basic and applied research, and public health. Others have mtered professional programs in medicine, veterinary medicine and dentistry. Other graduates have gone directly into a variety of careers, including secondary education and laboratory technology. Biology Faculty Esther McLaughlin (Chair),William Capman, Mary K. Chelberg, Robert Herforth, Dale Pederson 5 e n Major Nine courses including: BIO 113 General Biology BIO 114 General Biology BIO 215 Introductory Cellular Biology and at least one from each of the five following groups: I. BIO 351 Invertebrate Zoology BIO 352 Comparative Vertebrate Zoology BIO 473 Animal Physiology 11. BIO 361 Plant Biology BIO 440 Plant Physiology 111. BIO 355 Genetics BIO 481 Ecology IV. v. BIO 471 Advanced Cellular and Molecular Biology BIO 474 Developmental Biology BIO 367 Biochemistry BIO 476 Microbiology The ninth course may be any Upper Division biology course, including an Interim course. BIO 491 Seminar (non-credit) is required of all juniors and seniors. 86 Biology - Required Supporting Courses CHM 1051106 Principles of Chemistry or CHM 1151116 General Chemistry CHM 223 Elementary Organic Chemistry or CHM 3511352 Organic Chemistry PHY 116 Introduction to Physics or PHY 1211122 General Physics Math Placement Group IV a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Students should consult the pre-medical adviser in the department for information specific to medical school application. Graduate and Professional Training GPA of 3.5 in biology and 3.0 overall, active participation in seminar, one course of approved Independent Study with an oral defense of the research report. Application should be made no later than the first term of the senior year. Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements which should be discussed with an adviser in the department. Minor Teaching Licensure Major Five courses, including BIO 113,114 and three Upper Division courses; CHM 105/106 or CHM 115/116. The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to iden* current Minnesota teacher licensure requirements. Honors Major In planning their courses of study, students are encouraged to work closely with members of the Biology faculty. Normally both General Biology and Principles of Chemistry (or General Chemistry) should be taken in the first year, and Introductory Cellular Biology and Organic Chemistry in the second year. Pre-medical Biology Major The same as the biology major, including a two-semester sequence in physics and Cooperative Education The Department works with the Cooperative Education Office in identifying and defining Co-op Ed experiences in laboratories and other settings in the Twin Cities. Students interested should consult with the Biology Department Cooperative Education Coordinator. Biology 87 BIO 101 Human Biology An introduction to basic biological principles with a human perspective. Includes discussion of the molecular and cellular basis of life, genetics, organ systems, and human impact on the environment. (Three hours lecture. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Three hours lecture, three hours laboratory. Does not apply to the major or minor. Spring) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 105 Biology and Society The biological basis for problems facing society, such as pollution, genetic engineering, AIDS, extinction, global warming, hunger, cancer. (Three hours lecture. Does not apply to the major or minor. Spring) BIO 113 General Biology - lntroductory Organismal Biology An introduction to organismal biology for science majors, including diversity, physiology, and structure. BIO 113 and 114 must be taken in sequence except by permission of instructor. (Three hours lecture, four hours laboratory. Fall) BIO 114 General Biology - lntroductory Genetics, Evolution & Ecology An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113 and 114 must be taken in sequence except by permission of instructor. (Three hours lecture, four hours laboratory. Spring) BIO 215 lntroductory Cellular Biology An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in 223 or 351. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 113,114. Fall: alternate years) BIO 353 Comparative Vertebrate Zoology Vertebrate phylogeny approached by comparative study of structure and function of the major organ systems. (Three hours lecture, three hours .. --- . 88 Biology - BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three hours lecture, four hours laboratory. Prereq.: BIO 215. Fall) BIO 361 Plant Biology A survey of the major groups of algae, fungi and plants, including the study of structure, physiology, life histories and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 113,114. Fall '96, Spring thereafter) BIO 367 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three hours lecture. Prereq.: BIO 215, CHM 223 or 352. Fall) BIO 440 Plant Physiology A consideration of the process involved in photosynthesis, growth, development and water relations in plants including the relationship of process to structure and life history. (Three hours lecture, four hours laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, maintenance of cellular compartments, cell-signaling, cell cycle, and cytoskeleton-extracellularmatrix interactions. (Three hours lecture, four hours laboratory. Prereq.: BIO 215. Spring) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor. Fall) BIO 474 Developmental Biology A consideration of the physiological and morphological changes which occur during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 215. Spring) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, indus- trial and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, three hour laboratory, one hour tutorial. Prereq.: BIO 215. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 215, MPG IV.Fall) BIO 491 Biology 89 Seminar (.O course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) Internships and Independent Study Courses: BIO 199 Internship See description on page 79. (Prereq.: BIO 113,114) BIO 299 Directed Study See description on page 79. BIO 399 Internship See description on page 79. (Prereq.: BIO 215) BIO 499 Independent StudyIResearch See description on page 79. (Prereq.: BIO 215) INFORMATION SYSTEMS- BUS, ACC, 0 ur mission is to prepare students for professional careers in business or for paduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The Department fosters close ties with the corporate community which provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty MIS major there are four specializations: Marketing, Management, Finance, and Jntemational Business. Within the Account ing major there are three specializations: General Accounting, Public Accounting, and Managerial Accounting. Graduation Requirements To graduate without intentionally taking courses in excess of the minimal number required (see page 63), students must avoid taking too many electives or exceeding the 13-course limit per academic department. Courses designated as ACC, BUS, and MIS are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Arnin Kader (Chair, International Business Coordinator),John C. Cerrito (Management Coordinator), Steven J. LaFave, Lori L. Lohman, Fekri Meziou (Marketing CoordiTransfer Students nator), Thomas Morgan, Milo A. Schield (Finance Coordinator),Magdalena M. Transfer students must complete at Paleczny-Zapp, Kathy Schwalbe (MIS least four of the Upper Division courses Coordinator), and Stuart M. Stoller required in the major at Augsburg or (Accounting Coordinator). obtain an exemption from the Department. Transfer courses must be approved by the Department. Courses taken more than 10 years ago will not be accepted. Majors Advisina J The Department of Business, Administration, Accounting and MIS offers three majors: Business Administration (BUS), Accounting (ACC), and Management Mormation Systems (MIS). Specializations Within the Business Administration Students who plan to major in Business Administration, Accounting or MIS are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel mninrc nn their r n r ~ ~ rnccict c mainrc in Business Administration 2btaining internships or jobs, and provide letters of recommendation for prospective 2mployers or graduate programs. Internships Students are strongly encouraged to work with the Cooperative Education and Department faculty to obtain an Internship :BUS/ACC/MIS 399) during their junior or T he major in Business Administration xepares students for professional careers n business administration or for graduate studies. The four specializations within this najor share a common business core. This :ommon core provides students with a >roadfoundation so they can readily adapt :o internal changes in interests and goals md to external changes in circumstances md opportunities. 3usiness Core LO courses including: 3CO 112 Principles of Macroeconamics J ICO 113 Principles of Microeconomics v VIIS 175 Principles of Computing f o r d Business 2CC 221 Principles of Accounting I fl 4CC 222 Principles of Accounting I1 3US 242 Principles of Management 3US 252 Principles of Marketing vIIS 379 Quantitative Methods for Business and Economics 3US 301 Business Law 3US 331 Financial Management senior year. Although an Internship counts as part of the 13 courses allowed in the major, students may petition for an exception. An Internship may satisfy the perspective on the City. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Consult your adviser on this matter. Specialization in Marketing Business core plus 3 courses: BUS 352 Marketing Research and Analysis BUS 355 Marketing Communications or BUS 357 Advertising BUS 450 Marketing Management Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Operations Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I BUS 433 Financial Theory: Policy and Practice BUS 438 Investment Theory and one of the following: ECO 311 Public Finance ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 315 Money and Banking MIS 479 Intermediate Quantitative Methods for Business and 91 92 Business Administration - Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management BUS 466 International Marketing and one additional in either BUS 362 International Business or ECO 360 International Economics. Students must also complete three semesters of a foreign language (or equivalent).The language requirement may be waived for international students. Contact the International Business Coordinator for details on language equivalents or other configurations. Combined Major in Business Administration and Economics 11courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other Upper Division Economics course ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics BUS 242 or BUS 331 Financial Management and one other Upper Division Business Administration, Accounting or MIS course Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the Department Chair. Minor in Business Administration Six courses including: ECO 112 or ECO 113, ACC 221 and 222, BUS 242 and 252, BUS 331 or MIS 379. This minor is automatically completed while completing a major in Accounting or MIS. Minor in International Business Six courses including: ECO 112 or ECO 113, ACC 221, BUS 242 or BUS 252, and three courses in International Business (one may be in International Economics). Students should consult the area coordinator concerning acceptable alternatives in International Economics. Principles of Management Development of the theory of management, organization, staffing, planning and control. The nature of authority, accountability and responsibility; analysis of the role of the professional manager. BUS 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing channel and pricing decisions. BUS 295 Topics T PC-IIITPC dicrii~cinn<m e ~ t i n with v ~ members nf the staff or visiting - Business Administration faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) IUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizationsunder the Uniform Commercial Code. IUS 302 Business Ethics Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or jr/sr standing) IUS 331 Financial Management Topics related to theory of acquisition, fund allocation and management, sources and uses of long and short-term funds, capital cost/budgeting, leverage, dividend policy. (Prereq.: ECO 113, ACC 222) IUS 340 Human Resource Management Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) IUS 352 Marketing Research and Analysis Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252,357, ECO 113, or consent of instructor) IUS 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note: Either 355 or 357 can be taken for graduation credit but not both. IUS 368 IUS 433 Advertising An introduction to print and broadcast advertising and promotion as important elements in modem marketing and communications. Note: Either 355 or 357 can be taken for graduation credit but not both. International Business Introduction to problems/possibilities and appreciation of perspective required for successfully doing business in an international context. (Prereq.: ECO 112 or 113, and BUS 242 or 252, or consent of instructor. Spring) Responding to the Challenge of Japan An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: Junior standing or consent of instructor) Financial Theory: Policy and Practice A system's approach to financial structure and policy. Emphasis on decision making, presentation through literature, readings, lectures and case material. (Prerea.:BUS 331. ACC 322) 93 - 94 Business Administration - BUS 438 Investment Theory Appraisal of the risk/return relationships of various types of securities: extensive coverage of capital markets and portfolio management. (Prereq all core courses or consent of instructor) BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss -its identification, measurement and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379) BUS 440 Operations Management Concepts and principles related to the management of operating functions. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) BUS 450 Marketing Management Integration of marketing with other business functions; marketing management and decision-making, planning marketing programs, channels of distribution, pricing, product selling promotion policies. (Prereq.: BUS 352 and either BUS 355 or 357) BUS 465 International Management Private sector manager's perspective of national/intemational institution and strategies, structure, practices and effects of a national corporation in the world today. (Prereq.: BUS 242. BUS 362 is recommended) BUS 466 International Marketing This course examines those issues and activities unique to marketing in a international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: BUS 252,362) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) lnternships and Independent Study Courses: BUS 199 Internship See description on page 79. BUS 299 Directed Study See description on page 79. BUS 399 Internship See description on page 79. BUS 499 Independent StudyIResearch See description on page 79. In. he major in accounting prepares tudents for professional careers in a wide rariety of accounting-related positions. 'his major has three tracks: General iccounting, Professional Accounting and vlanagerial Accounting. The General iccounting specialization is adequate for a vide variety of positions. The Professional iccounting track includes two specializaions: public accounting and managerial :ccounting.The public accounting specialzation is recommended for positions with :PA firms. The managerial accounting pecialization is recommended for positions vith large or rapidly-growing companies. The two professional specializations elate to two professional designations: the 3PA and the CMA. A Certified Public iccountant (CPA) focuses on external eporting; a Certified Management iccountant (CMA) focuses on internal eporting. The public accounting specialzation includes the materials emphasized )n the CPA exam; the managerial specialzation includes the materials emphasized In the CMA exam. Both the CPA and CMA lesignation have an experience requirenent in addition to passing the national !xam. Under the rules of the Minnesota itate Board of Accountancy, Accounting najors in the Public Accounting specializaion are qualified to sit for the CPA :xamination during their last semester. iccounting Core 4 courses are required for this major (an lxception to the 13-course limitation) ncluding: T O 112 Principles of Macroeconomics 3C0 113 Principles of Microeconomics dIS 175 Principles of Computing for ~usiness BUS BUS ACC ACC MIS 242 252 221 222 379 BUS 301 BUS 331 ACC 322 ACC 323 ACC 324 ACC 425 Principles of Management Principles of Marketing Principles of Accounting I Principles of Accounting I1 Quantitative Methods for Business and Economics Business Law Financial Management 2 Accounting Theory and Practice I Accounting Theory and Practice I1 Managerial Cost Accounting Advanced Accounting Students are encouraged to take the courses in the sequence given above. Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting Core (14 courses) plus ACC 326 Tax Accounting and 423 Auditing. Specialization in Managerial Accounting Accounting Core (14 courses) plus ACC 424 Internal and Operational Audit and MIS 375 Management Information Systems in the Organization. Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. hterested juniors or seniors should contact the Department Chair. Minor in Accounting Six courses including: ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175,379, ECO 112 or 113. This minor is recommended for majors -- . . - 2 Accounting ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of 221. Introduction to business activities, accounting for corporations.Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS 242,252, MIS 379, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112,113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA's role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal and Operational Audit Integrating the business arts of accounting, finance, management, marketing and MIS to incorporate and learn the techniques of internal and operation auditing using problem-solving. (Prereq.: ECO 113, ACC 221, 222, BUS 242,252,331, MIS 175,379) ACC 425 ACC 495 - Accounting 97 Advanced Accounting Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 ACC 299 ACC 399 ACC 499 - Accounting for business combinations, consolidations, governmental accounting, partnership accounting and fund accounting. (Prereq.: ACC 323) Internship See description on page 79. Directed Study See description on page 79. Internship See description on page 79. Independent StudyIResearch See description on page 79. T he major in Management Information Systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from Computer Science, Mathematics, Economics, Business and Accounting, as well as from MIS. Management Information Systems Major 16 courses including: A. Six courses in Economics, Business and Accounting: ECO 113 Principles of Microeconomics BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II B. Three courses in Mathematics and Computer Science: CSC 170 Structured Programming MAT 121 Finite Mathematics or any higher level math course and one of the following: CSC 210 Data Structures CSC 270 FORTRAN CSC 271 COBOL CSC 272 UNIX and C C. Seven courses in MIS: MIS 175 Principles of Computing for Business or CSC 160 Introduction to Computer Science and Communications MIS 370 Advanced Computing for Business or CSC 352 Data Base Management and Design MIS 375 Management Information Systems in the Organization MIS 379 Quantitative Methods for Business and Economics MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects and one of the following: MIS 376 Project Management MIS 479 Advanced Quantitative Methods for Business and Economics ECO 318 Management Science CSC 340 Introduction to Networking and Communications Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the Department Chair. Minor in MIS Seven courses including: MIS 175 or CSC 160, ACC 221, BUS 242 or BUS 252, MIS 370 or CSC 352, MIS 375, ECO 113 and one of the following: MIS 376 475,479 or ECO 318 Mathematics Placement Croup (MPC) Requirements MIS 175,370,379,479, CSC 170,210 and all 100 level Math courses have Placement Group requirements. Since all majors in Business, Economics and MIS must take MIS 379, they all must have at least MPG III. MIS MIS 175 Principles of Computing for Business An introductory course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, PowerPoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with a strong computer background are encouraged to take MIS 370 instead of M E 175. (Prereq.:MPG 11) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of Management Information Systems. MIS 370 Advanced Computing for Business This course provides more in-depth use of business software like Excel, Access, and the World Wide Web. Students will also learn to program Windows applications using tools like Visual Basic. (Prereq.: MPG III, MIS 175 or CSC 160 or strong computer background) MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic uses of information systems, business process re-engineering, understanding the technology architecture and information systems resources. (Prereq.:ACC 221, BUS 242 or 252, and one computer course such as MIS 175,370, or CSC 160) MIS 376 Project Management Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.:ACC 221, BUS 242, MIS 175 or 370.) MIS 379 Quantitative Methods for Business and Economics An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation and hypothesis testing with emphasis on applied problems in business and economics. (Prereq.: MIS 175 and either Math Placement Group III or a grade of at least 2.0 in MAT 104) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 375 and 370 or CSC 352) MIS 476 Information Systems Projects Using skills developed in MIS 376 and 475, generate a complete and 99 loo MIS MIS 479 Intermediate Quantitative Methods for Business and Economics Utilize computer packages relevant to statistical analysis. Areas of interest include statistical descriptions, analysis of variance and statistical inference plus linear models, queuing models and Monte Carlo simulations. (Prereq.: MIS 379) , Internships and Independent Study Courses: MIS 199 Internship See description on page 79. MIS 299 Directed Study See description on page 79. MIS 399 Internship See description on page 79. MIS 499 Independent Study/Research See description on page 79. c hemistry is the science of the changes in matter, examining those changes and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science because matter includes the entire physical world such as the things we use, the food we eat and even ourselves. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems, and also capable of providing a public understanding of their work including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the General Education Curriculum is imperative if a chemist is to be both truly human and truly scientific. The Department is on the List of Approved Schools of the American chemical Society (ACS) and offers a chemistry major which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: *To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. *To provide programs of study for professional goals in addition to the traditional positions as chemists. *To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field however that may change after graduation, and be able to move into new areas as opportunities arise. *To encourage students to take a broad view of their education and to seriously study areas outside of the sciences. *To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Joan C. Kunz (Chair), John J. Carroll, Arlin E. Gyberg, Sandra L. Olmsted BACHELOR OF ARTS Graduation Major in Chemistry CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar and one additional course from: CHM 364 Physical Chemistry CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry CHM 483 Quantum Chemistry lo* - Chemistry BIO 367 Biochemistry Also required: PHY 121,122 General Physics I, I1 MAT 145,146 AUGMENT Calculus I & I1 or one year of calculus Because Upper Division courses have mathematics and physics prerequisites, students should plan to take MAT 145,146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to idenfdy current Minnesota teacher licensure requirements. Pre-Medical Chemistry Major The same as the Graduation Major. In addition, medical schools expect at least two courses (and usually more) in biology. Students should consult members of the Chemistry Department for assistance in planning a course program early in their college career. E BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory CHM 364,365 Physical Chemistry and Laboratory CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry CHM 483 Quantum Chemistry CHM 491 Chemistry Seminar MAT 145,146 AUGMENT Calculus I & I1 or one year of calculus MAT 245 Mathematical Structures or approved math course PHY 121,122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German and computer proficiency. Honors Major Full ACS major; GPA of 3.5 in chemis- try, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor Five courses which must include: CHM 105,106 or CHM 115,116, CHM 353, and two other Chemistry courses from: CHM 223, CHM 351,352, CHM 361, or BIO 367 Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Chemistry lo3 A prerequisite must be completed with a grade of 2.0 or P, or higher to count, otherwise, permission of the instructor is necessary. These requirements also must be met when using thefirst term of a two-term course in registeringfor the second term. CHM 100 Chemistry for Changing Times I Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 11) CHM 101 Chemistry for Changing Times II Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM 100, MPG III) CHM 105 Principles of Chemistry Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics and equilibrium. The sequence, CHM 105,106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG II. Fall) CHM 106 Principles of Chemistry CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG m.Spring) CHM 115 General Chemistry An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG III. Fall ) /' CHM 116 CHM 223 General Chemistry A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: 115. Spring) Elementary Organic Chemistry This one-semester course is designed for students whose professional goals require a survey of organic chemistry. Topics covered include synthesis, properties and reactions of selected aliphatic and aromatic compounds. This course will not count toward achemistry major, nor will credit be given for this course if CHM 351,352 is taken, nor does it fulfill the prerequisite requirement for CHM 352, nor does it meet biochemistry '04 Chemistry requirements for other programs. (Prereq.: CHM 106 or 116. Three onehour lectures, one three-hour laboratory. Fall) CHM 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modem theories of chemical bonds, energy relations and reaction mechanism. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; Spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemicaland spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG III. Fall) CHM 361 Physical Chemistry The basic theoretical concepts of chemistry; thermodynamics, kinetics and quantum chemistry. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145,146; PHY 121,122. Fall) CHM 363 Physical Chemistry Laboratory (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in Physical Chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration.) CHM 364 Physical Chemistry Applications of concepts studied in CHM 361 to areas of solutions, phase equilibria, electrolytes, molecular structure and electrochemistry. (Three one-hour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four and one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 464 Advanced Organic Chemistry Organized around the problems of identifymg organic compounds in the laboratory. Lecture topics include structure-spectracorrelations for IR, UV, NMR and mass spectroscopy; use of the literature (including Beilstein); and further study of organic reactions. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352,353,361 or consent of instructor. Some reading knowledge of German recommended. Fall) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one fourand-one-half hour laboratory. Prereq.: CHM 353,361 or consent of - Chemistry 105 CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) CHM 483 Quantum Chemistry Presents quantum theory in terms of Schrodinger'swave equation and uses the equation to solve molecular model problems. Approximate solutions are introduced and used to develop molecular orbital theory for molecules. (Three one-hour lectures. Prereq.: CHM 364 or consent of instructor. Spring) CHM 491 Chemistry Seminar (.O course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation which may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (which may be counted as a course). Cooperative Education is an excellent opportunity to be involved in industrial research projects. (Prereq.:junior or senior standing) Internships and Independent Study Courses: CHM 199 lnternship See description on page 79. CHM 299 Directed Study See description on page 79. CHM 399 lnternship See description on page 79. CHM 499 Independent StudyIResearch See description on page 79. (Prereq.:junior or senior standing) LOMMUNICATION See listing under Speech/Comunication and Theatre Arts. T he Augsburg Computer Science Department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications and the use of computers as an information access tool. The course work provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their course work by electing an Internship or Cooperative Education experience. Our location in the Twin Cities provides us an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Larry Ragland (Chair), Larry Crockett, Noel Petit, Charles Sheaffer BACHELOR OF ARTS Computer Science Major 11courses including: CSC 160 Introduction to Computer Science and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC ~ h e o r yof Computation CSC Introduction to Networking and Communications CSC Principles of Computer Organization CSC Advanced Topics in Computer Science Augment Calculus I MAT or MAT 122 Calculus for the Social and Behavioral Sciences and two electives from CSC courses above 200, at least one of which is above 300. BACHELOR OF SCIENCE Computer Science Major 15 courses including: CSC 160 Introduction to Computer Science and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 330 Theory of Computation CSC 340 Introduction to Networking and Communications CSC 345 Principles of Computer Organization CSC 4-40 Advanced Networking and Communications CSC 495 Advanced Topics in Computer Science MAT 145 Augment Calculus I MAT 146 Augment Calculus I1 MAT 245 Mathematical Structures and Reasoning I MAT 246 Mathematical Structures and Reasoning I1 or MAT 247 Introduction to Applied Mathematics or MAT 355 Numerical Analysis and two electives from CSC courses above 200, at least one of which is above 300. Computational Economics The computational economics major ha! been designed to serve a need for students to have some basic understanding of computer science and economics. The major requires six courses from computer science and six from economics with a required capstone Independent Study. Students interested in this major should C o m ~ u t e rScience 2onsult with the faculty in computer science, in economics, or one of the :oordinators. Coordinators: Jeanne Boeh, Department of Economics. Larry Ragland, Department of Computer Science. Major in Computational Economics K4T 145 Augment Calculus I or MAT 122 Calculus for the Social and Behavioral Sciences CSC 160 Introduction to Computer Science and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 340 Introduction to Networking and Communications CSC 345 Principles of Computer Organization CSC 495 Advanced Topics in Computer CSC 160 Science 112 Principles of Macroeconomics 113 Principles of Microeconomics 312 Intermediate Macroeconomics 313 Intermediate Microeconomics 318 Management Science 315 Money and Banking or ECO 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study ECO ECO ECO ECO ECO ECO Computer Science Honors Major GPA of 3.5 in computer science and mathematics, GPA of 3.1 overall, and an independent study project. Computer Science Minor Six courses including CSC 160,170,210, 345, MAT 145, and one Upper Division Computer Science course. Introduction to Computer Science and Communications Use of the computer as an information accessing tool through e-mail, Internet, newsgroups, and remote access to the library; an introduction to computer science topics in hardware, software, and theory. (Prereq.:MPG m) CSC 170 Structured Programming An introduction to problem-solving, algorithm development and programming using C. (Prereq.: MAT 114 or MAT 122 or BUS 279 or MPG IV) CSC 210 Data Structures Data structures such as linked lists, stacks and queues; recursion; objects, classes and methods. (Prereq.: CSC 170) CSC 261 Electronics See under PHY 261. CSC 270 FORTRAN Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) '07 lo8 - Computer Science CSC 271 COBOL Study of the COBOL programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 272 UNlX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching/sorting; mathematical algorithms, scheduling, and tree and graph traversal algorithms. The limitations of algorithms, the classes P and NP, NP-complete problems and intractable problems. (Prereq.: CSC 210 and MAT 145) CSC 330 Theory of Computation Basic theoretical principles embodied in formal languages, automata and computability. Topics include regular and context-free languages, finite automata, Turing machines, the halting problem and unsolvability. (Prereq.: CSC 170 or 345; MAT 145) CSC 340 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management and general computer interfacing. (Prereq.: csc 345) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, operating systems, instruction sets and assembly language programming. (Prereq.: CSC 160) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 440 Advanced Networking and Communications Network management; client/se~erdatabases and workstations; TCP/IP, IPX, Appletalk networks. (Prereq.: CSC 340) CSC 445 Operating Systems and Computer Architecture Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 345) Com~uterScience CSC 450 Principles of Programming Languages Principles that govern the design and implementation of programming languages. Topics include programming language syntax and semantics, parsing, compilers, interpreters, data structures, control structures and the run-time environment. (Prereq.: CSC 210) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated when the topics vary. (Prereq.: consent of instructor) Internships and Independent Study Courses: CSC 199 Internship See description on page 79. CSC 299 Directed Study See description on page 79. CSC 399 Internship See description on page 79. CSC 499 Independent StudyIResearch See description on page 79. 109 A major in East Asian Studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program which is available as a result of the cooperation and crossregistration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China and other East Asian nations and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian Studies include government service, international business, journalism, language instruction, Asian arts and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. East Asian Studies Faculty Martha Johnson, Director Major in East Asian Studies Nine courses are required for the major. Courses in the major must be approved by the campus adviser, and are distributed as follows: four courses in an East Asian language; four additional courses, two of which must be Upper Division (strongly recommended that one of these be a historj course on China or Japan); and an East Asiarl Studies Seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Language Courses Hamliie University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermedi. ate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. - East Asian Studies Minor in East Asian Studies Five courses, no more than two of which may be in the language. A minor in East Asian studies provides exposure to an area of East Asia which would complement other disciplines. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian Studies committee who can assist students. The current advisers are: Augsburg College - Martha Johnson 330-1715, Hamline University - Richard Kagan 641-2433, Macalester -Yue-him Tam 696-6262, St. Catherine -Martha Hardesty 690-6189, St. Thomas - Robert Foy 962-5603. Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses): BUS 368 Responding to the Challenge of Japan HIS 104 The Modem Non-Westem World PHI 355 Asian Philosophy POL 363 Russian and Chinese Foreign Policy REL 356 History of Religions THR 245 Introduction to Asian and Asian American Theatre Students may also take Independent Studies (299,499) or topics courses relating to East Asian Studies in various departments, subject to consent of instructor and approval of program director. 111 T he Economics Department offers a program which stresses a strong theoretical background, quantitative analysis and an emphasis on national and international issues. Students who graduate with an Economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. Currently, four majors are offered. The Economics major is designed primarily for students who are planning graduate or advanced professional studies. The Applied Economics major generally leads to careers in the business world or govemment. Computational Economics meets the challenge of the changing career opportunities in the fields of Economics and Computer Science. Finally, the combined Economics/Business Administration major is designed for those who want more flexibility in planning their program of study. The study of Economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and to make choices. Some reasons for studying Economics are: Economics deals with current problems; Economics is a successful and prestigious social science; Economics employs theoretical models and the scientific method; an Economics major prepares students for community leadership; and an Economics major leads to a great diversity of career opportunities. These include careers in business, law, teaching, journalism, politics, banking and finance, service in government, educational administration, private and public intemational service and industrial relations. A degree in Economics may prove to be a valuable credential. Students are also able to combine an Economics major with other disciplines such as Business Administration, Intemational Relations, Mathematics, Computer Science, Management Information Systems (MIS), Political Science, History and Nordic Area Studies. Transfer students majoring in the Economics Department must take at least four Upper Division Economics courses at Augsburg, one of these must be ECO 312 or 313. Internships are recommended. Students must consult with the Department chair and the Internship office before registering for academic credit. Economics Faculty Satya P. Gupta (Chair),Jeanne Boeh, Edward Sabella Maior in Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics and three other Upper Division courses: MIS 175 Computers for Business, Accounting, Economics and MIS MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions or MAT 121 Finite Mathematics or MAT 122 Calculus for the Social and Behavioral Sciences The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. Computer courses are also stron~lvrecommended. Economics 113 Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 311 Public Finance or ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study MIS 175 Computers for Business, Accounting, Economics and MIS MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science, page 106. Combined Major in Economics and Business Administration Five Economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics And one other Upper Division Economics course and six Accounting/Business Administration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management or MIS 379 Quantitative Methods for Business and Economics and one other Upper Division Business course Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to iden* current Minnesota teacher licensure requirements. Honors Major GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112,113,312,313, and one additional Economics Upper Division course. Other configurations may be permitted by consulting with the Department chair. Note: Students who plan to major in the Department are strongly encouraged to select a Department adviser as soon as possible in order to carefully plan their program of study. In addition to the courses listed on the following pages, these topics have been offered under ECO 295,495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making with Finite Markov Chains, Soviet Economy, Economics of Mutual Funds and Health Economics. Economics ECO 110 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools, e.g. crime prevention, education, discrimination. (This is a basic course designed for those students who do not plan to major in Economics or Business Administration or MIS). ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113or 110. ECO 112 and 113may be taken in either order. (Prereq.: MPG 11) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113may be taken in either order. (Prereq.: MPG 11) ECO 219 History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113) ECO 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. ECO 311 Public Finance Analysis of the principles of taxation and public expenditures; the impact of fiscal policy on economic activity; debt policy and its economic implications. (Prereq.:ECO 113. Fall: alternate years) ECO 312 Intermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate Economics economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall: alternate years) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: on demand) ECO 318 Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, inventory models, etc. (Prereq.: ECO 113, MPG m. Fall) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade; balance of payments; exchange rate systems and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 360 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, global warming, etc. that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113: on demand) ECO 413 Labor Economics Analysis of labor markets: labor as a factor of ~roduction:determination of wage collective bargaining; labor legislation and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 414 Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313: on demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macro economic theory. (Prereq.: ECO 312,313, MAT 122) - - Economics ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 Internship See description on page 79. ECO 299 Directed Study See description on page 79. ECO 399 Internship See description on page 79. (Prereq.: 50 percent of major or consent of instructor) ECO 499 Independent StudyIResearch See description on page 79. T he Education Department maintains teacher education programs which are fully accredited by the Minnesota Board of Teaclung and the National Council for Accreditation of Teacher Education (NCATE). These programs lead to endorsements or licensure for kindergarten, elementary, a wide variety of secondary subject areas, and K-12 licenses in art, health, music, or physical education. Students must apply for acceptance into the Education Department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS Exam prior to beginning 300400 level courses. Students complete a semester of full-time student teaching within the Department's 45-mile service area. The Education Department offers nonlicensure majors in elementary education and education studies. All students are expected to obtain an Education Department adviser at the outset of coursework. Student Teaching Abroad Selected Education Department students may participate in an Interna- Kindergarten-Elementary Major and Licensure Requirements: EDU 210 Learning and Development in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDU 341 Media Technology tional Student Teaching Abroad program. Students have options for student teaching in dozens of countries through the international and American School network. Those interested in further information should contact the Education Department. Students who student teach abroad will do part of their student teaching in the Metro area under direct Augsburg faculty supervision. Education Faculty Rich Germundsen (Chair), Mary Ann Bayless, Linda Dyer, Joseph Erickson, Ann Fleener, Gretchen Irvine, Susan O'Comor, Vicki Olson, Jean Strait Note: Major changes in Minnesota teacher licensure are expected to be implemented prior to the year 2000. At the date of this catalog printing those changes have yet to be announced. All candidates for teacher licensure will have to meet the standards set by the State and meet the State's timeline requirements. Teacher candidates are strongly encouraged to maintain frequent contact with an Education Department faculty adviser. EDE 351 Techniques of Teaching Reading EDE 352 Creating Learning Environments: Kindergarten Elementary and Field Experience EDE 381 Kindergarten-Elementary Curriculum: Art, Music l8 Elementary Education - EDE 382 Kindergarten-Elementary Curriculum: Mathematics EDE 383 Kindergarten-Elementary Curriculum: Physical Education EDE 384 Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies EDE 386 Kindergarten-Elementary Curriculum: Children's Literature EDE 387 Kindergarten-Elementary Curriculum: Language Arts EDE 388 Human Relations EDE 481,482,483 Student Teaching K-6 EDE 484 Student Teaching K-6 (optional) HPE 115 Health and Chemical Dependency Education HPE 116 Health Concepts for Educators PHY 103 Conceptual Physics or MAT 131 Mathematics for the Liberal Arts and EDE 377 K-El Science Methods PHY 103 Students must complete an academic minor. If students also desire kindergarten endorsement, EDE 375 Discovery Learning in the World of Kindergarten is required. A GPA of 2.5 overall, 2.5 in the major, 2.0 in the minor, and grades of P in student teaching courses are required for licensure, as well as minimum grades of 2.0 in all Education courses. The equivalent of two full courses graded P/N plus student teaching is the maximum allowed for the elementary education major. P/N grades for EDU 388 Human Relations and student teaching are counted in the eight P/N graded course maximum allowed for graduation for all elementary and secondary teacher education degree students. The criteria for acceptance into the Department Licensure Program are available in the Education Department. Conceptual Physics (See Physics Department for course description.) EDU 265 Orientation to Education in an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) EDU 282 Introduction to Special Education (See Special Education for course description.) EDE 295 Topics in Education Study of selected topics in education that arenot treated extensively through current course offerings. Specific topics will be announced. EDU 341 Media Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production and evaluation of effective audio-visual materials for teaching/learning situations. Computer training will be included in this course. ID,,,,, . DDCT\ Elementary Education 119 EDE 351 Techniques of Teaching Reading The study and utilization of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. (Prereq.: PPST) EDE 352 Creating Learning Environments: Kindergarten-Elementaryand Field Experience The study of strategies and methods of teaching and learning in the contexts of educational, psychological and sociological theories. (Prereq.: PPST) EDE 375 Discovery Learning in the World of Kindergarten (.5 course) Study and utilization of a variety of techniques and resources for teaching kindergarten. (Prereq.: PPST, jr/sr standing, take as close to student teaching as possible) EDE 381 Kindergarten-ElementaryCurriculum: Art, Music (.5 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 382 Kindergarten-ElementaryCurriculum: Mathematics (.5 course) Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 383 Kindergarten-ElementaryCurriculum: Physical Education, Health Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 384 Kindergarten-ElementaryCurriculum: Social Studies, Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 386 Kindergarten-ElementaryCurriculum: Children's Literature (.5 course) Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 387 Kindergarten-ElementaryCurriculum: Language Arts (.5 course) Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST, EDU 265) EDU 388 Human Relations (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. - . ,. - 0 . . .. .. - Elementary Education EDS 478 School and Society (See Secondary Education for course description.) EDE 481,482,483,484 Student Teaching K-6 and Seminar Observing and teaching at the kindergarten and elementary levels under the supervision of college and elementary school personnel. (Prereq.: All K-Elementary course work satisfactorily completed, admission into the Education Department Licensure program, PPST, P/N grading only.) EDU 491 Practicum and Seminar in Special Education (See Special Education for course description) EDE 495 Topics in Education (.5 course) Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDE 498 Independent Study (.5 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). Internships and Independent Study Courses: EDE 199 Internship See description on page 79. EDE 299 Directed Study See description on page 79. EDE 399 Internship See description on page 79. EDE 499 Independent StudyIResearch See description on page 79. A projected program must be outlined and approved by the Kindergarten-Elementary education faculty. I t is the responsibility of each student to neet all specific requirements of the iducation Department. Secondary Educaion students are expected to consult with {ducationfaculty regarding state requirenents for teacher licensure, in addition to :onferring with the student's major field ~dviser. Licensure Requirements in the state of vfinnesota for teaching in secondary ;chools are met through the Augsburg Zollege Education Department Licensure xogram: Baccalaureate degree; academic najor in an approved teaching area; and he following courses: 3DU 210 Learning and Development in an Educational Setting !DU 265 Orientation to Education in an Urban Setting and Field Experience 3DU 341 Media Technology ZDS 350 Reading in the Content Areas ZDS 354 Creating Learning Environments: Secondary Field Experience EDU 388 Human Relations EDS 478 School and Society EDS 481,482,483 Student Teaching/ Seminar EDS 484 Student Teaching/Seminar (for Art, Health, Music, and Physical Education teaching majors) HPE 114 Health Safety Education (or equivalent) (for Art, Health, Music, and Physical Education teaching majors) Secondarv Education HPE 115 Health and Chemical Dependency Education HPE 116 Health Concepts for Educators Methods course in major/minor areas GPA of 2.5 overall, 2.5 in Education, 2.5 in teaching major/minor and P in student teaching required. All required EDU/EDS courses must have a grade of 2.0 or higher. Application for and acceptance into the Augsburg Licensure Program required. Criteria for admission to the program are available in the Education Department. Art, Health, Music, and Physical Education Licensure A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elementary school level. A person with a major in one of these special areas will take four courses in student teaching and do some student teaching at both the secondary and elementary levels. In addition to 354, the art major will register for 361,362; the music major for 355-359. Art, health, and physical education teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: 1) Band (K-12) and classroom music (5-12); 2) Orchestra (K-12) and classroom music (5-12);3) Vocal and classroom music (K-9); or 4) Vocal and classroom music (5-12). 121 '2 Secondary Education Modern Language Licensure minor fields providing the student has a 2. For modem language teachers (French, German, Spanish), see Modem Language Department for information on the required competency exams. GPA inthat has the methods course for that field, has student taught in the field. Students may not student teach in a minor only. Licensing in a Minor Field (Also see Natural Science Licensure on page 192 and Social Studies Licensure on Page 230.) Teacher licensure is available in several EDU 210 Learning and Development i n an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. PSY 105 Principles of Psychology is strongly recommended. EDU 265 Orientation t o Education in an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opporhmity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) EDS 282 Introduction t o Special Education (See Special Education for course description.) EDS 295 Topics i n Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDU 341 Media Technology (.5 course) (See Elementary Education for course description) (Prereq.: PPST) EDS 350 Reading in the Content Areas (.5 course) The study and utilization of a variety of techniques and resources to assisl students in teaching reading through the content areas. Major: Required for Secondary Education. Upper Division. (Prereq.:PPST) EDS 354 Creating Learning Environments: Secondary and Field Experience The mastery of theories and their application for teaching in learning settings. Laboratory experiences. (Prereq.: PPST) EDS 355 Music Methods (K-12) Trends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354 and PPST. Spring) EDS 356, 357, 358 Music Methods: Brass and Percussion, Woodwinds, Strings (.5 course each) Study and application of instructional methods, materials and techniques. Courses offered on two-year cycle. Even year: Woodwinds. Odd year: R,-,, A , D,rr..rr:,, CC:,-.ID-,-,, . DDCT\ Secondary Education '23 Art Methods (Elementary and Junior High School) Procedures, materials and issues relating to the teaching of art in the elementary, middle and junior high schools. For art teaching majors only. (Prereq.: EDS 354 and PPST. Fall) Art Methods (Senior High School) (.5 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (To be taken concurrently with 361. Prereq.: EDS 354 and PPST. Fall) English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Prereq.: EDS 354 and PPST. Joint day school and WEC. Fall) Physical Education Methods (K-6) (See Health and Physical Education Department for course description. Prereq.: PPST) Modern Language Methods (.5 course) World language learning theory. The theory and practice of world language teaching. (Prereq.: EDS 354 and PPST. Consult with the Modem Language Department. Joint Day School and WEC. Fall) Physical Education Methods (7-12) (.5 course) (See Health and Physical Education Department for course description. Prereq.: PPST) Natural Science Methods (-5 course) Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the Education Department. (Prereq.: EDS 354 and PPST. Joint day school and WEC. Fall) Social Studies Methods (.5 course) Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategies and curriculum development. Consult with the Education Department. (Prereq.: EDS 354 and PPST. Joint day school and WEC. Fall: WEC) Speech and Theatre Arts Methods (.5 course) The teaching of basic speech, interpretative reading, discussion and theatre, and directing of co-curricular speech and theatre activities. (Prereq.: EDS 354 and PPST. Spring) Mathematics Methods (.5 course) Study of the basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. Consult with the Education Department. (Prereq.: EDS 354 and PPST. Spring) '24 Secondary Education EDU 388 Human Relations (.5 course) (See Elementary Education for course description.)(Open to all.) EDS 478 School and Society Emphasis on points of view about the role of school in modem society an1 final theoretical preparation to approach student teaching. (Prereq.: senio: standing, EDU 265 and PPST) EDS 481,482, 483,484 Student Teaching and Seminar Observing and directing learning at the secondary level under supervisio: of college and secondary school personnel. Three courses required of all 7 12 licensure majors and four courses required of K-12 Art, Music, and Physical Education licensure majors. ~ o kor r more courses required of double majors. (Prereq.: completion of all education coursework and admission to the Department, PPST, P/N grading only.) EDS 495 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics wiU be announced. EDS 498 Independent Study (.5 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). See Department listing for a description ofthefollowing approved elective: HPE 410 Administration and Supervision of the School Health Program (See Health and Physical Education Department for course description. Prereq.: PPST) Internships and lndependent Study Courses: EDS 199 Internship See description on page 79. Student must consult with the departmental Internship Coordinator before registering for academic credit. EDS 299 Directed Study See description on page 79. EDS 399 Internship See description on page 79. Prior to the beginning of the term, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. EDS 499 Independent Study/Research See description on page 79. A projected program must be outlined which meets the approval of education faculty. Non-Licensure Education Majors - on-Licensure Education Studies Major 3U 265 Orientation to Education in an Urban Setting and Field Experience or EDU 264 Orientation to Education (.5) with EDS 252/EDE 263 Clinical Experience DU 210 Learning and Development DU 353 Intemational Education DE 352 or EDS 354 Creative Learning Environments DE 386 Kindergarten-Elementary Curriculum: Children's Literature DU 388 Human Relations DE or EDS 399 Internship DS 478 School and Society . Select one from the following: NG 223 Writing for Business and the Professions DL 325 Public Administration 3C 349 Complex Organizations 3C 362 and 363 Statistical Analysis and Research Methods SY 357 Behavior Analysis SY 230 and 330 Research Methods I & II . Select one from the following: SY SY SY SY PC WK 367 369 361 371 345 361 Behavior Analysis Psychological Assessment Personality Psychology of Gender Organizational Communication Social Responses to Human Needs Other A, B course options may be ossible. Students must achieve a minilurn grade of 2.0 in each Education course. .minimum GPA of 2.0 in the major is Non-Licensure Elementary Education Major Complete the same coursework as listed in the Elementary major but delete the student teaching courses (EDE 481-484). Complete two additional courses from the following: EDU 353 Intemational Education EDE 399 Internship ENG 223 Writing for Business and the Professions POL 325 Public Administration PSY 355 Brain and Behavior PSY 356 Environmental Psychology PSY 359 Psychologcal Assessment SOC 349 Complex Organizations SPC 345 Organizational Communication SWK 361 Social Responses to Human Needs Other course options may be possible. Complete an academic minor or second major. Minimum grade of 2.0 is required in all Education courses. A cumulative, major, and minor GPA of 2.0 is required for graduation. Minor The Special Education minor offers 6 courses (5 plus 1prereq. for PSY course) that encompass an interdisciplinary perspective related to the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor consists of a minimum of six courses: EDU 282 Introduction to Special Education EDE 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A cross cultural perspective PSY 102 The Individual in a Social World or PSY 105 Principles of Psychology either course is a required prerequisite for PSY 351,352,353, or 357. EDU 282 Choose one from the following: PSY 351 Developmental Psychology: Child PSY 352 Developmental Psychology: Adolescent and Young Adult PSY 353 Developmental Psychology: Middle and Older Adult One course from the following: SOC 265 Culture, Ethnicity, Gender, and Race SWK 260 Humans Developing SWK 361 Social Responses to Human Needs EDU 495 Topic in Education: Only Topic in Special Education PSY 361 Psychological Assessment PSY 357 Behavioral Analysis Prerequisite: EDU 282, PSY 230 Students should contact the Director oj Special Education at the outset of coursework. Introduction to Special Education An introduction to issues facing people with disabilities. Critical issues related to schools, family and society are examined, as well as existing attitudinal barriers and current methods of support. (Fall) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. (Students planning to take this course should consult with the Special Education Coordinator about a placement prior to registering for the course. Prereq.: completion of special courses for Special Education minor or consent of instructor. Spring) 'NCINEERINC I A ugsburg College has cooperative rrange&ents kith three universities to low-the student to earn a Bachelor of Arts egree from Augsburg College and an ngineering degree from either the rniversity of Minnesota Institute of echnology, Minneapolis; Washington rniversity School of Engineering and ,pplied Science, St. Louis, Missouri; or Iichigan Technological University, [oughton,Michigan. Because of the special :quirements and opportunities of these rograms, early consultation with the ,ugsburg Engineering Adviser is necesary. Applications for these programs $quirethe recommendation of the agsburg Enpeering Adviser. ngineering Adviser tuart Anderson lniversity of Minnesota The Institute of Technology and ~ugsburgcooperative arrangement rovides for two dual degree engineering rograms: achelor of Arts/Bachelor of Engineering B.A. / B.E.) enables students to receive a 'achelor of Arts degree from Augsburg Iollege and a Bachelor of Engineering egree from the University of Minnesota. he program typically involves three years t Augsburg and two years at the Institute f Technology. Students may apply for the program fter completing the sophomore year. At hat time, they will be informed of their tatus in the program and any further onditions necessary for final acceptance to the program. Formal application to the nstitute of Technology may be completed luring the second semester of the junior ,ear at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A. / M.E.) enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./ B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the University before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. Washington University (Three Year Plan) Michigan Technological University (Dual Degree Plan) These two programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a five-year period. 12* - Engineering The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they will complete course requirements, have the requisite cumulative grade point average and are recommended by the Engineering Adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg Engineering Adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Minimum course requirements for admission to the Dual Degree or ThreeTwo Programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics I1 Four Mathematics courses are required: MAT 145 AUGMENT Calculus I MAT 146 AUGMENT Calculus 11 MAT 245 Mathematical Structures and Reasoning I MAT 247 Mathematical Structures and Reasoning I1 Additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124, 125 or 145,146 and PHY 121,122 are taker in the freshman year. Students interested i Chemical Engineering also should take CHM 351,352. - ENG T hose who study. English believe that . m intense concern for words, ideas, and images helps people understand who they Ire and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. The Augsburg English Department integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in Internships on and off campus, tutoring English as a Second Language (ESL) students, tutoring in the Writing Lab, or participating in the Cooperative Education Program. Students with an Augsburg English major pursue careers in elementary, secondary and college education, joumal- ism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing and other professions and businesses. English Faculty Kathryn Swanson (Chair),Candyce Clayton, Robert Cow& Cathleen Dalglish, Pauline Danforth, Douglas Green, Joan Grifh, David Hudson, Susan Hyman, Diana Kordas, Marilyn Kramer, Roseann Lloyd, John Mitchell, Catherine Nicholl, Ronald Palosaari, John S h t Major Nine courses above 111, including: ENG 225 Intermediate Expository writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: the Romantics and the Victorians One Upper Division course in American literature: ENG 350 American Literature to 1920 or ENG 351 American Literature , Since 1920 One 400 level course Two additional electives 130 - English Majors are encouraged to consult their adviser A student with a Or program that involves considerable work in the English Department should also work closely with an adviser in the Department. English-Language Arts Teaching Major 10 courses, including those listed under the maior. and: ENG '345 Introduction to the English Language ENG 399 Internship in Teaching Writing EDS 364 English Methods and one course with a component in nonWestern literature (for example, ENG 361). In addition, the ACTC courses, Communication Skills in the English Classroom and Teaching Mass Media, are required. Courses in early American literature, Shakespeare, and film are recommended. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. Students in this program must work with advisers in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Honors Major GPA of 3.5 in the major and 3.0 overall; submit proposal to Department Chair by Oct. 15 in senior year for Department approval. Submit and defend paper before faculty committee. Honors project may be an Independent Study program (refer to Departmental guidelines). Minor Five courses above ENG 111, including ENG 245; an Upper Division literature course; and an additional writing course. Concentration in Writing Five courses in writing (above ENG 111). Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English Education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably Upper Division). These courses must be taken before the Department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skills - such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences - are required to enroll in ENG 101 Developmental Writing where they receive more individual instruction than is possible in ENG 111Effective Writing. These students must pass ENG 101 Developmental Writing before enrolling in ENG 111 Effective Writing. Students in Effective Writing (ENG 111) and Developmental Writing (ENG 101) can - English 131 elect the traditional grading system or P/N grading in consultation withtheir instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N if their work is below a 2.0. ENC 101 Prerequisites Effective Writing is strongly recommended but not a prerequisite for a Lower Division literature course. Prerequisite for an Upper Division literature course is ENG 245 to Literature or consent of the instructor. Developmental Writing A preparatory course for ENG 111Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENC 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing and developing topics, thinking critically, and revising for clarity and style. A Writing Lab is provided for those needing additional help. The minimum passing grade is 2.0. ENC 216 American Indian Literature A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature reflects and illuminates American Indian culture and traditions. (Spring) ENC 217,218 English as a Second Language Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses, and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in ESL until the requirement is completed. (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing ENG 111. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.:ENG 111) ENC 226 lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111. Fall) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print media. Students consider how to recognize news, gather and verlfy facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) ENC 241 lntroduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films illustrating the international development of film form and selected esthetic movements. (Spring) ENC 245 lntroduction to Literature An initiation into the formal study of fiction, poetry and drama, drawing on works from several periods, different cultures and races, and male and female writers. Introduction to Literature aims in particular to develop students' critical and analytical skills in reading literature and writing about it as the prerequisite for all upper level courses in literature. ENC 251 Readings in American Literature An introduction to representative works that yield an understanding of the Westem heritage and American world views. Themes could include the emergence of national identity, the relationship between humankind and God, the place of women and of racial and ethnic minorities in the development of American thought. (Fall) ENC 271 European Literature: Homer to Dante Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) ENC 272 European Literature: From the Renaissance to the Modern Period Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Spring) ENC 282 Topics in Literature Individual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year are listed in English 133 the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction. ENC 327 Advanced Journalism: Interviewing and Editing Emphasis is on interviewing, organizing and writing the story, editing the work of others, and learning layout and design. Students conduct interviews and critique the interview skills of others and laboratory sessions devoted to layout and design. (Prereq.: ENG 227. Alternate years) ENC 331 British Literature: Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature: 17th and 18th Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets to Blake, with attention to the historical, intellectual and social influences and the major Literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 337 British Literature: the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) ENC 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, the development of the English language, and the social impact of language. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 347 Quantitative Journalism:Computer-Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 111.) ENG 350 American Literature to 1920 Reading and analysis of selected American writers from colonial times to WWI. Issues relating to race, class, and gender, conceptions of the individual in relation to society, and regional differences are studied. (Prereq.: ENG 245 or consent of instructor. Fall) '34 English ENC 351 American Literature Since 1920 A study of some recent and contemporary works. Writers are selected to represent the literary variety and the regional, ethnic and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 361 Studies in Modern Fiction Emphasis is on significant works of selected prose writers, chiefly nonWestem, of the 20th century. (Prereq.:ENG 245 or consent of instructor. Fall) ENC 382 Topics Individual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.:ENG 245 or consent of instructor All 400-level courses will involve some reading and study of literay criticism or, in the case of writing classes, of what writers and/or composition theorists have to say about writing. ENC 423 Studies in the British Novel A survey of the development of the novel in England from its 18th cen? beginnings to the 20th century. Novels studied are selected from the works of such authors as Defoe, Richardson, Fielding, Steme, Austen, Dickens, Bronte, Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 438 Shakespeare Study of major plays -comedies, histories and tragedies. Additional plays are assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENG 225 and consent of instructor. ~ l t e m a t years) e ENC 480 Criticism The course focuses on a variety of recent critical theories and approaches with which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 482 Topics in Language and Literature Jhdividual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year are listed in the class schedule for that year. Sample topics include Contemporary Poetry and Women and Fiction. (Prereq.: consent of instructor) English 135 lee Department listing for a description of the following approved elective: 'HR 325 Playwriting nternships and Independent Study Courses: .NC 199 lnternship See description on page 79. .NC 299 Directed Study See description on page 79. .NC 399 lnternship See description on page 79. .NC 499 Independent StudyIResearch See description on page 79. Open to junior or senior English majors with an overall GPA of 3.0 and consent of Department Chair. lee listing under Interdisciplinary Studies. T he initial months after entering college as a first year student are a period of transition. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Students are introduced to the character of the College, its heritage as an urban liberal arts college of the church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being college students. The First Year Experience (ME) is composed of three parts: Summer Registra- FYE 101 FYE Seminar tion, Fall Orientation, and the FYE Seminars. Participation in the Fall Orientation program and in the FYE Seminars is required of all students who begin Augsburg College as freshmen in the day schedule program. Students who meet the requirement satisfactorily by attendance at and participation in an FYE Seminar will receive a notation of a passing (P) grade f o FYE 101 on their official transcript and a 0.25 credit. Students without a P for FYE 101 will not be permitted to graduate with an Augsburg degree. (.25 course) A series of Fall term meetings with an M E adviser to discuss issues related to becoming an active member of the Augsburg College comrnunity of learners. Discussion will be based upon readings from a variety of disciplines and sources collected in the Augsburg Anthology. (P/N grading only; evaluation based on attendance and participation.) FOREIGNLANGUAGES See listing under Modem Languages. FRENCH See listing under Modem Languages. s ome courses help to integrate learning around topics in ways which are different from the more traditional disciplines. Gen- CST 009 Cooperative Education era1 Studies includes specialized academic enrichment programs, an integrative proseminar created by cooperating faculty. (.O course) Placement in a Co-op Education assignment, satisfactory completion of the evaluation process, and participation in seminars conducted by Cooperative Education staff. No course credit. CST 100 Critical Thinking A course to enhance the ability of students to analyze, synthesize and evaluate claims, this course is designed specifically to strengthen critical thinking skills of entering students who are determined to need such skill enhancementby the entry critical thinking assessment. CST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, spelling, test-taking, concentration and memorization, conflict management, assertiveness training, and motivation strategies. CST 209 City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of internship/service/ cooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students do a series of 5-6 reflective assignments designed to introduce them to a systematic way of thinking about how their particular organization functions in the larger community. The semhar enables the student to meet the objectives of the City Perspective. Permission of Instructor. Non-credit. GERMAN See listing under Modem Languages. v irtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the f l e d athlete as well as the occasional participant will find ample opportunity for athletic and develovmental activities. The Education provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in Physical Education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. The Health Education Department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools and the community. All Health and Physical Education majors must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. Health and Physical Education Faculty Carol Enke (Chair), Brian Ammann, Richard Borstad, Marilyn Florian, Paul Grauer, Alvin Kloppen, Patricia Murphy, Jack Osberg, Joyce Pfaff, Jeff Swenson HEALTH EDUCATION Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality m E 320 School Health Curriculum mE 390 Instructional Methods and Materials HPE 410 Administration and Supervision of the School Health Program HPE 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: -Child or PSY 352 Developmental Psychology: Adolescent and Young Adult BIO 220 Microbiology (at St. Catherine's) Must have instructor's certification for CPR and first aid. Recommended: HPE 355 Tests and Measurement Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with Health and Physical Education 139 the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Minor HPE 101,110,114,115,216,320,390, 450, BIO 103. Students interested in the Teaching Minor should consult with the Health Education Department Adviser. 1 PHYSICAL EDUCATION Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 223 Team Sports HPE 231 Individual and Dual Sports HPE 232 Dance HPE 254 Introduction to Development/ Adapted Physical Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 355 Tests and Measurement HPE 473 Physical Education Curriculum HPE 475 Prevention and Care of Athletic Injuries BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Minor HPE 101,115,210 223,231,232,351. There is no PE teaching minor in Minnesota Public Schools. Coaching Endorsement (not a major) BIO 103 Human Anatomy and Physiology HPE 114 Health and Safety Education HPE 310 Psychology of Sport HPE 350 Kinesiology HPE 475 Prevention and Care of Athletic Injuries HPE 489 Practicum (arrange through Department Chair) One course from: HPE 476 Coaching of Football HPE 477 Coaching of Basketball HPE 478 Coaching of Hockey HPE 479 Coaching of Track and Field W E 480 Coaching of Baseball/Softball HPE 483 Coaching of Volleyball Internship in Athletic Training BIO 103 Human Anatomy and Physiology W E 110 Personal and Community Health HPE 114 Health and Safety Education HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 475 Prevention and Care of Athletic Injuries And advanced athletic training (ACTC schools) Also required: 1500 hours of practical experience under the direction of a Certified Athletic Trainer. 140 - Health and Physical Education HEALTH EDUCATION HPE 101 Fitness For Life A course designed to provide the knowledge and skills to modlfy personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modem concepts and practices of health and healthful living applied to the individual and the community. (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall and Spring) HPE 115 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. (Fall and Spring) HPE 116 Health Concepts for Educators (.5 course) A course to prepare future teachers for their role in the school health program. Includes common childhood health problems with an emphasis on prevention. (Fall and Spring) HPE 316 Human Sexuality A study of the psychological, social and biological components of human sexuality. Open to all students. (Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: HPE 110. Interim - odd numbered years) HPE 355 Tests and Measurement (.5 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal bases, school health services and relationships to community health program and resources. (Prereq.: HPE 110. Interim - odd numbered years) HPE 450 Current Health Issues (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological, political, economical and medical perspective. (Prereq.: HPE 110. Fall - even numbered years) - Health and Physical Education 141 I PHYSICAL EDUCATION IPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two Lifetime Sports meet the General Education requirements. (Part-time students should consult with Department Chair.) No course credit. (Fall and Spring) IPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) IPE 210 Introduction to Physical Education (.5 course) History, principles and philosophy of physical education and sport. (Spring) IPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity. (Spring) IPE 223 Team Sports Theory and practice in team sports including history, rules and skill development. (Spring) IPE 231 Individual and Dual Sports Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules and skill development. (Fall) IPE 232 Dance (.5 course) Theory and practice in performing American heritage and international folk dances. Practice in teaching and performing selected social dances. (Interim) IPE 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood to grade 12 and the role of school-based health and educationprograms for special needs and handicapped students. (Fall) IPE 310 Sport Psychology (-5 course) The application of psychology to athletes and athletic situations. Psychology of Sport deals with the effect of psychological factors on behavior in sports, and the effect that participation in sport or physical activity has on the performer. (Spring - even numbered years) IPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership and decision making for Physical Education and athletic programs. (Prereq.: HPE 210. Fall) IPE 350 Kinesiology (.5 course) Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prerea.:BIO 103. Fall) '42 Health and Physical Education HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiolog cal principles applied to exercise programs and motor training. (Spring) HPE 355 Tests and Measurement (.5 course) Survey of basic statistical procedures and evaluation of tests in health ant physical education. (Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary aged children. (Consult with Department Chair for prerequisites. Fall) HPE 368 (.5 course) Physical Education Methods (7-12) Procedures, materials and issues for teaching physical education in secondary schools. (Consult with Department Chair for prerequisites. Spring) HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.:HPE 210. Fall) HPE 475 (.5 course) Prevention and Care of Athletic Injuries Preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: BIO 103, HPE 350. Interin HPE 476 Coaching of Football (.5 course) Theory, technique and administrative aspects of coaching football. (Fall - odd numbered years) HPE 477 Coaching o f Basketball (.5 course) Theory, technique and administrative aspects of coaching basketball. (Interim - odd numbered years) HPE 478 Coaching of Hockey (.5 course) Theory, technique and administrative aspects of coaching hockey. (Interim - even numbered years) HPE 479 (.5 course) Coaching of Track and Field Theory, technique and administrative aspects of coaching track and field (Spring - even numbered years) HPE 480 Coaching of Baseball/Softball (-5 course) Theory, technique and administrative aspects of coaching baseball and softball. (Spring - odd numbered years) HPE 483 Coaching of Volleyball (.5 course) Theory, technique and administrative aspects of coaching volleyball. (Interim - odd numbered years) HPE 489 Health and Physical Education 143 [ternshipsand Independent Study Courses: PE 199 Internship See description on page 79. PE 299 Directed Study See description on page 79. PE 399 Internship See description on page 79. PE 499 Independent Study/Research See description on page 79. Open only to junior or senior majors. H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J.R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences which makes scattered individuals into a community." The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities which require abilities in communication, conceptualization, and processing of information. History Faculty Richard Nelson (Chair),Jacqueline deVries, William Green, Donald Gustafson, Christopher Kimball Major Eight courses plus one seminar. At leas four of these courses must be Upper Division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval; modem Europe; U.S.; and nonWestem. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis fron the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Minor Five courses, at least t h e e of which must be Upper Division. Honors Major GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junio year; two years of a foreign language at thc college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. History 145 Prerequisites First year students should enroll in me or more of the 101-104 courses. 200eve1 courses are normally reserved for ophomore or Upper Division students. Jpper Division courses are numbered 100and above. llS 101 llS 102 llS 103 l l S 104 l l S 220 l l S 221 llS 222 Satisfactory completion of a Lower Division course is normally required before enrolling in an Upper Division course. See instructor for permission. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg. A minor normally requires two courses taken at Augsburg. The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. America to 1815 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity which formed colonial life including a study of independence, expansion, and democratization of the new republic. 19th Century U.S. A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. 20th Century U.S. A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. 146 - History HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization and economic change, transportation, immigration and ethnicity, and urban politics and reform. HIS 228 American Legal History An examination of the social, economic and intellectual factors in American history which, combined with English and cclonial antecedents, contributed to the emergence of our modem legal system. HIS 241 Topics in African-American History Selected topics in African-American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African-American Civil Rights, 1619-1915 A survey of the development of African-American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African-American Civil Rights, 1915-1972 A continuation of History 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 2461371 The American and Scandinavian Shared Heritage Key aspects of the cultural history of the United States and Scandinavia from the 19th century to the present with emphasis on the Atlantic migration and the similarities and differences between these cultures. (Offered only in the Augsburg College/Ostfold, Norway program. See International Studies) HIS 31 1 Topics in Women's History Exploration of selected topics in women's history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 326 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure and inter-governmentalrelations. HIS 331 Topics in U.S. History In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offerec will be announced prior to registration. HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the . . A . ... History HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 346 Namibia and South Africa: An Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization.(For offerings see International Studies) HIS 347 MesoAmerica: Legacy of the Conqueror Four specific mini-courses together provide an overview of Mexico's historical development from pre-Colurnbian times to the present day. (For offerings see International Studies) HIS 352 Modern Germany A survey of the social, political and cultural development of Gemany after 1871 focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of National Socialism, and the Holocaust. HIS 354 Britain and the Commonwealth Since 1688 This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture and international status. HIS 360 The Ancient Near East and Greece to 338 B.C. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion and political institutions. HIS 361 Hellenistic Greece and Rome to 330 A.D. Alexander's Empire, the Hellenistic kingdoms and the rise of Rome as the world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. HIS 370 The Late Middle Ages to 1560 A study of the scholastic tradition and the role of the Church and state, emphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. HIS 380 The History of Women in the West to 1870 A thematic and comparative examination with primary focus on Europe L A . . . .I L - - - - - .. 147 - History public roles, sexuality, life cycles and familial roles in the Renaissance, early American, Edightment, and Victorian periods. HIS 381 The History of Women in the West Since 1870 A continuation of HIS 380. Emphasizing class, racial and ethnic differences among women, this class examines the changing legal, political, economic, social and sexual status of women in Europe and North America since the Victorian period. HIS 440 Topics in World History This course will investigate topics in world history which are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 474 The World and the West Europe's discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 495 Seminar This course is required for the major and enrollment is normally restricted to students who have nearly finished their course work. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the Fall term.) lnternships and Independent Study Courses: HIS 199 Internship See description on page 79. HIS 299 Directed Study See description on page 79. A maximum of one course in Directed Study may be applied to the major. HIS 399 Internship See description on page 79. HIS 499 Independent StudyIResearch See description on page 79. A maximum of one course in Independent Study may be applied to the major. (Prereq.: 3.5 GPA in History) I nterdisciplinary Studies covers a oad spectrum of experience and course ork. Through Interdisciplinary courses, udents gain greater insight and undermding of cultures and perspectives fferent from their own. Through these .periencesstudents are better prepared become contributing members of the obal community. Augsburg also offers students the )portunity to major and minor in 'omen's Studies, and to minor in Metrorban Studies and American Indian udies. For other Interdisciplinary course itings, see International Studies. American Indian Studies is a minor that ves students the opportunity to learn ,out the original, indigenous cultures of 4s 105 North America. Courses are cross-disciplinary representing religion, language, art, history, English and women's studies departments. Interdisciplinary courses are offered as well in cinema and contemporary issues. This integrated course of study exposes students to the beauty and richness of the diverse tribal cultures still existing in our c o w today. Coordinator Virginia Allery Minor Students must take five courses in American Indian Studies to get a minor. The only requirements are INS 105 and at least one Upper Division course. These courses may also be taken as part of majors or minors in other academic subjects or to meet distribution/general education requirements. Introduction to American Indian Studies This course is an introduction to the content areas of the American Indian Studies curriculum, including an overview of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music and language. (Required for American Indian Studies minor.) JB 111, OJB112 Beginning Ojibwe NC 216 I S 233 (See Modem Languages for course description.) American Indian Literature (See English Department for course description.) Women: A Cross-Cultural Perspective This course examines a variety of issues conceming the biological, evolutionary and historical origins of women's roles and status in society. - Interdisciplinary Studies Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico the Middle East and China. (Cross-listed with the Women's Studies Department.) INS 260 Contemporary American Indians This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934).Emphasis is on such current issues as tribal sovereignty, treaty rights and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. INS 264 American Indians in the Cinema Various images of the North American Indian, created by Hollywood anc television, are studied. Films are viewed from 1913 to the present in orde to provide an understanding of how American Indians were portrayed ir film historically, how this image has evolved over the past century and is reflective of Western cultural ideologies. ART 290 Tribal Arts and Culture (See Art Department for course description.) INS 320 American Indian Women The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today. (Prereq.: one course in Women's Studies or American Indian Studies or consent of instructor. This course also applies to Women's Studies.) HIS 326 American Indian History (See History Department for course description.) REL 370 American Indian Spirituality and Philosophical Thought (See Religion Department for course description.) REL 231 Religion in African-American History (See Religion Department for course description.) INS 232 The African-American Experience in America An o v e ~ e w of the major issues related to the African-Americanexperience, focusing on historical, sociological, economic, legal and psychological aspects of that experience. HIS 241 Topics in African-American History (See History Department for course description.) Interdisciplinary Studies 151 Metro-Urban Stcldies is a transdisci)linary major and minor taught by faculty n sociology, economics, history, political icience, psychology and other related iisciplines. The Metro-Urban Studies wogram seeks to blend classroom and field :xperience, theory and internships whch ocus the content of liberal leanring on the netropolitan community and the process )f urbanization. The Metro-Urban Studies major and ninor are designed to provide underpaduate preparation for postgraduate ;tudies in planning, architecture, law, sublic administration, environmental ;tudies, social welfare, government, :omunity organization and theology. t'he program and General Education City >erspectiveintroduce students to the wide rariety of developing careers related to lrban and metropolitan affairs and equip itudents with the analytical and theoretical 001s required to understand the metropolian community. Internships, Community Service,earning and Cooperative Education are ivailable as ways to enhance the quality of he major and make fuller use of the !xtensive metropolitan opportunities ifforded by the College's location. The ligher Education Consortium for Urban 4ffairs (HECUA) and Associated Colleges )f the Twin Cities (ACTC) enrich the ~verallprogram. Metro-Urban Studies Faculty 2arry Hesser (Director, SOC), Andrew 4oki (POL), Jeanne Boeh, (ECO), Robert Zlyde, Norman Ferguson (PSY), Chris Gmball (HIS),Michael O'Neal (SOC) Major 10 courses including: POL 122 Metropolitan Complex SOC 211 Community and the Modem Metropolis HIS 225 History of the Twin Cities HIS 335 Urban American History PSY 356 Environmental Psychology SOC 362 Statistical Analysis or MIS 379 Quantitative Methods for Business and Economics SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus one additional approved urbanrelated course. (Courses fulfilling the City Perspectives generally meet the urbanrelated requirement.) HECUA off-campus programs are highly recommended, especially the MUST Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics. Minor POL 122, SOC 211, HIS 225 and two of the following: PSY 356, HIS 335, SOC 381 or INS 399. The Internship, INS 399, is highly recommended where appropriate. Other combinations are feasible if approved by the Director of the Program. 15* - Interdisciplinary Studies Internships and Independent Study Courses: INS 199 Internship See description on page 79. INS 299 Directed Study See description on page 79. (Prereq.:POL 122 or SOC 211) INS 399 Internship (2 course credits) See description on page 79. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 24 hours a week. INS 498 Independent Study - Metropolitan Resources An independently designed course which a student (or group of students) develops utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a Department faculty member. (Prereq.: POL 122 oi SOC 211 and consent of instructor) INS 499 Independent StudyIResearch See description on page 79. (Prereq.: POL 484 or SOC 363) INTRODUCTION TO URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to six interdisciplinaryfield learning programs of exceptional quality, located in Scandinavia, South America, Central America and the Twin Cities. Also see International Studies listings. I. Metro-Urban Studies Term (MUST) This "Semester in the Cities" program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinaryreadings connect experiences and direct observation with theory and research on the impact of race, class and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying - at times competing -views on the Twin Cities Interdisciplinary Studies 153 and oral history provide data to idenhfy inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 79. 11. City Arts Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship See description on page 79. Major (Formerly Scandinavian Area Studies) Nordic Area Studies is an interdisciplinary program drawing on the combined resources of the ACTC schools and the Nordic Center at Augsburg College. The curriculum treats Norden (Denmark, Finland, Iceland, Norway and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic Area Studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among . themselves and the global community. Coordinator Eight Upper Division courses. Minor Four Upper Division courses. Other Requirements Note: At least four of the Upper Division courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Modem Language Department. Recommended supporting preparation: Study in Denmark, Norway, Sweden, Finland or Iceland (see International - Interdisciplinary Studies Metro-Urban Studies, SUST or Oslo Year Program), and elective courses or a second major such as Norwegian, History, Political NAS 330 Science, Urban Studies, Business Administration, International Relations, Sociology or Social Work. Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. (Fall: alternate years) NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term.) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term.) ART 382 Scandinavian Arts (See Art Department.) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term.) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term.) Internships and Independent Study Courses: NAS 199 Internship See description on page 79. NAS 299 Directed Study See description on page 79. NAS 399 Internship See description on page 79. NAS 499 Independent StudyIResearch See description on page 79. I nternational Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in History, Political Science, International Business or a foreign language. Numerous combinations of majors and minors are possible with the Intemational Relations major. Director Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policy POL 461 Topics in International Politics Also, the equivalent of four tenns of college work in a modem language Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,364,368,465,466 ECO 314,317,360,365 HIS 352,440,474 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 336 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modem Languages.) Interim courses, seminars, Independent Study, topics courses and courses at other colleges/universities can be considered here with the approval of the Program Director, as well as a fourth term or higher of college work in a second language. Norma Noonan Honors Major Required courses: ECO 112 Principles of Macroeconomics or ECO 113Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International GPA of 3.6 in the major; 3.0 overall. In addition to fulfjlling the requirements for the major, the student must complete an Honors Thesis no later than March 1of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an Honors Major by the end of their junior year. Minor ECO 112 or 113, HIS 103 or 104, and '26 International Studies POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Note: Only the fourth or higher term of languages counts toward the major; 1 nternational Study at Augsburg College is intended to motivate students to act responsibly and effectively in society by expanding their awareness of other cultures, deepening their understanding of the human condition on a global scale, and helping them to understand the connections between social justice and global interdependence. The Center for Global Education administers international study opportunities available to Augsburg students. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students majoring in a variety of disciplines, from the natural sciences to mathematics, study abroad each year. Students normally receive the same number of course credits abroad as they would if studying on-campus. Courses abroad can fulfill major, distribution1 general education and graduation requirements when approved by the Director of Academic Programs Abroad and appropriate faculty before departure. prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the Program Director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off-campus through the Center for Global Education. Students must apply by Dec. 15 for study off-campus for the next year. The cost for many programs is equivalent to full room, board and tuition for a semester on-campus plus airfare. Financial aid is granted on the same basis as on-campus study. International study programs approved through Augsburg are listed below. For information on these or other programs, contact the Director of Academic Programs Abroad. THE CENTER FOR GLOBAL EDUCATION The Center for Global Education facilitates cross-cultural learning experiences which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the International Studies ?erspectives of the poor and of others struggling for justice and human dignity. The Center's study programs are :onducted in Mexico, Central America, Vamibia, and Norway. Students experience three distinct types of living situations, which include living with other participants in a community house, spending several days in a rural setting and several weeks living with host families. They also travel together on two-week seminars: in Mexico to Central America, and Namibia to South Africa. I WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES (MEXICO) - FALL This program explores the experience of women in Latin America, focusing on their roles in economic development, social change strategies, and the connections women are drawing among issues of gender, race, class, and global economics. Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also ~pprovedfor credit in Women's Studies. Application deadline is April 1. 5PA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Mexican instructors. (Required course. Placement level determined by Program Director.) INS 311 The Development Process Students reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices are examined, as well as social change strategies. POL 359 Topics: Women in Comparative Politics -Women in Latin America An examination of critical global issues affecting Latin America and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies, and revolution. (Required course.) REL 366 The Church and Social Change in Latin America This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination of the emerging "Theology of Liberation." I GENDER AND THE ENVIRONMENT: LATIN AMERICAN PERSPECTIVES (MEXICO) SPRING This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmentalpolicies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students 2xamine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline is Oct. 15. 157 '58 International Studies SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks, taught by Mexican instructors. (Placementlevel determined by Program Director.) SPA 356 Latin American Literature - 20th Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples, Central American refugees. SOC 286 Social Stratification Students examine the key social, political and economic forces which have shaped the experience of women and men in the region. Particular attention is paid to the forms, causes and consequences of inequality which exists in Latin American societies. REL 311 Theology, Ethics, and The Environment This course focuses on the ethical implications of policies which affect the environment in Mexico and Central Ameria. Students examine different religious and ethical perspectives and visit a variety of sites where environmental devastation has taken place, as well as ecological reserves. SOUTHERN AFRICA SOCIETIES IN TRANSITION (NAMIBIA) - FALL This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social, and economic dynamics of building a new nation. Application deadline is April 1. INS 312 The Development Process - Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice and human rights and examines basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. HIS 346 Namibia and South Africa: An Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa and the war for independence. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. International Studies I AUGSBURG COLLEGE OSTFOLD, NORWAY - SEMESTER OR ACADEMIC YEAR Augsburg, in cooperation with the University of North Dakota and the city of Moss, ~ffersthis semester or year-long exchange program in Moss, Norway. Twenty U.S. itudents and 20 Norwegian students join to explore the cross-cultural dimensions of a ~arietyof fields. To be discontinued in Fall 1997. UOR 1111112 Beginning Norwegian This course aims to develop the four basic language skills of speaking, listening, reading and writing. Special emphasis is placed on helping students learn to use Norwegian in their daily lives. Television, movies, newspapers, and visits by native Norwegians are utilized. IlS 2461371 The American and Scandinavian Shared Heritage An exploration of key aspects of the cultural history of the United States and Scandinavia from the 19th century to the present. Emphasis is on the Atlantic migration and the similarities and differences between these cultures, especially in their movement from agrarian to industrial society. UAS 2501350 Comparative Social Structures in Scandinavia and the United States This course examines concepts basic to the study of sociology, including group interaction, social institutions and culture. It also explores the development and current status of social structure in Scandinavia and the United States. iPC 332 Intercultural Communication This course explores both the opportunities and the problems associated with communication between people from different cultural backgrounds. Factors such as ethnocentrism, stereotyping, prejudice, role expectation, values, and non-verbal symbols are examined. iPC 346 Theories of Communication and Media This course explores the relationship between communication and media by examining texts, ideas, media products, and technical facilities. Special attention will be given to the social, psychological, ethical and demographic issues from U.S. and Scandinavian cultures. 'OL 250 Comparative Politics: Scandinavia and the U.S. This course examines the political and administrative systems of the U.S. and Scandinavian countries with an emphasis on Norway. Particular attention is given to the common origins of political tradition and practices in the U.S. and Norway. I SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA - FALL This program introduces students to the key issues facing the Central Americans. For wo decades the people of Central America have been in upheaval and have experienced imdamental social and political change. Students examine the impact of revolution and :ivil war on the lives and culture of the people and the environment of Guatemala, El ialvador, and Nicaragua. Application deadline is April 1. 159 1 60 - International Studies SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Guatemalan instructors. (Placement level determined by Program Director) SOC 267 Cultural Ecology This course focuses on social movements in the region and their relationship to the environment. Students explore impact of ongoing colonization and modernization on indigenous cultures. ECO 325 Sustainable Development This course examines the concepts of economic development and growth in the "Third World." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. REL 366 Church and Social Change in Latin America This course explores the role of religion in Latin American societies, past and present, given the factors of political oppression and social injustice. Students examine the "theologies of liberation." W WOMEN AND DEVELOPMENT:A SOUTHERN AFRICA PERSPECTIVE (NAMIBIA) SPRING - This intensive travel and study program is designed to introduce participants to the central issues facing Southern Africa, with emphasis on the experience of women. The program introduces students to the struggle of women in Southern Africa, to the history of their role in society and to the situation that exists for women in Africa. Application deadline is Oct. 15. SOC 236 Family Systems and Social Policy in Southern Africa Using a cross-cultural approach, this course examines the family as a social institution in Namibia and South Africa. A farnily stay will serve as a laboratory for students to observe various aspects of family life in Namibia. INS 312 The Development Process - Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. POL 359 Topics: Women in Comparative Politics - Southern Africa This course is an integrative seminar focusing on the participation of women in struggles for liberation in Southern Africa and on their emerging role in newly independent Namibia. International Studies THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, Colombia and Ecuador. All programs emphasize the impact of social change and cross-cultural factors on the human community. HECUA programs include intense language experience and field study. The cost is equivalent to full tuition, room and board for one semester on-campus plus airfare. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST) - FALL This interdisciplinaryprogram focuses on the contemporary Scandinavian societies and issues of the development of cities, urban problem solving and urban life. Local, regional and international field study and site visits in Scandinavia and the former Soviet Union. INS 372 Norwegian Language Intensive language instruction at beginning or intermediate levels, with emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Students should consult with the Chair of the Modem Language Department for language credit. INS 377 Scandinavia in the World Exploration of Scandinavian viewpoints as small power nations in a world of super powers and their role in issues of peace, conflict resolution and arms control, East-West relations, European security, trade and the Third World. INS 393 Scandinavian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for s w e y of Norwegian history with emphasis on the contemporary period. Field study, site visits (theaters, museums, galleries) and discussions with artists active in a variety of media. INS 394 Urbanization and Development in Scandinavia Examination of urban economic, social and cultural policies and practices as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to other capitals for a comparative view. 161 16* - International Studies SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAUS) - FALL This semester in the city program is located in either Bogota, Colombia or Quito, Ecuador. This interdisciplinaryprogram focuses on the relationships between Third World development and the consequences of urbanization, especially inequality in Latin America. Analyses of competing theories of development are integrated with field study in the host city and outlying regions. INS 261 Spanish Language All students take Spanish at the intermediate level or conduct an Independent Study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work. INS 361 Introduction to Latin America Overview of Latin American geography, history, economy, politics, culture and arts with emphasis on program sites as case studies. Focus is on economic development issues, theories and models applicable to Latin America. INS 362 Urbanization in Latin America The development of cities and implications for social change in Latin America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies and urban elites. Models and theories of urbanization and development are compared. INS 363 Wealth, Poverty and Community Development The plight and prospects of the urban poor in Latin America. Emphasis on field study in barrio communities and site visits to public and private agencies dealing with urban problems. COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA) - FALL OR SPRING This interdisciplinaryprogram enables the student to combine intense involvement in a community-based organization with the study of community development process and the increase of language skills. CULTURE AND SOCIETY IN LATIN AMERICA: COLOMBIA OR ECUADOR - SPRING This interdisciplinaryprogram focuses on developments and social change in Latin America through the study of ideology, as reflected in literature, the arts and the ways in which ideologies shape social realities. INS 360 Latin American Literature: Perspectives on Social Change Study of selected literary works that illustrate social realities and express a variety of perspectives on Latin American societies and social change. Historical survey of the dominant trends in Latin American thought as manifested in major artistic periods. INS 364 Latin American Arts and Society Introduction to theoretical frameworks for examining the relationships International Studies 163 among art, ideology and society. Intensive readings include works by theorists from Europe, the U.S. and Latin America. INS 367 Ideologies of Social Change in Latin America Theories of ideology and overview of Latin American ideologies related to development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependence and Marxism. Internships and Independent Study Courses: Check with the spec$c International Studies program directorfor requirements in the program. INS 199 INS 299 INS 399 INS 499 Internship See description on page 79. Directed Study See description on page 79. Internship See description on page 79. Independent StudyIResearch See description on page 79. See listing under Business Administration, Accounting and Management Information Systems. A t least since Socrates, scholars have appreciated the value of mathematics in developing the skills of critical thinking, understanding abstract concepts, and analyzing and solving problems. Coupled with the more modem needs of quantitative reasoning, these skills are still essential for any liberally educated person. Mathematics courses at Augsburg are intended to help develop these skills in three ways. Mathematical ideas have had a formative impact on the development of civilization. Since a liberal education should include a variety of perspectives on our culture and heritage, a study of mathematics and its influences is an important part of a liberal arts education. The Department aims to provide its majors with skills necessary to serve the larger community through a variety of careers. Mathematics majors are prepared for graduate school or work in industry or service professions. Students may pursue a concentration in applied mathematics or the more traditional major. Internship and Cooperative Education options help students take advantage of Augsburg's proximity to the many technically-oriented enterprises in the city. Additionally, an increasing number of academic disciplines require a working knowledge of the tools of mathematics. This Department serves students majoring in a wide variety of fields. Toward the goal of serving students with a diversity of needs, the Department uses a calculus curriculum in which students leam concepts in the context of learning skills of mathematical investigation. A major federal grant supported the development of this AUGMENT curriculum. Mathematics Faculty Ken Kaminsky (Chair), Larry Copes, Suzanne Doree, Rebekah Valdivia Major Eight courses including: MAT 145 AUGMENT Calculus I MAT 146 AUGMENT Calculus 11 MAT 245 AUGMENT Calculus 111 MAT 246 AUGMENT Linear Algebra MAT 314 Abstract Algebra MAT 324 Analysis MAT 491 Mathematics Colloquium (junior and senior years) CSC 170 Structured Pronrarnminn or CSC 270 FORT& or CSC 272 Unix and C And three electives from MAT courses above 200, at least two of which are above 300. ., Note: At least two mathematics courses above 300 must be taken at Augsburg. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. For many years, however, the mathematics requirements f o licensure have been the same as for the major, with the electives specified as MAT 351, MAT 373, and MAT 441. Mathematics Mathematics Major with concentration in Applied Mathematics Ten courses including: MAT 145 AUGMENT Calculus I MAT 146 AUGMENT Calculus I1 MAT 245 AUGMENT Calculus JlI MAT 246 AUGMENT Linear Algebra MAT 247 Modeling and Differential Equations MAT 324 Analysis MAT 491 Mathematics Colloquium (junior and senior years) PHY 121 General Physics I PHY 122 General Physics 11 CSC 170 Structured Programming or CSC 270 FORTRAN or CSC 272 Unix and C And three electives from: bMT/PHY 327 Special Functions of Mathematical Physics MAT 328 Complex Analysis MAT 355 Numerical Analysis MAT 373 Probability and Statistics I MAT 374 Probability and Statistics I1 MAT 481 Topics in Mathematics (must be approved) Note: At least two mathematics courses above 300 must be taken at Augsburg. Honors Major GPA of 3.5 in the major, 3.1 overall, and Independent Study at an advanced level. Mathematics Minor MAT 145 AUGMENT Calculus I MAT 146 AUGMENT Calculus II hlAT 245 AUGMENT Calculus m MAT 246 AUGMENT Linear Algebra or MAT 247 Modeling and Differential Equations And one elective above MAT 300. Note: At least one mathematics course above 200 must be taken at Augsburg. Math Placement Group (MPG) Before enrolling in any mathematics course, the student must have appropriate math placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a college-level mathematics course taken at another college may have their Math Placement Group determined by the Registrar's Office. Students who have passed the College Board Advanced Placement Exam should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam. The exam is given during college registration sessions and at other announced times during the year. Students needing to advance their Math Placement Group may work with the Academic Enrichment Center to take the appropriate MAT course or study on their own and retest. Additional information about the Math Placement Exam is available from the Academic Advising Center. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. 165 - 166 Mathematics MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic and other models. Emphasis on applicationsto the social and natural sciences, business and everyday life. Successful completion advances students to MPG III. Students in MPG 111or IV should consult the department, as should students preparing for MAT 114. (Prereq.:MPG I1 and either a year of high school algebra or consent of instructor) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic and trigonometric functions. For students planning to take MAT 145. Students who have completed MAT 145 or calculus may register for credit only with consent of instructor. Successful completion advances student to MPG N.(Prereq.: MPG m) MAT 121 Finite Mathematics Concepts from areas such as combinatorics, probability, matrices, linear programming and graph theory. (Prereq.: MPG III. Fall, odd years) MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with applications in the social and behavioral sciences. Students who have completed MAT 145 may not register for credit. (Prereq.:MPG 111. Offered occasionally) MAT 131 Mathematics for the Liberal Arts An examination of the interactionbetween the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. Students who have completed MAT 145 may not register for credit. (Prereq.:MPG III. Offered occasionally) MAT 145,146 AUGMENT Calculus 1 & 11 Concepts of calculus. Emphasis on skills of mathematical investigations. (Prereq.:MPG IV for MAT 145; MAT 145 or consent of instructor for MAT 146. Fall: MAT 145; Spring: MAT 146) MAT 153 The Beauty of Fractal Mathematics Concepts of fractal geometry. Emphasis on using computer software to experience mathematics as a form of artistic expression. (Prereq.: MPG III. Offered occasionally) MAT 245 AUGMENT Calculus Ill Concepts of vectors and multivariable calculus. Emphasis on using logical structures to read proofs. (Prereq.: MAT 146. Fall) MAT 246 AUGMENT Linear Algebra Concepts from linear algebra and other fields such as dynarnical systems, analysis, number theory, and abstract algebra. Emphasis on using logical structures to write proofs. (Prereq.: MAT 245. Spring) MAT 247 Modeling and Differential Equations A --l:--L.--- '2-- - -.-:A- - L 2:--:-1:--- E--L--:- -- --LL---L--I Mathematics modeling, differential equations and numerical methods. Part of AUGMENT program. (Prereq.: MAT 245. Spring) MAT 314 Abstract Algebra Concepts such as groups, rings, integral domains and fields. (Prereq.: MAT 246. Fall) MAT 324 Analysis Concepts of calculus in a more abstract setting. (Prereq.: MAT 246 or 247. Spring) MAT 327 MAT 328 Special Functions of Mathematical Physics (See PHY 327) Complex Analysis Concepts such as complex functions, limits, derivatives, integrals, series, conformal mapping and applications. (Prereq.: MAT 246 or 247. Fall, even years) MAT 351 Modern Geometry Concepts such as projective geometry, non-Euclidean geometries, transformations, and fractals. (Prereq.: MAT 246. Spring, even years) MAT 355 Numerical Analysis Concepts such as approximating solutions of nonlinear equations, linear systems of equations and differential equations, curve fitting, and error analysis. (Prereq.: MAT 245, computer programming course. Offered occasionally) MAT 363 Chaotic Dynamical Systems Concepts such as periodicity, bifurcation and many aspects of fractals. (Prereq.: MAT 246 or 247. Spring) MAT 373 Probability and Statistics I Concepts such as enumeration techniques, discrete and continuous probability distributions, Chebyshev's inequality and the central limit theorem. (Prereq.: MAT 245. Fall) MAT 374 Probability and Statistics II Concepts such as sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance and nonparametric statistics. (Prereq.: MAT 373. Spring) MAT 441 Foundations of Mathematics Concepts such as set theory, logic, axiomatics, and development of the real number system. (Prereq.: MAT 314, Coreq.: MAT 324. Spring, odd years) MAT 481 Topics in Mathematics Study of an advanced topic. (Prereq.: MAT 246 or MAT 247 and consent of instructor. Interim or Spring) - Mathematics MAT 491 Mathematics Colloquium (.O course) Information about contemporary developments, career opportunities, and other interesting ideas in mathematics presented by students, faculty members or outside visitors. Carries no course credit. (Fall, Spring) Internships and lndependent Study Courses: MAT 199 lnternship See description on page 79. MAT 299 Directed Study See description on page 79. MAT 399 lnternship See description on page 79. MAT 499 lndependent StudyIResearch See description on page 79. METRO URBAN STUDIES See listing under Interdisciplinary Studies. T he Modem Languages Department at Augsburg College contributes many ways to realizing the College's mission of providing liberal arts education for service in today's world. The Department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The Modem Languages Department offers language, literature, and culture courses leading to majors in French, German, Norwegian and Spanish. Introductory courses in Arabic, Ojibwe and Russian are offered at Augsburg, and courses in Chinese, Japanese, Latin and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. In addition to courses in language and culture, the Department offers linguistics courses in which students may go beyond the study of individual languages to investigate the general principles that operate in and shape all languages. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Modern Languages Faculty Frankie Shackelford (Chair), Ruth Aaskov, Mary Kingsley, Pary Pezeckian-Weinberg, R o m h Soto, Donald Steinmetz Major Majors must take nine Upper Division courses, five to seven of them at Augsburg and two to four on an approved studyabroad program. The major consists of 9 Upper Division courses including: 350; two courses in culture; two courses in language (311 or above); two courses in literature; two electives (from any of the three areas above). Minor Minors must take at least two Upper Division courses at Augsburg. 311 is a prerequisite to all other Upper Division courses. The minor must include four courses above 212, including one each in language, literature and culture. Honors Major Majors seeking Departmental honors must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall and honors thesis demonstrating ability in Independent Study for one course credit. Consult Department Chair for details. '70 Modern Languages Transfer Students Teaching Licensure Transfer students intending to major or minor in languages must take a ininimum of one Upper Division course per year at Augsburg. See Department faculty for limits on non-Augsburg courses. Teacher candidates in French, German and Spanish must consult with the Department of Education for specific information and enrollment in the program as well as for information on Special Methods courses. All transfer teacher candidates, including those who have completed a college language major elsewhere, must take at least two courses in language, literature, or culture at Augsburg. A 3.0 average in Conversation and Composition (311) is a Departmental requirement for teaching majors. Licensure requires successful completion of the Competency Exam prior to student teaching. See requirements for State of Minnesota Licensure for Teaching in Secondary Schools under Department of Education. Study Abroad Study abroad is required of all language majors (minimum of one semester) and highly recommended for minors. An advanced-level Internship in the major language (399) or an interdisciplinary Internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. W CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East Asian Studies Director for more information. FRENCH (FRE) FRE 111, 112 Beginning French Aimed to develop communication skills of understanding, speaking, reading and writing. Through conversations, classroom practice and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall: 111;Spring 112) FRE 211, 212 Intermediate French Selected articles, interviews and literary readings are the basis of practice in communication, vocabulary building and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; Spring: 212) FRE 243 French Literature in Translation Major representative works of French literature are read in English Modern Languages 171 translation. Through assigned readings, class discussion and written reaction, students become acquainted with artistic qualities and culturalhistorical sigruficance of these works. Sophomore standing. Does not count toward a French major or minor. (On demand) FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other Upper Division courses. (Fall) FRE 312 French Expression A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use. French phonology and speech group practice, study of spoken models from the media. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contribution to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 355 20th Century Literature A survey of the major French literary movements since World War I, including the novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports and laboratory texts in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) '72 Modern Languages FRE 41 1 Advanced Conversation and Composition By means of reading, speaking and writing on topics of intellectual, social or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 450 French Seminar: Novel, Drama, Poetry, Short Story In-depth study of a topic or genre in French literature. Student presentations in French. For advanced students. (See also Interim Catalog. Prereq.: FRE 311 or consent of instructor. On demand) Internships and Independent Study Courses: FRE 199 Internship See description on page 79. FRE 299 Directed Study See description on page 79. FRE 399 Internship See description on page 79. FRE 499 Independent StudyIResearch See description on page 79. GERMAN (GER) GER 111,112 Beginning German Aims at developing basic skills. Classroom practice in speaking, understanding and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. ( F a 111;Spring: 112) GER 211, 212 Intermediate German Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall. 211; Spring: 212) GER 244 German Literature in Translation Principal works of German literature representing Medieval to modem periods are read and discussed in English. Readings are considered in the context of German cultural history as well as in context of the universal human condition. Credit for this course does not apply to a German major or minor. Sophomore standing. (On demand) Modern Languages 173 GER 31 1 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to Literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. (Prereq.: GER 311 or consent of instructor. On demand) GER 351 German Literature through the 18th Century Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm and Stress, Classic and Romantic literature. Readings and discussion in German supplemented by lectures on the history of German literature in its cultural and geopolitical context. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 352 German Literature: The 19th Century Study of later Romanticism, Young-Germany, Poetic Realism, Naturalism and Impressionism. Lectures include the literary reaction to the decline of idealistic philosophy and the rise of technology and science. Readings and discussion in German. (Prereq.:GER 311 or consent of instructor. Spring: on rotational basis) GER 353 German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions designed to aid students' self-expression in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 41 1 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom laneua~e.(Prerea.:GER 311 or consent of instructor.Fall) 74 Modern Languages - CER 451 German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre as a mirror of cultural and geopolitical history. (Prereq.: GER 311 or consent of instructor. On demand) CER 452 German Drama Representative dramatic works from late 18th century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: GER 311 or consent of instructor. On demand) Internships and Independent Study Courses: CER 199 Internship See description on page 79. CER 299 Directed Study See description on page 79. CER 399 Internship See description on page 79. CER 499 Independent StudyIResearch See description on page 79. JAPANESE (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East Asian Studies Director for more information. LINGUISTICS (LIN) LIN 289 Introduction to Linguistics An introduction to linguistic analysis and general linguistic principles, with focus on linguistic universals and psycholinguistics. Theoretical questions will be approached by studying samples of various languages. No prerequisite. Recommended for all language majors and minors. (On demand) LIN 311 Theories of Grammar Comparative analysis of various views of language represented in current linguistic research with the aim of distinguishing underlying philosophical assumptions, investigational criteria and explanatory goals. The theories will be contrasted with those of adjacent disciplines. (On demand) Internships and Independent Study Courses: LIN 299 Directed Study See description on page 79. - Modern Languages 175 LIN 499 Independent StudyIResearch See description on page 79. NORWEGIAN (NOR) Two courses in Norwegian are also offered as part of the 0stfold Program, listed under International Studies. NOR 111, 112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111;Spring: 112) NOR 21 1 Intermediate Norwegian Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall) NOR 31 1 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 NOR 350 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway's changing role in the global community, into an historical context. Readings in history are supplemented by lectures, newspaper articles and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. (Prereq.:NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in nynorsk. Readings, lectures, discussion, journals, essays and oral reports in Norwegian. (Prereq.:NOR 311 or consent of instructor. Fall: alternate years) NOR 41 1 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, written and oral 6 , . :- \T --.--- :-- /lJ . X T n D 911 -- ------ - K .-.: . .. ----- L :--L..-A-- P -\ Modern Languages Internships and Independent Study Courses: NOR 199 lnternship See description on page 79. NOR 299 Directed Study See description on page 79. NOR 399 lnternship See description on page 79. NOR 499 Independent StudyIResearch See description on page 79. Two courses in Ojibwe (Cruppewa) are offered at Augsburg, both as part of the Modem Language Department and as part of the American Indian Studies minor. OJB111, 112 Beginning Ojibwe An introduction to the language and culture of the Ojibwe (Chippewa), Emphasis is on vocabulary, reading, writing and conversational skills. Classroom practice will include linguistic patterns and oral interaction. RUSSIAN (RUS) One year of Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian, Central and East European Studies Program, which requires two years of language for the major (see page 227). See Russian, Central and East European Studies Program Campus Adviser for more information. RUS 111, 112 Elementary Russian Aimed to develop reading, writing, understanding and conversational skills through oral classroom practice, elementary readings, short compositions and a growing acquaintance with Russian culture. Extensive use of the language lab. (Fall: 111;Spring: 112) SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. (Fall: 111; Spring: 112) SPA 21 1, 212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, SPA 249 SPA 311 SPA 312 SPA 331 SPA 332 SPA 350 SPA 352,353 SPA 354 - Modern Languages 177 students review all of the basic structures of Spanish and build conversational skills through class discussions. ( F a 211; Spring: 212) Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature. Through background reading and class discussion in English the student is acquainted with the salient artistic qualities and cultural-historical significance of the readings. Credit for this course does not apply to a Spanish major or minor. (On demand) Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all Upper Division courses. (Prereq.: SPA 212 or equivalent. Fall) Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice to improve oral and written expression with emphasis on conversational facility, stressing idiomatic usage and the finer points of grammar. (Spring: on rotational basis) Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary and artistic movements. h Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) Latin American Ciiilization and Culture A study of the d t u r a l heritage of the Spanish American countries from the preColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) Representative Hispanic American Authors An introduction to Spanish-Americanliterature. Lectures, discussions, written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 [taught in Mexico] 178 -- Modern Languages SPA 41 1 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions and grammatical exercises. (Pre;eq.: SPA 311 or consent of instructor. Fall) SPA 456 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reports in Spanish. Emphasis on the Golden Age and the Modem Period. (Prereq.: one survey course. Spring: on rotational basis) SPA 457 Spanish Novel Study of the outstanding novelists of the 19th and 20th century in Spain. Oral and written reports in Spanish. (Prereq.: one survey course. Spring: on rotational basis) Internships and Independent Study Courses: SPA 199 Internship See description on page 79. SPA 299 Directed Study See description on page 79. SPA 399 Internship See description on page 79. SPA 499 Independent StudyIResearch See description on page 79. MUS M usic has the power to move and :hange us. Whether we experience music is a listener, teacher or performer, it adds i sigruficant and satisfying dimension to Iur lives. The Music Department at Augsburg Zollege offers courses in music and music 2erformance to give students access to this sential aspect of human history and :ulture. In addition, all students of the Zollege community have the opportunity :o participate in choral and instrumental membles which perform locally, nationilly and internationally. Augsburg College is an institutional nember of the National Association of Schools of Music and the National Associaion for Music Therapy. The Music Departnent serves the general education needs of itudents and offers professional training in nusic. The Music major combines a broad :ducation in the liberal arts with preparaion for graduate and professional opportuuties. Students may choose from among our majors in three degree programs: 3achelor of Arts -Music Major; Bachelor of vlusic - Performance Major; Bachelor of vlusic - Music Education Major, and 3achelor of Science - Music Therapy Major. Pauline Sateren, Robert Stacke, Sonja Thompson Music Performances Coordinator Mary Ella Pratte Bachelor of Arts Freshmen will enroll in the regular Bachelor of Arts program. Theory and keyboard placement tests are required of all incoming students and will be given during the first week of classes. The petition to be accepted as a B.A. candidate will be submitted to the Department prior to registration for Upper Division courses. Bachelor of Music - Education In addition to opportunities as profesiional musicians, teachers of music and nusic therapists, graduates have access to a vide variety of careers! Leaders in the xofessions and business regard a liberal lrts major as an excellent preparation for ,atisfyingand effective service in many bccupational areas. Theory and keyboard placement tests are required of all incoming students and will be given during the first week of classes. Students wishing to become Bachelor of Music - Education candidates must perform (Level I1 repertoire) in their major performance medium for a faculty panel. They may then apply, with a copy of their transcript, to the Department for admission to the Bachelor of Education program (by end of sophomore year). Additionally, Music Education majors must apply to the Education Department for acceptance into the music education licensure program. Departmental approval and a cumulative GPA of 2.5 in all music courses is necessary for the education licensure program. vlusic Faculty Bachelor of Music - Performance vlerilee Klemp (Chair),Jill Dawe, Bridget )oak, Stephen Gabrielsen, Nancy h n d a h l , Peter Hendrickson, Robert Carl&, Roberta Metzler, Paul Ousley, Theory and keyboard placement tests are required of all incoming students and will be given during the first week of classes. Students wishing to become 1 80 Music Bachelor of Music - Performance candidates must perform (Level 11repertoire) in their major performance medium for a faculty panel. They must then apply to the Department before the end of their second semester of study. A cumulative GPA of 2.5 in music courses and a 3.0 in performance studies must be maintained. Bachelor of Science - Music Therapy Theory and keyboard placement tests are required of all incoming students and will be given during the first week of classes. The piano proficiency exam must be completed. Students should consult with the Director before applying to the Music Therapy program. An equivalency program is available for those who have a four-year college degree. Music Minor Candidates must apply to the Department prior to registration for Upper Division courses (see Student Handbook). Freshman Performance Scholarships May be available to freshmen taking lessons for credit. Consult with individual instructors or the Music Office. in a major ensemble of their major instrument during their residency at Augsburg. In certain circumstances, this may be waived for equivalency students. Ensembles Auditions for membership in ensemble: are scheduled, following application, during summer orientation sessions, during the first week of the school year, or by arrangement with the individual ensemble director. Honors Major Candidates for the honors program are nominated each spring from among those juniors who have attained a GPA of at leas 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: a senior thesis and its defense; an additional senior recital of graduate quality; composition of work for vocal and/or instrumental ensemble; conducting an ensemble concert or combinations of the above. Consult the Music Department Student Handbook for more information. Transfer Students Transfer/Equivalency/Certification students will enter the music program on probation, subject to Departmental approval. A performance hearing that is supported by a department application and the student's transcript(s)will take place the first semester in residence. All students will be required to take the theory placement test the first week of class. Passing the piano proficiency test the first semester of residence is strongly recommended. All students are required to participate Core Curriculum (required of all majors): MUS MUS MUS MUS MUS MUS MUS MUS MUS MUS 101 102 111 112 201 202 211 212 231 232 Materials of Music I Materials of Music I1 Aural Skills I Aural Skills 11 Materials of Music IJI Form and Analysis Aural Skills IJI Aural Skills IV History and Literature of Music History and Literature of Music I lus ensemble participation, performance tudies, and recital requirements as given nder each specific degree and major. ilso, French or German study as stated in ;enera1 Education Requirements and in pecific degree requirements. I BACHELOR OF ARTS llusic Major Offers the broadest education in liberal rts and prepares the student for the reatest range of graduate, business and lrofessional opportunities. Students who ?tend to pursue non-performance gradute study, or desire to enter one of the nany music-related business fields of mployment, most often choose this course f study. Requirements: 12 course credits :ore curriculum plus: h e music credit elective md two semesters chosen from: hUS 311,312 Composition AUS 341 Basic Conducting hUS 342 Choral Conducting AUS 344 Instrumental Conducting /IUS 331 Music of the Baroque Era LUS 332 Music of the Classical Era LUS 333 Music of the Romantic Period LUS 334 Music of the 20th Century LUS 458 Senior Recital 'erformance Studies iight quarter course credits in the major instrument/voice iight quarter course credits in a major Augsburg ensemble on the major instrument/voice 'our semesters in a non-credit small Augsburg ensemble Ceyboard proficiency 'ass three Music Repertoire tests Music Consult the Music Department Student Handbook for more information on individualized degree requirements. Music Minor Six course credits including: MUS 101,102 Materials of Music I, I1 MUS 111,112 Aural Skills I, 11 MUS 231 History and Literature of Music I or MUS 232 History and Literature of Music 11 MUS 341 Basic Conducting And one additional course in Music History or Conducting Plus four consecutive quarter courses in a major ensemble concurrent with four quarter courses of Performance Studies in the student's major instrument. Music minors also must pass one Music Repertoire test. BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in the public schools. This preparation includes course work which allows the student to become certified to teach at the elementary through the secondary levels. Requirements: 16.5 course credits Core curriculum plus: MUS 311,312 Composition I, 11 MUS 341 Basic Conducting MUS 342 Choral Conducting or MUS 344 Instrumental Conducting Performance Studies Two quarter course credits in the major instrument/voice Four half course credits in the major instrument/voice 181 18* - Music Two full course credits in the major instrument/voice Two quarter course credits in the minor instrument/voice MUS 358 Half junior recital MUS 459 Full senior recital Eight quarter course credits in a major Augsburg ensemble on the major instrument/voice Four semesters in a non-credit small Augsburg ensemble Improvisation competency on major instrument or voice Keyboard proficiency Pass three Music Repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in the major performance medium. Choose one area of emphasis: Vocal emphasis - MUS 251,252,253, 254,435 Instrumental emphasis - MUS 152, 155, and one course credit of music elective Other Requirements HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 116 Healthy Concepts for Educators EDU 210 Learning and Development in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDS 341 Media Technology EDS 350 Reading in the Content Areas EDS 354 Creating Learning Environments: Secondary and Field Experience EDS 355 Music Methods (K-12) Take three of the following four: EDS 356,357,358,359 Music Methods: Brass and Percussion, Woodwinds, Strings, Vocal rnc 900 ..--- D-I-L--- u EDS 478 School and Society EDS 481,482,483,484 Student Teaching and Seminar Consult the Education Department and Music Department Student Handbook anc program adviser. BACHELOR OF MUSIC Music Performance Major This degree emphasizes intensive work in the major private study area. The program is made available only to a few students of exceptional performing ability who are selected on the basis of an audition/application process. The program prepares performers for professional performing opportunities and/or graduate school auditions. Requirements: 19.5 course credits: Core Curriculum plus: MUS 311,312 Composition I, 11 MUS 341 Basic Conducting MUS 342 Choral Conducting or MUS 344 Instrumental Conducting Performance Studies Two quarter course credits and six full course credits in the major instrument/ voice Two quarter course credits in the minor instrument/voice MUS 358 Full junior recital MUS 459 Full senior recital Eight quarter courses in a major Augsburg ensemble on the major instrument/voicc Four semesters in a non-credit small Augsburg ensemble Keyboard proficiency test Pass three Music Repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major Music hoose one area of emphasis: Vocal emphasis - MUS 251,252,253, 54,435, one course credit of music ective. French or Geman to fulfill inguage requirement. Piano or Organ emphasis - MUS 301, 32,436,456, one-half course credit of lusic elective. Instrumental emphasis - MUS 301,302, ne and one-half course credits of music lectives. Consult the Music Department Student [andbook for more information. I BACHELOR OF SCIENCE lusic Therapy Major Fulfills academic and clinical requireLents for registration with the National ssociation for Music Therapy, Jnc., and repares students for the professional ?rtificationexamination developed by the ertification Board for Music Therapists. his course of study is chosen by students rhowish to become registered music lerapists. Consult Department for zcreditation details. Requirements: 16.5 course credits ore curriculum plus: he of the following three: MUS 152 Basics of Singing or MUS 155 Class Piano or MUS 158 Class Guitar KJS 271 Music Therapy Techniques and Materials IUS 274,275 Music Therapy Practicums IUS 311 or 312 Composition I, I1 KJS 341 Basic Conducting IUS 372,373 Psychologcal Foundation of Music I, I1 [US 374,375 Music Therapy Practicums IUS 472 Human Identity Through the MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship Performance Studies Eight quarter course credits in the major instrument/voice MUS 458 Half senior recital Eight quarter course credits in a major Augsburg ensemble on the major instrument/voice Two semesters in an Augsburg small ensemble (no credit) Keyboard proficiency, guitar proficiency Pass three Music Repertoire tests Achieve a minimum grade of 2.5 in each music therapy course Additional required courses: EDS 282 Introduction to Special Education Two of the following three: EDS 356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings PSY 105 Principles of Psychology PSY 362 Behavior Disorders BIO 103 Human Anatomy and Physiology SOC 362 Statistical Analysis or PSY 230 Research Methods: Design, Procedure and Analysis I APPLIED MUSIC Ensembles (MUE) One quarter course credit per semester is granted to members of major ensembles (MU! 111,112,121,141). Other ensembles carry no credit. Traditional grading is required for music majors and minors in .. - . . 183 '84 Music regster for credit with either traditional or P/N grading, 'or may choose no credit status with audit (V) designation. A maximum of two course credits in ensemble may be counted toward graduation requirements. Performance Studies for Credit Four elements are required of music majors/minors - lessons, jury examination at end of each semester, mandatory attendance at student performance recitals, master classes, and attendance at off- and on-campus performances. See Music Department Student Handbook for details. Areas of Concentration The music major/minor student must declare an area of concentration. A secondary area, required of Music Education students, necessitates additional lessons, jury examination and performance. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit - one half-hour lesson and three hours of practice per week. One-quarter course credit - one halfhour lesson and four hours of practice per week. One-half course credit - two halfhour lessons and eight hours of practice per week. One course credit - two half-hour lessons and 12 hours of practice per week. Performances: All students registered in Performance Studies for credit must perform each year in a general student recital, at the end of each semester for a faculty panel (jury examination), and additional performances as required by th instructor. Listening: All music majors/minors registered in Performance Studies for credit are required to attend designated music events during each semester (recommended: four on-campus and four professional off-campus events for music majors, and a total of four events for musi minors during each semester). Failure to attend the required number of recitals, major ensemble concerts, other designatec events, the Student Performance recitals and master classes will be a factor in determining the final grade received in Performance Studies. Music majors must pass a total of three Music Repertoire test: music minors must pass one. Consult the Music Department Student Handbook for contents of Music Repertoire tests and specific degree requirements. Recitals: A committee composed of thc student's teacher and two other music faculty members will determine the final grade for all recitals. A pre-recital hearing may be requested for students performing recitals that partially fulfill degree require ments. The charge of the recital jury shall be to determine if the recital is likely to be adequately prepared by the recital date fo the student to receive a grade of 3.0 (B.M. Performance) or 2.5 (B.A., B.M.- Educatio B.S.) as specified in Department guideline Concurrent registration in Performance Studies in the major performance medim is required for recital performance. Students should carefully read the Music Department Student Handbook anc consult regularly with their applied teacher. The following guidelines provide an outline of requirements and procedure which must be followed by all recitalists. Music 18s Departmental Sponsorship Level IV for Music Performance majors. Recitals required for the fulfillment of the B.M., B.A. or B.S. degree requirements or Honors Major will be sponsored by the Music Department. Other student recitals may be departmentally sponsored. 2. B.M. degree senior recitals (MUS 459) will be one hour in duration at repertoire Level IV for Music Education majors and one hour in duration at Level V for Music Performance majors. 3. B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration at repertoire Level m. Duration and Repertoire Level All departmentally sponsored recitals must be representative of the academic guidelines set forth in this catalog and Repertoire Lists available in the Music Department. Keyboard Proficiency 1.B.M. degree junior recitals (MUS 358) will be one-half hour in duration, and will be at repertoire Level 111 for Music Education majors and one hour in duration at B.A., B.M. and B.S. candidates must pass the Piano Proficiency test by the end of their sophomore year. Consult the Music Department Student Handbook for specific requirements. Many music courses are offered alternate years. Consult the ACTC Class Schedule or the Music Department for course offerings in each term. THEORY MUS 101 Materials of Music 1 (.5 course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test. Fall) MUS 102 Materials of Music 11 (.5 course) Diatonic harmony, secondary dominants and simple modulations. To be taken concurrently with MLJS 112. (Spring) MUS 111 Aural Skills 1 (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing and harmonic dictation to parallel progress in MUS 101. (Prereq.: concurrent registration in/or completion of MUS 101. Fall) MUS 112 Aural Skills 11 (.5 course) Development of listening and reading skills to parallel progress in MUS 102. (Prereq.: concurrent registration in/or completion of MUS 102. Spring) - Music MUS 201 Materials in Music 111 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. (Prereq.: MUS 102. Fall) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th century practice. (Prereq.: MUS 201. Spring) MUS 21 1 Aural Skills 111 (.5 course) Melodic, harmonic dictation and sight singing to parallel progress in MUS 201. (Prereq.: MUS 211 and concurrent registration in/or completion of MUS 201. Spring) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. (Prereq.: MUS 211 and concurrent registration in/or completion of MUS 202. Spring) MUS 301 Counterpoint 1 (-5 course) Sixteenth through 18th century contrapuntal techniques including double counterpoint, passacaglia, fugue and canon. (Prereq.:MUS 201,211. Alternate years: Fall 1997) MUS 302 Counterpoint 11 (.5 course) Study of contemporary counterpoint including works of Schoenberg, Bartok, Hindemith, Stravinsky and Carter. (Alternateyears: Spring 1998) MUS 31 1 Composition 1 (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Prereq.: MUS 202. Fall) MUS 312 Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporary techniques, atonal systems, and larger forms are studied and used. (Prereq.: MUS 311 or permission of instructor. Spring) MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique. Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Prereq.: Pass piano proficiency test. Fall) MUS 342 Choral Conducting (.5 course) Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test. Alternate years: Spring 1997) MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of inskumental ensembles. (Prereq.: Pass piano proficiency test. Alternate years: Spring 1998) Music I HISTORY AND LITERATURE MUS 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For non-music majors. MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 112,201.Fall) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 112,201. Spring) f i e following four half-courses are extensive studies of special eras in the history of music: MUS 331 MUS 332 Music of the Baroque Era (.5 course) (Prereq.: MUS 231,232. Altemate years: Fall 1996) Music of the Classical Period (.5 course) (Prereq.: MUS 231,232. Alternate years: Spring 1997) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231,232. Alternate years: Fall 1997) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231,232. Alternate years: Spring 1998) WUS 432 MUS 435 WUS 436 WUS 498 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. Voice Repertoire (.5 course) Interpretation, style and programming of the song literature from the 16th century to the present, with an emphasis on literature and source materials used for teaching voice. (Prereq.: MUS 231,232. Alternate years: Fall 1996 and Spring 1997) Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing and performing. (Prereq.: MUS 231 and 232. Alternate years: Spring 1997) lndependent Study (.5 course) Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. 'nternships and Independent Study Courses: WUS 199 Internship See descri~tinnnn nape 79 187 '88 Music MUS 299 Directed Study See description on page 79. MUS 399 Internship See description on page 79. MUS 499 Independent StudyIResearch See description on page 79. Open only to advanced students upon approval of the faculty. TECHNIQUE MUS 152 Class Voice ( 2 5 course) Fundamentals of tone production and singing. MUS 155 Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sightreading, and simple accompaniment and music reading skills necessary to pass the Piano Proficiency Test. (Prereq.: MUS 101 or consent of instructor) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. (Spring) MUS 251 English Diction (.25 course) Fundamental course in correct standard English diction for singing. Familiarization with the International Phonetic Alphabet. Open to all students registered for vocal instruction. (Alternate years: Fall 1997) The following three quarter-courses are continuations of MUS 251 with application for the Italian, German and French languages. MUS 252 Italian Diction (.25 course) Familiarization with the International Phonetic Alphabet and its application to basic Italian song literature. (Prereq.: MUS 251. Alternate years: Fall 1997) MUS 253 German Diction (.25 course) Continued use of the International Phonetic Alphabet in basic German song and choral literature. (Prereq.:MUS 252. Alternate years: Spring 1998) MUS 254 French Diction (.25 course) Continued use of the International Phonetic Alphabet in basic French song and choral literature. (Prereq.: MUS 252. Alternate years: Spring 1998) MUS 358 Junior Recital (.O course) B.M. candidates only. Half recital at repertoire Level 111, Music Education majors or full recital at Level IV, Music Performance majors. No course credit. The private instructor may request a pre-recital hearing. MUS 456 Piano Pedagogy (.5 course) Principles, methods, materials and techniques for teaching piano. Survey Music of various pedagogical schools of thought. (Alternate years: Spring 1998) MUS 458 Senior Recital (.O course) Half recital by B.A. or B.S. candidates at repertoire Level HI. No course credit. The private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.O course) B.M. candidates only. Repertoire Level IV for Music Education majors and Level V for Music Performance majors. No course credit. The private instructor may request a pre-recital hearing. H THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Schulwerk, applications of recreational music activities to clinical settings. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama and movement. (Alternateyears: Fall 1997) MUS 274,275 Music Therapy Pradicums (.O course) Volunteer work in a clinical setting, two hours per week. No course credit. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychologicalaspects of music. An understanding of the research process and development of an experimental research project. (Alternateyears: Fall 1996) MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent and performance. (Alternate years: Spring 1997) MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting, two hours per week. No course credit. (Prereq.: Pass keyboard proficiency test) MUS 472 Human Identity through the Creative Arts (See course description for MUS 272.) Enrollment for Upper Division credit required for music therapy majors, and will include an additional course module. (Alternateyears: Fall 1997) MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings including discussion of professional ethics. A holistic approach to therapy with music. (Alternate years: Spring 1998) 189 '90 Music (.25 course each) MUS 474,475 Music Therapy Practicums Volunteer work under the supervision of a registered music therapist, twc hours per week. (Prereq.:three of MUS 274,275,374,375, Pass keyboard proficiency test) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an NAMT internhip setting for six months. Application for Internship sites must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements) I ENSEMBLES AND PERFORMANCE Ensembles (MUE) then made at the discretion of the appropri ate faculty. For Jazz Ensemble members hi^ preference is given to Concert Band members. These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of Fall semester or by arrangement with the ensemble director. Assignment to an ensemble is While the Department strongly encourages both formal Informal ensemble experience, onlymembership in ~ ~ d Orchestra, Choir or Riverside Singers will satisfy the major, minor or ~~~~~~l ~ d ~~ ~ ~ ~ tsome ~ i insku~~ ~i ments are available for use by students. STUDIES MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers (.25 course) MUE 113 Vocal Chamber (.O course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (-25 course) MUE 122 String Ensemble (.O course) MUE 131 W o o d w i n d Chamber Music (.O course) MUE 141 Concert Band (.25 course) MUE 142 Brass Ensemble (.O course) MUE 143 Jazz Ensemble (.O course) MUE 144 Percussion Ensemble (.O course) Music 'erformance Studies (MUP) Private instruction for credit is graded raditionally. All areas of study are vailable to the non-music major or minor. U1lessons are adapted to the individual leeds of the student and those bearing redit are supplemented by accompanying, nsemble participation and other perfor- mances. Repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors - Enter I and attain Ill; B.M. - Education Major Enter II and attain IV; B.M. -Performance Major - Enter II and attain V. I LESSONS: AUP 111-411 Voice MUP 137-437 Horn AUP 121-421 Violin MUP 141-441 Trumpet AUP 122-422 Viola MUP 142-442 Trombone AUP 123-423 Cello MUP 143-443 Baritone A UP 124424 Bass MUP 144-444 Tuba AUP 131-431 Oboe MUP 152-452 Piano AUP 132-432 Bassoon MUP 159a AUP 133-433 Clarinet MUP 161-461 Guitar AUP 134-434 Saxophone MUP 171-471 Percussion AUP 135-435 Flute MUP 181-481 Organ Tote carefully the following provisions: 1. Performance study registration c a r s the first week of classes. 2. A of study is l4 weeks of :ssons and coaching. Any lessons uring the Interim or Summer are rranged privately with the teacher. Piano accompanying MUP 191-491 Harp 3. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. 4. Credit is granted only for study with faculty members of the Augsburg College Music Department. 191 T he Natural Science Licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. The program of courses is designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the Distribution/ General Education Requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in Education. Early consultation with adviser is essential. Coordinator Arlin Gyberg Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. Broad Base Requirements Two Earth Science (PHY 101 Astronomy, PHY 106 Meteorology or Geology) BIO 113,114 General Biology PHY 116 Introduction to Physics or PHY 121,122 General Physics I, I1 CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry Biology Major (for licensure in Life Science) Broad Base Requirements, plus: BIO 215 Introduction to Cellular Biology BIO 491 Seminar Six other Biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 471 Advanced Cellular and Molecular Biology BIO 476 Microbiology or BIO 481 Ecology And one course in Organic Chemistry Physical Science Broad Base Requirement Two courses: one in Earth Science (Astronomy, Meteorology or Geology), and one in General Biology. Chemistry Major (for licensure in Physical Science) Physical Science Broad Base Requirement Graduation Major in Chemistry: CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351 Organic Chemistry CHM 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar MAT 145,146 AUGMENT Calculus I, I1 or MAT 124,125 Calculus I, I1 (WEC only One advanced Chemistry Course One year of General Physics Two Physics courses above General Physics (Recommended:PHY 245 Modem Natural Science Physics Major (for licensure in Physical Science) Physical Science Broad Base Requirement Graduation Major in Physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 ElectromagneticFields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory MAT 145,146 AUGMENT Calculus I, I1 or MAT 124,125 Calculus I, 11 (WEC only) MAT 245 AUGMENT Calculus 111 MAT 247 Modeling and Differential Equations* Two additional Physics courses above 122 One year of General Chemistry One course of Organic Chemistry and One course of Analytical Chemistry *Note: PHY 327 Special Functions of Mathematical Physics may substitute for MAT 247 NORDIC AREASTUDIES See listing under Interdisciplinary Studies. NORWEGIAN See listing under Modem Languages. 193 - T- he Augsburg Nursing Program is designed exclusively for registered nurses who want to increase their opportunities in the health-care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools and community organizations. Some are selfemployed, rurming their own businesses. All of these nurses provide comprehensive health assessment for individuals from all cultures and socioeconomic levels. From helping parents have safe deliveries of healthy d a n t s to coordinating home care for the dying, nurses assist people through the entire life span. The bachelor's degree equips the nurse with a working knowledge of the biological, physical, social, behavioral and nursing sciences. The nursing program at Augsburg College also provides the educational opportunities to increase skills in critical thinking, clinical investigation and decision-making that prepare nurses to handle challenging new positions in today's health-care field. Augsburg's nursing program, leading to a Bachelor of Science degree with a major in Nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With two additional courses, they are eligible to apply for school nurse certification. Nursing Department Faculty Beverly Nilsson (Chair),Lucie Ferrell, Sharon McDonald, Pamela Weiss Major Ten courses including: NUR 305 contemporary Nursing I: Communication NUR 306 Contemporary Nursing 11: Paradigms in Nursing NUR 310 Community Health Nursing I NUR 311 Community Health Nursing 11: Practicum NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 423 Practicum in Nursing: Nursing of the Family NUR 431 Leadership and Management: Theorv and Practice PHI 380 ~thics'ofMedicine and Health Care A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at the completion of Level I and Level I1 courses of study are required. Students also must complete Augsburg's residence and General Education Requirements. The program has been planned so that the Nursing major can be completed within two academic years; however, students may pursue their studies at a slower pace. Courses in the Nursing major are offered on weekends with practicum courses requiring additional weekday time. While courses are designed so that the major can be completed within two years, more time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both Day School and Weekend Nursina College. Students interested in pursuing the Nursing major should consult with an adviser from the Nursing Department for program planning. Honors Major GPA of at least 3.6 in the major and 3.3 overall; application to the Department Chairperson by Nov. 1of the senior year; recommendation by Nursing faculty; honors thesis to be defended before a faculty committee by April 15. Candidates register for NUR 499 to complete the thesis. The following steps may be taken in any order, but all must be completed prior to application for admission into the Nursing major. 1. Admission to Augsburg College: Before you can apply for the Nursing Program, you must first be admitted to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. 2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN accredited associate degree or diploma nursing program with a 2.5 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to be-g the nursing major. 4. Prerequisite course content: The following content must have been com- pleted with a minimum grade of 2.0 chemistry, anatomy and physiology, microbiology, English composition, introductory sociology and introductory psychology. These courses may be taken at Augsburg or at another accredited college or university. 5. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, or completion of a nursing refresher course or an acceptable equivalent. 6. Applicants must carry their own malpractice insurance and current CPR certification. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full and part-time sequential alternatives for pursuing this degree. The entire Nursing major is available only through Augsburg's Weekend College. Classes usually meet on alternate weekends for one 3 1/2 hour time block. Clinical practice usually occurs on weekdays. Students also can complete their liberal arts General Education Requirements by taking courses in Day School and Weekend College. It is recommended that most liberal arts courses be taken before starting the Nursing major. 195 - Nursing NUR 305 NUR 306 Contemporary Nursing I: Communication Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles and practice. Contemporary Nursing II: Paradigms in Nursing An introduction to the idea of theory-based nursing practice. Nursing theory and conceptual models for nursing practice are studied and then utilized in a patient/client situation. NUR 310 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families and communities. Students will learn assessment and intervention skills which will be utilized to deliver ethically appropriate health care within the diversity of the city. NUR 31 1 Community Health Nursing II: Practicum** Provides a clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/leaming theory and basic public health principles with culturally diverse clients throughout the life span. (Prereq.: NUR 310) NUR 330 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political and professional trends and issues are explored in relation to their implications for a changing practice. Students demonstrate formal presentation skills to prepare them for their new roles as professionals. NUR 350 Introduction to Nursing Research Emphasis on research process and methods in nursing. Ethical issues in nursing research are explored. Students critique nursing research for its value in nursing practice and design a research proposal. (Prereq.: MPG 111) NUR 403 Contemporary Nursing Ill: Families Provides a theoretical basis for nursing interventions with culturally diverse families and explores theories related to family structure and function throughout the life span. The role of the nurse in family health care is examined. (Prereq.: NUR 311) NUR 423 Practicum in Nursing: Nursing of the Family** Clinical practice offering the student an opportunity to provide complex nursing care to culturally diverse families in selected practice settings. (Prereq.:NUR 403) NUR 431 LeadershipIManagement:Theory and Practice** Examines the professional nurse roles of leader and manager. Concepts of Nursina change, conflict and system dynamics are explored. Ethics, accountability and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings. NUR 432 Topics in Nursing Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Independent Study: NUR 499 Independent StudyIResearch See description on page 79. Note: If NUR 311 and NUR 423 are not taken immediately following their respective theory courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. ** This course involves an addifional clinical fee. 197 T he Philosophy Department assists students to understand issues raised in the traditional areas of plulosophy. We consider questions about what knowledge is and how we know, about the nature of reality, about the basis for making moral judgments, and about the rules for correct reasoning. Our goals are to instill in students a love of truth, to inspire a curiosity about the sigruficance and meaning of the world they experience, and to develop the skills of critical analysis and creative synthesis. The department places a special emphasis on the history of philosophy, offering four courses covering the period from the ancient Greeks to the end of the 20th century. In these courses students are taught how to read, understand, and criticize great texts of Western civilization, and to see how ideas have developed and matured through the centuries. The department also offers other courses where philosophy, its methods and ideas are applied to other disciplines like relipon, science and the arts. The major has been carefully planned so that students can easily graduate with two majors. Though some majors continue on to graduate school in philosophy, most use the major to prepare for other professional studies such as law, medicine or the Christian ministry. Philosophy majors generally outperform others on graduate entrance in examinations in medicine and law. Others enter the work place, confident that the study of philosophy has pven them the ability to think critically. Philosophy Department Faculty Mark Fuehrer (Chair),David Apolloni, Paul Holmer (distinguished visiting professor), Bruce Reichenbach Major Nine courses including: PHI 230 Logic PHI 241 History of Philosophy I: The Classical Philosophers PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Enlightenment and 19th Century Philosophy PHI 344 History of Philosophy IV: 20th Century Philosophy A 400 level course (other than PHI 499) Three elective courses in Philosphy Note: Five courses must be Upper Division. Honors Major Admission to the Philosophy Honors program is by recommendation of the Philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the Department. Minor Five courses, including two from PHI 241,242,343 and 344. - Philosophy 199 PHI 110 Introduction to Philosophy This course introduces students to typical philosophical problems (like how we know, can we have certain knowledge, are there universal moral principles), to philosophical vocabulary, and to critical thinking. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions, and then applies them to contemporary issues. Christian ethics will inform our considerations. Students taking PHI 120 may not take PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, feelings and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, we decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students taking PHI 125 may not take PHI 120. PHI 175 Philosophy of Love and Sex We begin by trying to decide what it is to be in love with someone, and how this differs from just being friends or sexually desiring them. We then consider issues such as the ethics of sex, sexual attraction, marriage, adultery and homosexuality. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules which govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. PHI 241 History of Philosophy I: The Classical Philosophers The writings of Plato and M o t l e are the foundations of all philosophical thought in Western cidization. In this course students read and analyze some of the key works by Plato and Aristotle, as well as Stoic, Epicurean and Neoplatonic writings. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various Medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. (Suggested prior course: PHI 241. Spring) PHI 260 Philosophy and the Arts What is artistic creativity? What is a work of art and what makes great works of art great? What is it to appreciate works of art?Is one's appreciation of music or art simply a matter of taste? Does aestheticexperience differ from oBtm kinds of experience? *zPhilosophy PHI 343 History of Philosophy Ill: Enlightenment and 19th Century Philosophy This course studies the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant's synthesis of philosophy, and 19th century Idealism and the reaction to it (Man, Kierkegaard, Nietzsche). (Suggested prior course: PHI 241 or 242. Fall) PHI 344 History of Philosophy IV: 20th Century Philosophy What lies behind 20th century philosophy's love affair with language? Is truth that which works? Can we remake philosophy as a rigorous science? These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, and existentialism. (Suggested prior courses: PHI 241,242, and 343) PHI 350 Philosophy of Religion We systematically investigate a series of questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? (Suggested one prior course in philosophy) PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested:one prior course in philosophy. Alternate years) PHI 360 Political Philosophy The question, "What is just society?" is considered with the answers given in the 20th century by Utilitarianism, liberalism, Marxism, Communitarianism, libertarianism and feminism. (Meets graduate skill component of speaking) PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. Students will also research and develop philosophical responses to issues in this area. (Suggested prior course: PHI 230 or one course in natural science) PHI 370 Existentialism Studies in the writings -both philosophical and Literary - of prominent Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care Application of ethical principles to problems which arise in the areas of health care and delivery, allocation of scarce resources, human experimem tation, genetic engineering, abortion, care for the dying and euthanasia. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific area of philosophy, such as philosophical movements, the history of an idea or specific problem, or inter-disciphary problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any from PHI 241,242,343,344 or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See description on page 79. PHI 299 Directed Study See description on page 79. PHI 399 Internship See description on page 79. PHI 499 Independent StudyIResearch See description on page 79. See listing under Health and Physical Education. T he Augsburg Physician Assistant Program is designed for students interested in careers as health care providers. The physician assistant concept originated during the mid-1960s. Physicians and educators recofized there was a shortage and uneven distribution of primary care physicians. To combat these problems, the physician assistant program h a s developed. h physician assistits must, by law or regulation, have a supervising physician. An important element of the physician assistant education is the emphasis on patient education. - The Augsburg Physician Assistant Program is a 27-month program of study for students with at least 64 semester hours of college credit. A new class of 24 students begins each May. Students who intend to enter the Physician Assistant Program must apply by Dec. 31 of the previous year. The program is very competitive and not all students who apply are accepted. Physician Assistant students who have not previously obtained a baccalaureate degree will earn a Bachelor of Arts in Physician Assistant Studies upon successful completion of the Program. The Augsburg Physician Assistant Program is currently in the process of obtaining accreditation from CAAHEP (Cornrnission on Accreditation of Allied Health Education Programs). At the time of printing of this catalog, the Program was six months from the site visit for accreditation. The mission statement of the Augsburg Physician Assistant Program is to be generalist Physician Assistant professionals, well educated in theory and practice, dedicated to excellence in performance, with the highest standards of ethics and integrity, committed to lifelong personal and wrofessional develowment. reswectful and sensitive to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Physician Assistant Department Faculty Dawn B. Ludwig (Chair),Lisa Howe, David Johnson, Manuel Kaplan, Martha Kelly, Terry Lewis Major First Year (Twelve Months) Twelve courses including: PA 311 Human Anatomy and Neuroanatomy PA 321 Human Physiology PA 331 PA Seminar PA 351 Pharmacology I PA 361 Clinical Medicine I PA 371 History & Physical Exam Skills I PA 341 Current Trends PA 362 Clinical Medicine 11 PA 352 Pharmacology 11 PA 363 Clinical Medicine lTI PA 372 History & Physical Exam Skills II PA 380 Emergency Medicine and three supporting courses including: PSY 368 Behavioral Health Care I PSY 369 Behavioral Health Care 11 PHI 380 Ethics of Medicine and Health Care Second Year (Fifteen Months) Clinical rotations in prearranged health care facilities including: Family Medicine .............................. 6 weeks Internal Medicine ............................ 6 weeks Emergency Medicine ......................6 weeks 6 weeks OB/GYN ........................................... Psychiatry ................... , . , ................ 6 weeks Surgery ........................................... 6 weeks Phvsician Assistant 203 Pediatrics ..........................................6 weeks Elective Rotations ............................6 weeks Family Medicine Preceptorship ... Final 12 weeks of program A minimum grade of 2.0 in each Physician Assistant and supporting course of study is required. Students in the degree program also must complete Augsburg's residence and General Education requirements. The program is planned so the major will be completed in 27 months. The courses are offered consecutively, with subsequent courses based on material taught in previous courses; therefore students are accepted for full-time study only. The following steps must be completed to apply for admission into the Physician Assistant Program. 1. Prerequisite Course Content: The following courses must have been completed at Augsburg (or an approved equivalent course at another accredited institution)with a GPA of 2.0 or better: BIO 113 General Biology BIO 114 General Biology PA 311 BIO 367 BIO 476 CHM 105 CHM 106 CHM 223 PSY 105 MPG ILI Biochemistry Microbiology or CHM 115 General Chemistry or CHM 116 General Chemistry Organic Chemistry Principles of Psychology 2. Recommended courses include: Genetics, Anatomy, Physiology. Also recommended is a cumulative and science GPA of 3.0 or better to remain competitive with all potential applicants. 3. All General Education Perspectives (except The City, one Writing Skill, Speaking Skill, Critical Thinking and Quantitative Reasoning), must have been completed. The above perspectives and skills are expected to be in the physician assistant curriculum. 4. Submit a complete application to the program prior to the deadline, usually the end of December. Call the office for the official deadline each year. A complete application packet includes: the application, three or four letters of reference, an application fee, and an official transcript from each post-secondary school attended. 5. Application and admission to Augsburg College prior to matriculation to the Physician Assistant Program. Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course will involve dissection of human cadavers. This course is offered only to students accepted into the Physician Assistant Program. Human Physiology A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, endocrine systems and the special senses. (Prereq.:Admission to the P.A. Program) *04 - Physician Assistant PA 331 PA Seminar A seminar exploring the history and role of physician assistants, including the laws and regulations governing their practice and education. (Prereq.: Admission to the P.A. Program or consent of instructor) Current Trends This course will educate the student in understanding medical literature, research of literature, and analysis of medical articles. (Prereq.: Admission to the P.A. Program) Pharmacology l This course will cover drug metabolism, chemotherapy, toxicology and prescriptive practice as related to disease processes of the autonomic, cardiovascular, respiratory, and gastrointestinalsystems. (Prereq.: Admission to the P.A. Program and successful completion of summer semester) Pharmacology ll This course will cover drug metabolism, chemotherapy and prescriptive practices as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351) Clinical Medicine I A course designed to teach pathologic process, clinical disease, treatment and the clinical skills associated with the cardiovascular, respiratory, gastrointestinal,renal and endocrine systems. (Prereq.: Admission to the P.A. Program and successful completion of summer semester) Clinical Medicine II A course designed to teach pathologic process, clinical disease, treatment and the clinical skills associated with the otolaryngologic, ophthalmalogic and neurologic systems. (Prereq.: PA 361) Clinical Medicine Ill A course designed to teach pathologic process, clinical disease, treatment and the clinical skills associated with the rheumatologic, orthopedic, gynecologic, obstetric, pediatric, geriatric, dermatologic and immunologic systems. (Prereq.: PA 36 t? History and Physical Exam Skills I A lecture/discussion/laboratory course with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to tlinterviewing and physical examination of patients. (Prereq.: Admission to the P.A. Program) History and Physical Exam Skills II A lecture-discussion-laboratory course with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to tlinterviewing and physical examination of patients. (Prereq.: PA 371) Emergency Medicine A lecture-lab course designed to educate the student in common emergenc procedures. Topics covered will be adult and pediatric trauma, surgical - PHY P hysicists are not only curious about the world, but ambitious as well. Their aim is to understand the fundamental prin:iples which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinating and expanding area of study and as a basic science, physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science and space exploration. Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing challenge, the Department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met and stimulate sound thinking, perceptive judgment and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also serves as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmental science, engineering and medical and health related fields. In addition, the Physics program at Augsburg functions in a supportive role for students majoring in mathematics, chemistry, biology and computer science. The Department also supervises the Pre-Engineering program with degree programs avdable at cooperating universities at both the bachelor's and the advanced degree levels. The Department maintains active research programs through its Center for Atmospheric and Space Sciences. Several students work each academic year and summer as research assistants in these efforts, which are supported by NASA, the National Science Foundation and other federal agencies. The Department also administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. Cooperative Education, internshp and undergraduate research programs provide opportunities for students to apply their physical science knowledge and problem solving skills in practical situations in industrial, governmental and academic settings. Students may participate in alternating term Cooperative Education programs or work part-time during two or more academic terms. Internship opportunities alone generally involve only one semester. The Department serves the liberal arts tradition by offering courses for the nonscience students that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some denree of comvrehension. *"- Physics Physics Department Faculty Jeffrey Johnson (Chair),Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Monsma Physics Research Staff Anthony Hansen, William Jasperson, David Venne. Atmospheric Sciences Research Group, Augsburg College Center for Atmospheric and Space Sciences BACHELOR OF ARTS Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 ElectromagneticFields II PHY 395,396 Comprehensive Laboratory Two elective Physics courses above PHY 122 MAT 145,146 AUGMENT Calculus I, II or MAT 124,125 Calculus I, I1 (WEC only) MAT 245,247 AUGMENT Calculus III and Modeling and Differential Equations or MAT 245 AUGMENT Calculus I11 and PHY 327 Special Functions of Mathematical Physics or MAT 224,226 Calculus III, DifferentialEquations (WEC only) BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I p m 352 ~ ~ ~ h11 a n i ~ ~ PHY 362 Electromagnetic Fields I PHY 363 ElectromagneticFields 11 PHY 395 comprehensive Laboratory PHY 396 Comprehensive Laboratory PHY 486 ~ u a t u m Physics I One Physics course above PHY 122 CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry MAT 145,146 AUGMENT Calculus I, 11 or MAT 124,125 Calculus I, I1 P C only) D and MAT 245,247 AUGMENT Calculus J Modeling and Differential Equations or MAT 245 AUGMENT Calculus 111 and PHY 327 Special Functions of Mathematical Physics or MAT 224,226 Calculus 111, Differential Equations (WEC only) BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective Physics course. Honors Major A GPA of 3.5 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written Physics 207 esearch report. Application for the honors najor should be made no later than the irst term of the senior year. In planning their courses of study, tudents are encouraged to work closely vith members of the Physics faculty. dormally, students should have MAT 124 )r 145,125 or 146, and PHY 121,122 during he freshman year, and MAT 224 or 245 nd 226 or 247 (or PHY 327) during the ophomore year. 'eaching Licensure Major The State of Minnesota has specific icensing requirements for teachers which nay differ slightly in emphasis from the iugsburg major requirements. The state equirements may also be subject to change fter publication of this catalog. Students herefore should consult with the iugsburg Education Department to dentify current Minnesota teacher icensure requirements. 'HY 101 Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics 11 Three elective Physics courses above PHY 122 MAT 145,146 AUGMENT Calculus I, 11 or MAT 124,125 Calculus I, I1 (WEC only) Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the Society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. Astronomy A descriptive course covering our solar system, stars and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing and laboratory sessions are important components of the course. (Three one-hour lectures. Prereq.: MPG 11. Fall, Spring) 'HY 103 Conceptual Physics An introductory course in which the applications, problems, and experi- ments are selected to illustrate fundamental principles of physics. The course stresses a hands-on intuitive approach to physics. (Two three-hour lectures/laboratories. Prereq.: MPG III. Fall, Spring) 'HY 106 Introductory Meteorology A survey of the basic principles involved in understanding the earth's weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and *08 - Physics climate change, global warming and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG II. Fall) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems and experiments are selected to ilIustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one two-hou laboratory. Prereq.: MPG III. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics majors, pre-engineering students and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Desiged for physics majors, pre-engineering students and other specified majors. (Three one-hour lectures, one threehour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modem physics from a historical and experimental basis. Relativity, quantum effects, atomic and molecular physics, nuclear and solid statehhysics. This course indicates the need for, i d develops the experimentalbasis of, quantum mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics A review of AC and DC circuits and study of analog electronics comprise: the first half of the semester. The second half includes study of digital electronics culminating in analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 122 or 125 or 146. Spring. Cross-listed with Computer Science Department.) X PHY 320 Introduction to Space Science A survey of the earth's space environment including solar, planetary, magnetospheric, ionospheric and upper atmospheric physics (solar dynamics, the bow shock, magnetopause, radiation belts, plasma sheet, magnetic storms, substorms, current systems, particle precipitation and aurora). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHYIMAT 327 Special Functions of Mathematical Physics An introduction to special functions in physics and engineering (complex numbers, partial differentiation, Fourier series, series solution of selected differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable). (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 224 or 245 or equivalent. Spring. Cross-listed with Mathematics Department.) Physics 209 Mechanics I Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillatory systems, central force motion, and two-particle kinematics. (Three one-hour lectures. Prereq.: PHY 122, MAT 226 or 247 [or PHY 3271. Fall) Mechanics II Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, noninertial reference frames, thermodynamics and statistical mechanics. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 226 or 247 [or PHY 3271. Spring) Electromagnetic Fields I The classical electromagnetic field theory is developed using the vector calculus throughout. Topics include electrostatics, solution of Laplace's and Poisson's equations, and electric properties of materials. (Three onehour lectures. Prereq.: MAT 226 or 247 [or PHY 327. Fall) Electromagnetic Fields II The classical electromagnetic field theory is developed using the vector calculus throughout. Topics include magnetostatics, magnetic properties of materials, and the theory of electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 226 or 247 [or PHY 327. Spring) Comprehensive Laboratory 1 (.5 course) An emphasis on independent laboratory investigations, including participation in physics seminars. Experiments in the area of mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall) Comprehensive Laboratory 11 (.5 course) A continuation of PHY 395. (One three-hour laboratory and one seminar hour per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) Plasma Physics A rigorous study of the fundamentals of plasma physics including plasma parameters, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, plasma waves, instabilities, transport processes and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration) Quantum Physics I A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, angular momentum and approximation methods. Applications include *lo - Physics potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Fall) PHY 488 Quantum Physics II The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring) Internships and Independent Study Courses: PHY 199 Internship See description on page 79. PHY 299 Directed Study See description on page 79. PHY 399 Internship See description on page 79. PHY 499 Independent Study/Research See description on page 79. Open to juniors and seniors with departmental approval. I Ipirmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and sigruficance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives.The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze md compare political systems and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, ?conomics,history and sociology to the study of politics. Providing work in several sub-fields of ~oliticalscience, the major supplies the xeadth appropriate for graduate work in h e discipline, as well as in public adminisration, public policy analysis, law and >herprofessions. It also serves as a bundation on which to develop careers in ?ublic service, business, communications md other fields. Legislative and other hternships, as well as significant indepenlent research projects, are within easy "eachof Augsburg Political Science ;tudents in the Twin Cities area. Combined ~ i t broad, h balanced and flexible course ~fferings,these special opportunities mhance the student's potential for graduIte study and a successful career. Augsburg Political Science students have the benefit of an experienced faculty that brings a balanced expertise to the course offerings, as well as special strengths in interpreting politics in the contexts of the mass communications media, communism and American public law. The Departmental faculty is cornmitted to the view that the study of politics, involving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of liberal learning. Political Science Faculty Milda Hedblom (Chair), Andrew Aoki, Phlipp Fishman, Mary Ellen Lundsten, William Morris, Norma Noonan Major Nine courses: POL 158 Political Patterns and Processes POL 484 Political Analysis Seminar Required elective - one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States And at least five other Upper Division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one mternsxp may count for an Upper Division area. POL 483 Political Statistics/Methodology H~~~~~~~i~~ The Honors Major in Political Science includes the requirements listed above, *? Political Science plus the following: The student's GPA must be 3.5 in the major and 3.0 overall. The student must take an Honors Independent Study and a seminar, and must subni an Honors Thesis to be defended before a faculty committee. Students may work with any member of the Department on their Honors Thesis. For specific requirements, consult the Department Chair. Students should apply for the Honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three Upper Division courses in three out of five political science areas. Political Science Areas (I) American Government and Politics, (LI) Comparative Politics and Analysis, (111 International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a Political Science major in combination with specified social science courses, in compliance with state requirements. For more information, see the Department Chair. See the class schedule for precise listin! of terms in which courses are offered. POL 483 may not usually be used for a minor. I I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics The politics of American government including the forms of political ideas; the pattern of participation; the dynamics of congressional, presidential and bureaucratic policy making; and current issues in American society. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on actors, structures and other influences on urban public policy Discussion-lecture,case studies of the Twin Cities metro area, and meetings with public officials and activists. POL 325 Public Administration The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion and management, emphasizing political and economic interaction. (Prereq.: one course in Political Science or consent of instructor) Political Science OL 326 Political Parties and Behavior The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in Political Science or consent of instructor. Fall term of election years) OL 342 Mass Communications in Society Effects of mass communications on individual behavior; the uses and control of mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming. (Prereq.:junior or senior standing or consent of the instructor) OL 370 Constitutional Law (See Section IV for description.) OL 375 Media Law (See Section IV for description.) OL 421 Topics in American Politics Selected themes, including legislative, executive or judicial process, and policy process in American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.: one course in Political Science or consent of instructor) I II. COMPARATIVE POLITICS AND ANALYSIS OL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. OL 350 Topics In European Politics Study of the political behavior, institutions and processes of European states. The course will focus on either European Community Law and Politics or Domestic Politics in European states. (Prereq.: one course in Political Science or consent of instructor) OL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/postcommunist states in terms of political behavior, evolution, institutions and political processes. (Prereq.: one course in Political Science or consent of instructor) OL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in Political Science or consent of instructor) 213 - *I4 - Political Science POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change and revolution. Topic to be included in subtitle. (Prereq.: one course in Political Science or consent of instructor) H Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, includinl the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policy Analysis of theory and policy in the foreip policy process in Russia (and the former USSR) and China. (Prereq.: one course in Political Science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in Political Science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysi of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.:four courses in the International Relations sequence) IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporaq legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in sigruhcant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or consent of inshctor) POL 371 Topics in Constitutional Law Selected topics in constitutionallaw, especially civil rights. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) - Political Science 'OL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics and ownership. (Prereq.: one course in Political Science, POL 342, or consent of instructor) I V. POLITICAL THEORY AND ANALYSIS 'OL 158 Political Patterns and Processes (See Section I1 for description.) 'OL 380 Western Political Thouqht A study of influential philosophers, emphasizing the values, goals and assumptions which continue to inform and to rationalize human governance. (Prereq.: one course in Political Science or consent of instructor) 'OL 381 Topics in Democratic Theory A study of democratic theories. Topics vary and may include the emer- gence of political democracy in comparative perspective or American political thought. Topic to be included in the subtitle. (Prereq.: one course in Political Science or consent of instructor) OL 382 Marxist Theory Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on the changing role of Marxist doctrines in society. (Prereq.: POL 158 or consent of instructor) OL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. (Prereq.:POL 158, POL 483, and two Upper Division courses, or consent of instructor) I VI. SEMINARS, INDEPENDENT STUDY AND INTERNSHIPS OL 295 Lower Division Seminar Special topics. Consult Department Chair concerning terms and subject matter. (On demand) OL 483 Seminar in Political Statistics and Methodology An introductory survey of the methods of political science with an emphasis on quantitative reasoning and resear& design including evaluation of existing research in the field.Discussion of experimental designs, descriptive and inferential statistics, computer methods and issues in the construction and execution of political survey. OL 495 Seminar Selected topics. Consult Department Chair concerning terms and subject 215 *I6 Political Science Internships and Independent Study Courses: POL 199 Internship See description on page 79. P/N grading unless internship supemisor grants exception. POL 299 Directed Study See description on page 79. POL 399 POL 499 Internship See description on page 79. Independent StudyIResearch See description on page 79. P sychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studying how people cope with their environment and interact with each other. The Department's courses have three basic goals: (1)to introduce the student to the current information and methods in psychology as well as earlier approaches to psychological questions; (2) to develop the abiity to analyze, interpret and evaluate behavioral research, and (3) to provide practice in the application of these principles. The Department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Internships are designed to provide students with practical pre-professional experience. On-the-job experience gives students the opportunity to test career fields and develop professional contacts. Psychologists use a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality, social, cognitive and organizational psychology and analysis of public policy. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills can be beneficial in careers in business, education and other social services, the church and government, as well as in careers such as research, law and medicine. Psychology Facully Nancy Steblay (Chair), Grace Dyrud, Norman Ferguson, Emily Hause, Duane Johnson, Victoria Littlefield, Bridget Robinson-Riegler Major 10 courses including: PSY 102 The Individual in a Social World or PSY 105 Principles of Psychology PSY 230 Research Methods: Design, Procedure and Analysis I PSY 330 Research Methods: Design, Procedure and Analysis 11 PSY 399 Internship PSY 381 Psychology in Historical Perspective or PSY 493 Seminar: Contemporary Issues PSY 354 Cognitive Psychology or PSY 355 Brain and Behavior PSY 325 Social Behavior or PSY 359 Psychological Assessment Three additional Psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. It is recommended that Psychology majors take additional course work from other areas that will complement and strengthen their particular interests and skills in psychology. All Psychology majors must have an adviser in the Psychology Department. *I8 - Psychology Teaching Licensure Major Honors Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identdy current Minnesota teacher licensure requirements. GPA of 3.5 in the major and 3.0 overall, and completion of a high quality research project culminating the major program. Application for honors consideration must be made during the junior year. Please consult the Department Chair for more detailed requirements. Transfer course policy for psychology majors and minors: Transfer credits must be approved by the Department Chairperson. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. PSY 101 Minor Five courses, including PSY 102 or 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299,399 and 499 may be counted. Self-Identity and Values A study of self-identity and values as related to personal life. This course uses a psychological perspective to explore the role of the individual in the larger social context. Major topics include the acquisition, development and evolution of self-identity and values and the influence of sex roles. (This course does not substitute for PSY 105 as a prerequisite to Upper Division psychology courses.) PSY 102 The Individual in a Social World A scientific investigation of the behavior of the individual as it occurs in social environments. Examples of human behavior, such as aggression, prejudice and group processes, which are best understood through analysis of both individual and social factors, will serve as the course framework. (This course does substitute for PSY 105 as a prerequisite to Upper Division psychology courses.) PSY 105 PSY 201 Principles of Psychology An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday situations are emphasized. Health Psychology Impact of psychological, behavioral, social, and biological interactions on health. Topics include: wellness, health promotion, and maintenance; Psychology prevention and treatment of illness; stress management; lifestyles; health system policies; and cross-cultural perspectives. The course encourages students to become more proactive in their own health and lifestyle choices. (Prereq.: PSY 102 or 105) PSY 230 Research Methods: Design, Procedure and Analysis I Part I of a two-term sequence. Scientific method as practiced in psychology. Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis and MA-style presentation of research findings. PSY 230 must precede 330. (Prereq.: PSY 102 or 105; MPG III) PSY 325 Social Behavior Social factors which influence individual and group behavior in naturalistic and laboratory settings. Topics include: social cognition, group behavior, social influence, attitude formation and change. (Prereq.: PSY 230) PSY 330 Research Methods: Design, Procedure and Analysis II Part 11of a two-term sequence. See PSY 230. PSY 330 should be taken in the term immediately following PSY 230.230 may be taken for one course credit without taking 330. (Prereq.: PSY 230 gith a grade of 2.0 or higher) PSY 351 Developmental Psychology: Child Emphasis on normal child development and behavior. Consideration of theoretical systems used for viewing development sequence and continuity. Inquiry into practical implications and applications of data and theory with respect to the development of children. (Prereq.: PSY 102 or 105) Developmental Psychology: Adolescent and Young Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the adolescent and young adult periods of life. (Prereq.: PSY 102 or 105) Developmental Psychology: Middle Adult and Older Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the middle adult and older adult periods of life. Includes perspectives on death and dying. (Prereq.: PSY 102 or 105) 'SY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision-making and language. (Prereq.: PSY 230) 'SY 355 Brain and Behavior Interactions between the brain, nervous system, and behavior. Topics include the mind-brain relationship; sleep, wakefulness, and dreaming; emotions; learning and memory; psychological disorders; biology of personality; effects of drugs on behavior; and the biology of consciousness. (Prereq.: PSY 230) 219 220 - Psychology PSY 356 Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence which the environment, both natural and human-made, has on behavior. Major topics include: overcrowding and environmental stress; territoriality; defensible space and crime; and specific environments such as room, buildings and cities. (Prereq.: PSY 102 or 105) PSY 357 Behavior Analysis Principles of learning. Behavior change principles and their application to instruction. Behavior change and individualized instruction projects. (Prereq.: PSY 102 or 105) PSY 359 Psychological Assessment Theory and scientific methods of collecting data and information to assess human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 230) PSY 361 Personality An introduction to the field of personality study, including theory, research, assessment and contemporary applications. (Prereq.: PSY 102 or 105) PSY 362 Behavior Disorders An introduction to maladaptive human behaviors from social, organic and psychological points of view. (Prereq.: PSY 102 or 105) PSY 368 Behavioral Health Care I: Clinical Assessment (Physician Assistant Program Requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on biopsychosocial health model, recognition of patient psychopathology, developmental health issues, practitioner-patientinteraction. (Prereq.: Junior standing in PA program or PSY 355 and instructor approval) PSY 369 Behavioral Health Care II: Clinical Intervention (Physician Assistant Program Requirement) Continuation of PSY 368. Specific skills and knowledge for effective clinical interviewing, diagnosis, and development of appropriate behavioral health care plans. (Prereq.: PSY 368) PSY 371 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Consideration of such topics as cognitive, physical and social development, social relationships, and economic and political power. (Prereq.: PSY 102 or 105) PSY 373 Industrial/Organizational Psychology Theoretical conceptualizations and practical applications of behavior in organizations. The study of the individual, groups, structure and change and development in organizations. Consideration of topics such as Psychology 221 performance appraisals, training, decision-making and teamwork. (Prereq.: PSY 102 or 105) 'SY 381 Psychology in Historical Perspective Historical development of psychological viewpoints and theoretical positions. (Prereq.: two PSY courses) 'SY 485 Counseling Psychology Principles, methods and attitudes involved in the counseling process. Consideration given to goals and ethical guidelines for a counseling relationship. (Prereq.: three PSY courses and junior class standing) 'SY 490 Current Topics in Psychology Study of selected areas and topics in psychology that are not treated extensively through current course offerings. Specific topics will be published prior to registration. (Prereq.:PSY 230 and consent of instructor) 'SY 493 Seminar: Contemporary Issues Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: five PSY courses) nternships and lndependent Study Courses: 'SY 199 'SY 299 'SY 399 'SY 499 Internship See description on page 79. (Prereq.: PSY 102 or 105 and one other psychology course) Directed Study See description on page 79. (Prereq.: PSY 102 or 105) Internship See description on page 79. Participation in a concurrent seminar is required. (Prereq.: PSY 330) Independent StudyIResearch See description on page 79. (Prereq.: PSY 330) A ugsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task. The biblical faith and tradition of the Christian church have influenced the whole world and they have affected and continue to influence language, literature, history, values and political structures. While the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more than is represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from Christianity.The Department of Religion seeks to introduce students to some of these major religious traditions. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith, enabling them to reflect theologcally on their own religious commitment. Courses in religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. The College offers both a major and a minor in Religion and a major in Youth and Family Ministry. Religion Faculty Lynne Lorenzen (Chair),John Benson, Bradley Holt, Philip Quanbeck 11, Beverly J. Stratton, Mark Tranvik BACHELOR OF ARTS Religion Major Eight courses including: REL 111 Introduction to Theology REL 221 Biblical Studies REL 356 History of Religions REL 481 Contemporary Theology REL 495 Seminar Three additional Religion courses, of whicl 2 must be Upper Division courses. Note: Seminar, especially for majors, should be taken in the junior or senior yea] Before t a h g the seminar, each major mus have written one formal research paper and placed it on file with the Department Chair. Only one Interim course may be applied to the major. One New Testament Greek course may be applied to the major. Honors Major GPA of 3.5 in the major and 3.0 overall; research project approved by the Department and colloquium with the Department Application must be received by the Department by Dec. 30 of the student's senior year. Minor Five courses. Not more than one Interin course may be counted for the minor. Note: Not all courses that meet Christian Faith perspectives are REL courses anc do not count toward the Religion major or minor. Youth and Family Ministry Major The major in Youth and Family Ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministrv settings. Religion 'his major is interdisciplinary, combining a ore study of theology and Bible with upporting course work in the social ciences. A distinctive part of the major is he combination of practical and theologia1 training, using resources of the iugsburg Youth and Family Institute. hdents are accepted into the program hrough a two-step candidacy process. This major requires an approximately 00-hour intemshp administered by the iugsburg Youth and Family Institute in ~artnershipwith a congregation. It may be ~ossiblefor the intem to receive a stipend or this internship. The two-step candidacy process begins vhen the student applies for candidacy, ~ormallyin the fall of the sophomore or mior year. Two of the theology core ourses must be completed before making pplication to the program. An essay, one ?tter of reference, an assessment instruaent called "Self Portrait" and an interiew is required for candidacy review. The ?achingstaff will conduct step one. The econd step will be conducted by the Youth nd Family Institute staff with help of xperienced pastors, a member of the eligon faculty and youth and family zinisters. This usually follows the intemhip in the fall of the senior year. Retaking le "Self Portrait," an essay, an assessment f the internship and an interview are :quired. This step is very important )r recommending the students for mployment. Sajor en courses including: EL 111 Introduction to Theology EL 221 Biblical Studies .EL 362 Theology of the Reformers EL 481 Contemporary Theology EL 495 Seminar Youth and Family Ministry core: REL 235 Basics in Youth and Family Ministry (Interim) REL 232 Peer Ministry: Principles and Leadership (Interim) REL 399 Internshp Theology elective: choose one of the following: REL 356 History of Religions REL 353 Denominations and Religous Groups in America REL 373 Religions of China and Japan Youth and Family Ministry elective: choose one of the following: REL 342 Theology of Youth and Family Living REL 343 Theology of Marriage (Interim) REL 358 Life and Work of the Church MUS 432 Church Music and Worship and six supporting courses: EDU 210 Learning and Development in an Educational Setting SOC 121 Introduction to Human Society SOC 231 Family Systems: A Cross Cultural Perspective EDU 265 Orientation to Education (w /field work) or SWK 463 Community Development and Organizations PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 351 Developmental Psychology: Child or PSY 352 Developing Psychology: Adolescent and Young Adult or SWK 260 Humans Developing Note: A student with a YFM major may not also major or minor in Religion. 223 224 Reliaion Religion 111,221 or 331 is prerequisite to all other courses. REL 111or 221 is expected to be taken in either the freshman or sophomore year at Augsburg. Junior or senior transfer students who are required REL 111 to take two CF courses may take REL 331 as the prerequisite for other courses. Department approval is necessary before courses taken in other colleges can be accepted for Religion Department credii All majors must have an adviser in the Department. Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. REL 221 Biblical Studies The origin, literary character and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergence of the church. REL 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery and evangelicalism. REL 232 Peer Ministry The student will be trained to train high school and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of^alistener/helper. Peer Ministry integrates theact of caring and serving others with a Christian belief and values system. (Prereq.: REL 221 or REL 111) REL 235 Basics in Youth and Family History This course will provide students with the basic understanding and skills for designing an effective youth and family ministry for a congregation. Students will study the latest research on American youth and their families from Search Institute. They will learn a conceptual model for youth and family ministry. (Prereq.: REL 221 or REL 111) REL 331 Foundations in Bible and Theology An advanced introduction to the biblical and theological foundations of the Christian faith, focusing on writing and advanced critical thinking skills. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 111or REL 221. REL 342 Theology of Youth and Family Living Contemporary theories of youth and family living are examined within the context of Christian teachings. Course focuses on family systems and families in crisis. REL 353 Denominations and Religious Groups in America denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. REL 356 History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam. REL 357 Survey of Church History A survey of Christian history in the early, medieval, Reformation and modem periods. Some attention to primary sources, in addition to interpretations of the periods in question. REL 358 Life and Work of the Church Congregational life in its varied character with attention to Christian education and curriculum, youth work and parish work. REL 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society. REL 361 The Church in the First Four Centuries A study of the early Christian Church, including persecution and martyrdom, councils and creeds, and conflict with Gnosticism and mystery religions. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs and philosophy of North American Indians are studied. TribaI simiIarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies and beliefs in an afterlife. REL 420 The Russian Orthodox Church Theology and history will be studied primarily from the perspective of those Christians who live in Greece, Turkey and Eastem Europe, with special attention to the Orthodox Church in Russia. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesusand His Interpreters 226 - Religion dealing with their context, literary structure and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the Apostle Paul including his historical background, his relationship to the early church and some of the themes found in his writings. REL 475 Judaism An introduction to the Jewish faith as the tradition has developed as well as attention to current issues facing the Jewish community. The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 486 Psychology of Religion and Theology A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. REL 490 Topics in Religion Individual study in selected religion courses not addressed in regular course offerings. REL 495 Seminar Selected topics. Required of majors in the junior or senior year. Others by permission of instructor. (Fall) internships and lndependent Study Courses: REL 199 REL 299 Internship See description on page 79. Limited to special cases. Directed Study See description on page 79. REL 399 Internship See description on page 79. REL 499 Independent StudyIResearch See description on page 79. See Department listing for a description of the following approved elective: RELIPHI 350 Philosophy of Religion T his major, offered through the Associated Colleges of the T&I Cities (ACTC), seeks to give the broadest possible exposure to the history politics, economics, literature and philosophy of central and eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well-acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota, one of the eastern European languages, is required. Russia, Central and East European Studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history, language and literature or political science. Courses are offered at Augsburg College, H a m h e University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. Adviser Magda Paleczny-Zapp B. Area Studies Courses: Track #1: Concentration in Humanities Five Courses: Four courses from the list of approved courses in Track #1, plus one course from Track #2, as approved by adviser. Track #2: Concentration in Social Sciences Five Courses: Four courses from the list of approved courses in Track #2, plus one course from Track #1, as approved by adviser. C. Two other courses selected from either Track #1 or Track #2. D. Students are strongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the central or East European countries, during a semester, an interim or during the summer, is strongly encouraged. All options should be discussed with the student's adviser. TRACK #I HUMANITIES CONCENTRATION HISTORY: HIST 55 HIST 60 Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian or equivalent competencies. History and Philosophy of Socialism - M State and Society in Tsarist Russia - M History of the Soviet Union and its Successors - M HIST 314 Social and Intellectual History of Early Modem Europe - T HIST 331 Eastern Europe, 1699-1914 - T HIST 333 Eastern E ~1914 to~ ~ Present -T HIST 62 ~ 228 - Russian, Central and East European Studies GEOGRAPHY: HIST 464 Seminar in European History (Requires Permission of Adviser) -T HIST 337 Modem Russia from the Empire to Revolution - H HIST 373 Heart of Europe: Central and Eastern Europe in the 20th Century - H HIST 348 Russia and Soviet Union in the 20th Century - A HIST 350 Russia: Keivan State to the Ctirnean War - C HIST 351 Russia: Last of the Romanovs, Bolshevik Interlude, and the Russian Republic - C HJST 352 The Eastern Church - C ECON 35 ECON 317 RUSSIAN LITERATURE: ECON 349 19th Century Literature in Translation - M RUSS 62 20th Century Literature in Translation - M ENGL230 Literature in Translation - C RUSS 61 ADVANCED MNGUAGE: RUSS 41A Russia in Russian - Speaking/ Listening - M RUSS 41B Russia in Russian - Reading/ Writing - M CULTURE: RUS 50-01 Topics (Requires Permission of Adviser) - M RUS 55 Russian Culture - M RUS 56 Soviet Mass Culture - M THEOLOGY: REL 420 The Russian Orthodox Church - A TRACK #2 SOCIAL SCIENCES CONCENTRATION GEOG 45 Regonal Geography of the Post-Soviet Union - M ECONOMICS: ECON 25 ECON 495 ECON 349 ECON 346 Comparative Economic Systems - M Economics of the Transition - M Comparative Economic Systems - A Topics (Requires permission of adviser) - A Comparative Economic Systems - T Topics: Country and Area Studies in Economics (Requires permission of adviser) - T Comparative Economic Systems - C POLITICAL SCIENCE: POSC 220 Introduction to Comparative Government - C POSC 225 Introduction to World Politics - C POSC 376 Marxism - C POL 350 Comparative Politics of the New Europe - T POL 424 Seminar in International Politics (Requires permission of adviser) - T POL 454 Seminar in Comparative Politics (Requires permission of adviser) - T POL 351 Topics in Communist/PostCommunist Systems (Requires permission of adviser) - A POL 363 Russian and Chinese Foreign Policy - A POL 362 Politics of Change: Eastern European Political Systems - H BADM350 International Marketing and Management - C Russian, Central and East European Studies 229 RUSSIAN LANGUAGE COURSES: RUSS 111,112 Elementary Russian - M RUSS 11 Elementary Russian I - M RUSS 12 Elementary Russian I1 - M RUSS 15 Intensive Elementary Russian - M RUSS 111 Elementary Russian I - T RUSS 112 Elementary Russian I . - T RUSS 21 Intermediate Russian I - M RUSS 22 Intermediate Russian I1 - M RUSS 23 Russian Conversation - M RUSS 25 Intensive Intermediate Russian - M RUSS 211 Intermediate Russian I - T RUSS 212 Intermediate Russian I1 - T RUSS 31 Advanced Russian I - M RUSS 32 Advanced Russian 11- M RUSS 33 Advanced Russian Conversation - M Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See your adviser or contact the ACTC office for further information. Students may not receive credit for the same course taken on different campuses. The folIowing courses are considered to be equivalent to one another: HIST 60 M = HIST 337 H HIST 333 T = HIST 373 H = MST 348 A = HIST 351 C ECON 25 M = ECO 317 A = ECON 349 T = ECON 349 C FACULTY ADVISING Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. The current advisers are: Augsburg, Magda-Paleczny-Zapp, 330-1761; Hamline, Karen Vogel, 641-2973 and Nick Hayes, 641-2314; Macalester, Gary Krueger, 6966222; St. Catherine, Sr. Margery Smith, 6906553; and St. Thomas, Sr. Mary Shambour, 962-5164. Location: A = Augsburg; H = Hamline; M = Macalester; C = St. Catherine; T = St. Thomas. See Nordic Area Studies under Interdisciplinary Studies. S tudents preparing to teach social studies on the high school level must complete, in addition to the professional requirements to be met within the Department of Education, a competency-based program designed to provide a broad foundation in the social sciences. Coordinator Jerry Gerasimo Social Studies Teaching Licensure Seven courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 222 20th Century U.S. POL 158 Political Patterns and Processes PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 336 Introduction to Cultural Anthropology One course in geography (human or cultural) Plus a major in one of five fields economics, history, political science, psychology or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. For students beginning in Fall 1994 or later: New requirements for the Social Studies Licensure were under consideration as this catalog went to press. Contact Prof. Gerasirno and the Department of Education for information on curriculum and requirements. T he Social Work major prepares graduates for entry-level generalist professional practice in the field of human services. The program is accredited by the Council on Social Work Education and leads to a Bachelor of Science degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, communities and to develop and analyze social policy. Courses within the program utilize a student empowerment model for teaching and learning. Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time Master of Social Work degree on a weekend schedule. The College's commitment to the liberal arts is highly compatible with education for professional social work practice. The liberal arts foundation, with its emphasis on breadth of understanding, cultural and ethnic diversity, openness to new ideas, analysis and synthesis, is ideal for social work education. As Sir Richard Livingston has said, "A technician is a person who knows e v e r y k g there is to know about his/her job except its ultimate purpose and social consequence." Effective social workers go beyond being technicians. Augsburg social work graduates are entrylevel professionals. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Social Work Department. Unique learning opportunities for field work placement and cultural enrichment are hrovided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services and a highly-educated populace. Social work opportunities abound. Minne. . . . of its social services. The Twin Cities, as the hub for these services, provides both a variety of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate, respect and work with people different from themselves and to be enriched by this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. Appropriately, social work students have been involved in a wide variety of community service efforts including helping to develop the LINK program on campus, mobilizing students to assist a social service agency in their annual Christmas giving program, and tutoring at a local neighborhood center. The Social Welfare minor and electives in the Department allow students to support another major while gaining knowledge about human needs and growth, human services and the methods of effective citizenship. Students taking these courses have the opportunity to become knowledgeable about public issues and develop and nurture a perspective that sees the central importance of diversity to the social fabric of this country. But beyond knowledge, students are encouraged to use their talents and skills to address the needs of society in the interest of the public good, always emphasizing social justice. Social Work Faculty Rosemary Link (Chair), Anthony Bibus (BSW Program Director), Vem Bloom (Field Coordinator),Maria Brown, Francine Chakolis, Blanca Rosa Egas, Hans Eriksson, .. .. . ..< .. - - - 232 Social Work Paulsen, Glenda Dewberry Rooney, Michael Schock, Edward Skarnulis, Clarice Staff (MSW Director), Mary Lou Williams Major 11core courses: SWK 361 Social Responses to Human Needs SWK 363 Methods and Skills of Social Work SWK 364 Field Work I SWK 365 Quantitative Analysis and Program Evaluation SWK 461 Advanced Methods and Skills in Social Work SWK 462 Field Work I1 SWK 463 Community Development and Organization SWK 465 Social Policy: Analysis and Development SWK 466 Field Work I11 SWK 467 The Social Worker as Professional SWK 469 Field Work IV and seven supporting courses: SWK 257 Exploring Human Services SWK 260 Humans Developing BIO 101 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A CrossCultural Perspective SOC 265 Culture: Ethnicity, Gender and Race A minimum grade of 2 0 is required for each course in the core program and a 2.0 average is required in the supporting program. Concentration Concentrations in Aging, Chemical Dependency, Crime and Corrections, Social Ministries, and Youth are possible. A concentration consists of courses descriptive of functional, dysfunctional and programmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in Religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy Social Work majors must be granted candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite. A written self-statement, reference letters, and the completion of all core and supporting program courses below the 400 level is necessary for candidacy review. Social Welfare Minor Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 361 Social Responses to Human Needs SWK 463 Community Development and Organization SOC 265 Culture: Ethnicity, Gender and Race and one course from: SWK 465 Social Policy: Analysis and Development POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration School Social Work Licensure Requirements State Department of Education-required coursework includes EDU 255; HPE 115, and 400 hours in a senior year field Social Work placement in a school setting. See adviser for additional specifics. Social Ministries This concentration helps to focus social workers on work in church congregations or church sponsored social programs and projects. The concentration was designed by the Departments of Religion and Social Work. The concentration is achieved by completing the following course of study: Major in Social Work Core Program SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 361 Social Responses to Human Needs SWK 363 Methods and Skills of Social Work SWK 364 Field Work I (Social Work) SOC 365 Quantitative Analysis and Program Evaluation SWK 461 Advanced Methods and Skills in Social Work SWK 463 Community Development and Organization SWK 462 Field Work II (In Social Ministries Setting) SWK 466 Field Work I11 (Interim, Social Ministries Setting continued from SWK 462) SWK 469 Field Work IV (In Social Ministries Setting continued from SWK 466 Interim) SWK 465 Social Policy: Analysis and Development SWK 467 The Social Worker as Professional Required Supporting Program for the Social Work Major (includes a Sociology Minor) PSY BIO SOC SOC 105 101 121 231 Principles of Psychology Human Biology Introduction to Human Society Family Systems: A Cross Cultural Perspective SOC 265 Culture: Ethnicity, Gender and Race SOC 375 Social Psychology Social Ministries Minor in Religion Required course - choose one: REL 111 Introduction to Theology or REL 221 Biblical Studies Suggested courses - choose four: REL 231,263,342,343,353,360,363,366, 370,415,441,483. ELECTIVE COURSES OPEN TO ALL STUDENTS SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines which are vital to fostering peace. SWK 257 Exploring Human Services This course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange 233 - 2ySocial Work to perform 80 hours of work in a human service agency and must attend the weekly seminar. SWK 260 Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors which influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. SWK 361 Social Responses to Human Needs This course describes the historical and contemporary systems of human service. The values and social movements which form charitable and governmental responses to human needs will be explored. (Prereq.:junior standing or consent of instructor) SWK 463 Community Development and Organization This course focuses on locality development and social change through community organization, social planning and social action, with emphasis on history, theories and issues relevant to social protest and change; the role of staff and of the functions and interrelationships of community organizations; and practice in the local community. (Prereq.: senior standing or consent of instructor) SWK 465 Social Policy: Analysis and Development This course includes the study of theories of social policy formulation and methods of analysis. Development and implementation will be viewed firsthand through work with a public policy agency or official. (Prereq.: SWK 361,463 and senior standing or consent of instructor.) * Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 363 Methods and Skills of Social Work This course covers the basic features of the helping process, theoretical foundations, principles and techniques of social work with individuals and small gr6ups, A d developmeit of relationship-buildingskills. Includes video-taping laboratory sessions. (Prereq.: SWK 361, junior standing) SWK 364 Field Work I* Beginning supervised professional experience in a social work agency which focuses on interviewing experience and relationship building. A total of 120 hours, plus one small group supportive/discussion seminar per week. (Prereq.: SWK 361, junior standing, concurrent with SWK 363) SWK 365 Quantitative Analysis and Program Evaluation This is an overview of commonly-used research methods, especially exverirnental desiens and avvlications to vroeram evaluations. vlus use of - Social Work SWK 461 Advanced Methods and Skills in Social Work This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise and regular class work focusing on generalist practice in social group and family work. (Prereq.: candidacy status) SWK 462 Field Work II* Progressively responsible supervised professional social work experience including work with individuals, families, groups, communities in a social service agency. A total of 120 hours, plus one seminar per week. (Prereq.: candidacy status; concurrent with SWK 461) SWK 466 Field Work 111 (.5 or 1.0 course*) Continuation of field work, a total of 60 or 120 hours. (1/2 course option during Interim.) (Prereq.: candidacy status) SWK 467 The Social Worker as Professional Professional ethical practice, bureaucratic survival, job attainment, and strategies for agency change and empowering clients will be studied. The field work practice becomes the laboratory for class exercises. (Prereq.: candidacy status) SWK 469 Field Work IV* Continuation of SWK 466. A total of 120 hours plus a weekly seminar. (Prereq.: candidacy status. Concurrent with SWK 467) Internships and lndependent Study Courses: SWK 199 Internship See description on page 79. SWK 299 Directed Study See description on page 79. SWK 399 lnternship See description on page 79. SWK 499 lndependent StudyIResearch See description on page 79. * Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. 235 S ociology is the study of society as a whole and of human social organization and groups. The sociological perspective provides a way to better understand the social world and how individuals come to think and act as they do. The goal of the Department is to help students develop their understanding of the social order and how it affects them in their daily lives. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use sociological tools of analysis, and learn how to apply sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, Interim courses and field studies. The Department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships and Cooperative Education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in industrial relations work and in program evaluation. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, urban planning and criminal justice. Sociology Faculty Diane Pike (Chair), Jerry Gerasimo, Garry Hesser, Gordon Nelson, Michael O'Neal, Rita Weisbrod Major 10 courses including: SOC 121 Introduction to Human Society SOC 349 Complex Organizations SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Modem Sociological Theory and four additional Sociology courses. Note: SOC 399 is highly recommended. Concentration in Crime and Community Society is increasingly concerned about crime. Not surprisingly, many of our students are interested in the field of criminal justice. The concentration is not a traditional criminal justice major. Rather, the focus is on understanding crime in the community with respect to the prevention and solution of problems that lead to crime, as well as understanding the criminal justice system developed to respond to it. Students interested in community crime prevention as well as the traditional aspects of criminal justice - courts, prisons, probation, and law - will be served by this major. See Department Chair for specific requirements. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Sociology 237 Honors Major To complete the Honors Major in Sociology, the student must have a minimum GPA of 3.5 in the major and overall. In addition, she or he must: 1) successfully complete an internship, independent study or cooperative education experience; 2) submit a portfolio of completed papers and projects, including a theory paper, a research methods project, and two projects or papers of the student's choosing; and 3) write an acceptable reflective statement on the sociology major and on the work included in the portfolio. SOC 121 An application for the Honors Major can be obtained from the Department Chair. A letter of intent to apply for Honors should be received by the Chair no later than Nov. 1of the senior year. The application and portfolio must be submitted for Department acceptance by March 1. Minor Five courses including SOC 121 and two Upper Division courses (i.e., SOC 300 and above), at least one of which must be taken at Augsburg College. Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions and our interactions with each other. (Fall, Spring) SOC 21 1 Community and the Modern Metropolis How is community possible in the face of multicultural, economic and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this possibility. (Fall, Spring) SOC 231 / ~ a m i l ~ Systems: A Cross-Cultural Perspective The family system is explored among world cultures and within mainstream and sub-cultures in the United States. Students prepare and deliver oral reports on world family patterns, American sub-cultures and family processes. (Fall, Spring) SOC 265 1-- Culture: Ethnicity, Gender and Race Why do we set people aside for negative special treatment? How are they stigmatized? The people to whom we do this are often reflections of our own fears. A sociological analysis of "self" and "other" provides a way to examine racism, sexism and other "-isms." Offered on P/N basis only. (Fall, Spring) SOC 277 Introduction to Criminology How do we understand crime in American society? How can our community respond to crime? Topics include: theories and patterns of crime, criminal justice and criminal policy. (Fall) 238 - Sociology SOC 300,301, 302, 303, 304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests which are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 336 Introduction to Cultural Anthropology The concept of culture is examined in anthropology. An analysis of basic assumptions underlying the ideas of "nature," "primitive," "c~vilizedand "progress." The course will examine the person's relation to culture and conduct an analysis of selected aspects of Western culture. (Prereq.: SOC 121 or consent of instructor. Fall, Spring) ' SOC 349 Complex Organizations What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements &d institutions in American society. (Prereq.: SOC 121 recommended. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis -be it in an academic journal or a daily newspaper. (Prereq.: MPG III. Fall) SOC 363 Research Methods Good research - do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology An examination of the ideas of group, role and self in the understanding of the relationship between the individual and society. A look at the major assumptions and processes underlying our everyday life using interaction theories. (Prereq.: SOC 121 or consent of instructor. Fall, Spring) SOC 381 The City and Metro-Urban Planning ~ r n ~ h a scenters is on alternative theoEies and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 485 Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: two courses in Sociology including SOC 121 or consent of Sociology 239 SOC 498 Independent Study - Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, supplemented by traditional college resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, Spring, Summer) Internships and Independent Study Courses: SOC 199 Internship See description on page 79. SOC 299 Directed Study See description on page 79. SOC 399 Internship See description on page 79. SOC 499 Independent StudyfResearch See description on page 79. (Prereq.: SOC 121, consent of instructor and Department Chair. Fall, Interim, Spring) SPANISH See listing under Modem Languages. O _ ur quality of life, both personally and profes~ional~y, depends in large part > m e quality of our communication. A -communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to improve communication skills. Since communication careers demand a broad educationa1background, the Department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religon, social work or sociology. The Augsburg Communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics and research methods in their programs. Prospective majors should meet with a Departmental Adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Speech, Communication and Theatre Arts Faculty James Hayes (Chair),Deborah Bart, Julie Bolton, Michael Burden, Anne Holmquest, Martha Johnson, David Lapakko BACHELOR OF ARTS Communication Major 12 courses overall - seven required core courses and five courses within one of three emphases. For transfer students, at least six of these 12 courses must be Upper Division courses offered at Augsburg. Required of all Communication majors: SPC 111 Public Speaking or SPC 112 Contest Public Speaking SPC 188 Forensics Practicum (non-credit) SPC 351 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 Small Group Communication POL 342 Mass Communication in Socieg One of the following: ENG 223,225,226, 227. Rhetoric Emphasis Five additional electives from the following: SPC 329,343,345,347,399,495, 499; THR 350,360; LIN 311; PHI 230; PSY 325,371; SOC 362,375. Organizational Communication Emphasis Five additional eIectives from the following: SPC 329,345,399,495,499; ART 132,225,330; SPC 329,345; BUS 340,355 or 357,450; CSC 160; PSY 325,371,373; SOC 265,349,375. Mass Communication Emphasis Five electives from the following: SPC 343,347,348,399,495,499; ART 132,225, 330; ENG 226,241,327,347; POL 375; THR 232,325,350,360. For All Three Emphases Majors must participate in Augsburg's Interscholastic Forensics Program by attending at least two interscholastic speech tournaments. Registering for and completing SPC 188 (Forensics Practicum) is required to document participation. Students should be aware that the toumament season is essentially from October through mid-March, and should plan schedules accordingly. All majors should plan to include at least one Internship (SPC 399) as one of their electives. Students may petition the Department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the Departmental Adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or Department chair. Honors Major The Honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (SPC 499 registration).Honors candidates should meet with their Departmental Adviser prior to their senior year to develop a proposal for the honors project. Communication Minor Six courses including: SPC 111 Public Speaking or SPC 112 Contest Public Speaking POL 342 Mass Communication In Society SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Note: For transfer students, at least three of these six courses must be Upper Division courses offered at Augsburg. Prospective minors must obtain prior approval from a Communication faculty adviser. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. SPC 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either SPC 111and 112 for credit, but not both. Fall, Spring) SPC 112 Contest Public Speaking Theory and practice of speaking in formal contest situations. Students must attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate, speaking to entertain and/or communication analysis. (Note: Students may take either SPC 111or 112 for credit, but not both. Fall) SPC 188 Forensics Practicum A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, Spring) SPC 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years) SPC 343 Broadcast Production I Introduction to video production with an emphasis on creative concept development, script-writing, directing and producing for video. (Fall) SPC 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings and sources of communication problems. (Fall: alternate years) SPC 347 Documentary Video A video production course which integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. SPC 348 Broadcast Production II This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program. (Prereq.: SPC 343 or 347) SPC 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. SPC 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Spring) SPC 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Fall, Spring) SPC 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles and conflict management. (Spring) SPC 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses (see descriptions on page 79): SPC 199 Internship SPC 299 Directed Study SPC 399 Internship SPC 499 Independent Study/Research See Department listings for the following approved electives: ART 132 Photography ENG 347 Quantitative Journalism ART 225 Communication Design I LIN 311 ART 330 Communication Design II Theories o f Grammar (see Modern Languages) BUS 340 Human Resource Management PHI 230 Logic POL 342 Marketing Communications Mass Communication i n Society POL 375 Media Law BUS 357 Advertising PSY 325 Social Behavior BUS 450 Marketing Management PSY 371 Psychology of Gender CSC 160 Introduction t o Computer Science and Communications PSY 373 Industrial/Organizational Psychology SOC 265 ENG 226 Introduction t o Creative Writing Culture: Ethnicity, Gender and Race SOC 362 Statistical Analysis ENG 241 Introduction t o Cinema Art SOC 375 Social Psychology BUS 355 T he study of theatre is essential to a liberal arts education in that theatre is a way to experience, experiment and integrate knowledge from many disciplines, such as: art, music, history, philosophy, religion and literature. For this reason we offer liberal arts connections through cross disciplinary and interdisciplinary courses. As well, we offer a solid base in classical, modem and contemporary theatre while incorporating non-Western and nontraditional theatre to support our commitment to the multicultural experience. At Augsburg we seek to create every opportunity for students to grow as human beings by encouraging connections between theory and application through course study, production work and the Artist Series. Theatre productions are created as unique learning laboratories in creative collaboration with faculty and artists-in-residence. Augsburg is an ideal place to study theatre as it is located in a major theatre center. Students expand their knowledge of theatre not only by attending, but by working with numerous local theatre artists and professional theatre companies. Augsburg theatre students participate in all aspects of theatre production, while learning skills such as creative problem solving, critical thinking, collaboration, public relations, leadership and articulation of ideas both verbally and visually that translate to a variety of careers. We help prepare students to enter graduate school, law school, semina~y,education, business and various communication fields including professional theatre, television, film and journalism. BACHELOR OF ARTS Theatre Arts Major 10 courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Three of the following: THR 116 Creative Drama THR 245 Introduction to Asian and Asian American Theatre THR 325 Playwriting THR 350 Voice and Diction THR 360 Interpretive Reading THR 365 Advanced Acting THR 399 Internship or THR 499 Independent Study in Theatre Ten production units in three or more of the following areas: performance (3 required), artistic (1 required), and production (4 required). Unless you are a transfer student, all core courses must be taken at Augsburg, therefore, careful, early planning is required. Freshmen planning to major in theatre arts should b e p with courses THR 116, 222,232; sophomores: THR 228,245,361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365,366. Please Note: Several courses are offered alternate years only. Thirteen theatre courses are allowed toward graduation. A capstone course, such as an internship, is encouraged,but not required. THR 226 Movement is recommended. Majors must participate in two out of hree dramatic productions every year. itudents must maintain an overall 2.0 GPA o have major participation in productions. ionors Major Designed to encourage overall excelence as well as outstanding achievement )n a specific project of special interest to he student. Honors majors must maintain 1 3.5 GPA in the major and a 3.0 GPA werall and, as part of their major program, momplete a substantial independent project )f honors quality (THR 499). Honors mandidates should meet with their Departnental Adviser prior to their senior year to levelop a proposal for the honors project. Transfers: Transfer students are equired to take three Augsburg Upper Iivision theatre arts courses. rheatre Arts Minor ;ive courses including: :HR 222 Introduction to Theatre :HR 228 Introduction to Stagecraft or THR 328 Theatrical Design :HR 232 Acting :HR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 X R 366 Stage Direction 1 ;ive production units in the following reas: performance (2 required), artistic (1 equired), and production (2 required). Theatre Arts Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history Teaching Licensure Major Students interested in the Theatre Teaching Licensure major should consult with the Theatre Department faculty for course requirements. Students should also consult with the Augsburg Education Department to identify current Minnesota teacher license requirements. 245 *fi Theatre Arts THR 116 THR 222 Creative Drama A study of theatrical movement, mime, mask, acting with an emphasis on active participation and reflective writing. (Fall) Introduction to Theatre A survey of dramatic art including major historical periods, plays, artists; dramatic structure, principles; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) THR 228 Introduction to Stagecraft Introduction to the backstage world of the theatre; its organization, crafts, magic and art. Technical production experience, practical projects and theatre tours. Open to all students. Lab required. (Fall) THR 232 Acting An introduction to the art of acting. Focus on physical, mental and emotional preparation and exploration of the creative approach to scene and character study in American drama. Students attend and review live productions. (Spring) TH R 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos and demonstrationsby visiting performers. (Fall: alternate years) THR 325lENG 325 Playwriting An introductory course in writing for the stage, television and film. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.:ENG 111and one literature course. ENG 226 also recommended. Fall: alternate years) THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. Class will take theatre tours, have visiting designers and practical involvement with the Augsburg spring production. (Lab required, materials needed. Prereq.: permission of instructor. Spring) THR 350 Voice and Diction A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes and individual coaching. ( F a alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of prose, poetry and drama. Study, discuss, practice and perfom readings in prose, poetry and drama before Theatre Arts -HR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentiallywith THR 362. (Fall or Spring) 'HR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentiallywith THR 361. (Fall or Spring) 'HR 365 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles from the classics (Shakespeare,French neoclassicism, restoration comedy, realism and non-realism), culminating in public recital. (Prereq.: THR 222 and THR 232. Spring or Fall) 'HR 366 Stage Direction I Basic directorial techniques: play analysis, production organization, technical collaboration, casting, rehearsals, blocking and characterization. Direction of two pieces required, the latter for public recital. Permission from instructor required. (Prereq.; THR 361, THR 362, THR 328. Spring) 'HR 495 Theatre Topics Selected topics in theatre. rztemships and Independent Study Courses: 'HR 199 Internship See description on page 79. 'HR 299 Directed Study See description on page 79. 'HR 399 Internship See description on page 79. 'HR 499 Independent StudyIResearch See description on page 79. 247 See listing under Speech, Communications and Theatre Arts. See Metro-Urban Studies listing under InterdisciplinaryStudies. T he program in Women's Studies provides students with the opportunity to examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical and research components that focus not only on gender, but also acknowledge that race, class and sexual identity are crucial aspects of women's experiences. The Women's Studies Program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women's Studies Faculty Lynne Lorenzen (Coordinator),Kristin M. Anderson, Maria Brown, Jacqueline DeVries, Grace B. Dyrud, Milda Hedblom, ... . - . . + . . . - . . - . . . .. Beverly J. Nilsson, Norma Noonan, Randi Quanbeck, Nancy K. Steblay, Beverly J. Stratton Major Ten courses which must include WST 201 Foundations in Women's Studies, WS' 495 (Seminar), and WST 199 or WST 399 (Internships).The remaining seven electives are to be selected from approved Women's Studies courses. At least three courses must be Upper Division courses. Students may take courses at any of the colleges participating in the Women's Studies Program. However, at least three courses must be completed at Augsburg. The writing component of the Graduation Skills Requirements for the Women's Studies major must also be completed at Augsburg. Each student's program must have the written approval of the Women': Studies Program Coordinator. Women's Studies Minor F~~~courses which must include WST 201; three electives, one of which must be Upper Division; and WST 495 or 499. Courses may be taken from the other WST 201 ACTC colleges as well as Augsburg. Each student's program must have the written the Studies Coordinator. Foundations in Women's Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientations and class. INS 233 Women: A Cross Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. WST 265 Women in American Culture Through a discussion of works by women historians and selections from women's journals, speeches, literature and other aesthetic creations, the class analyzes the position of women in American culture. Emphasis will be placed on the perspectives of women of minority groups. WST 281 Topics in Women's Studies INS 31 1 The Development Process (See International Studies, Women and Development.) INS 320 American Indian Women (See American Indian Studies for course description.) WST 325 African American Women: Social, Historical and Creative Perspectives This course examines the historical roots of African American women from Africa to locations in the United States and other parts of the African Diaspora. The effects of slavery and its resulting effect on African women are examined, as well as past and current contributionsby African American women. WST 350 Quest for Identity: German-JewishWomen Writers in Exile This course will explore and identify issues of personal and community identity for German-Jewishwriters in exile during WWII. Each work represents a strategy for survival and provides insight into the author's muse. 249 *zWomen's Studies WST 481 Topics i n Women's Studies WST 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an Independent Study (499). It is offered at a different college each year. Internships and Independent Study Courses: A n y must be approved in writing by Women Studies Program Coordinator. WST 199 lnternship See description on page 79. WST 299 Directed Study See description on page 79. WST 399 lnternship See description on page 79. WST 499 Independent Study/Research See description on page 79. See department listingsfor descriptions of the following approved electives: ART 352 Women and Art ENC 282 or 482 Topics i n Literature: Women and Fiction HIS 311 Topics i n Women's History HIS 380 History of Women in the West t o 1870 HIS 381 History of Women in the West Since 1870 POL 421 Topics i n American Politics POL 459 Topics in Comparative Politics PSY 371 Psychology of Gender REL 441 Feminism and Christianity Chair Barbara C. Gage Vice Chair Raymond A. Grinde Secretary Inez M. Schwarzkopf Treasurer David L. Swanson The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. Dr. Charles S. Anderson The Rev. Roger C. Eigenfeld (2000) Ms. Barbara C. Gage (1998) *Mr. Raymond A. Grinde (1996) Ms. Carolyn T. Groves (1996) Mr. Thomas K. Guelzow (1998) Mr. Norman R. Hagfors (2001) Mr. James E. Haglund (2000) Ms. Beverly J. Thompson Hatlen (1999) Mr. Allen A. Housh (2001) President, Augsburg College, Minneapolis, Minn. Senior Pastor, St. Andrew's Lutheran Church, Mahtomedi, Minn. Vice President, Gage Marketing Group, Plymouth, Minn. Retired businessman, Roseville, Minn. Administrator, S.J.Groves & Sons Company, Minneapolis, Minn. Guelzow & Senteney, Ltd., Eau Claire, Wis. President, Norsen, Inc., Minneapolis, Minn. President/Owner, Central Container Corporation, Minneapolis, Minn. Homemaker, Apple Valley, Minn. President, A.A. Housh and Associates, Edina, h. *Dr. George 0 . Johnson (1996) Associate Professor and Division Head, Health ServicesAdministration, University of Minnesota, Minneapolis, Minn. *Dr. Ruth E. Johnson (2000) Assistant Professor of Medicine, Director of Mayo Breast Clinic, Rochester, Minn. T h e Hon. LaJune Thomas Lange, J.D. (2001) Judge, Hennepin County Government Center, Minneapolis, Minn. T h e Rev. Maynard L. Nelson (1996) Retired Senior Pastor, Calvary Lutheran Church, Minneapolis, Minn. Mr. Richard A. Norling (1998) President and Chief Executive Officer, Fairview Hospital and Healthcare Services, Minneapolis, Minn. *Mr. Glen E. Person (1999) Retired businessman, Eden Prairie, Minn. *Mr. Harvey M. Peterson (1996) President, Catco Company, St. Pad, Minn. Mr. Wayne G. Popham (2000) Senior Attorney, Popham, Haik, Schnobrich & Kaufman, Minneapolis, Minn. Board of Regents Mr. Curtis A. Sampson (2001) *Ms. Inez M. Schwarzkopf (1998) Mr. Glen J. Skovholt (2000) *Ms.Gladys I. Strornmen (1996) Mr. Leland N. Sundet (1998) Mr. David L. Swanson (1996) *Ms. Jean M. Taylor (2000) Mr. Michael W. Thompson (2001) Ms. Pamela L. Tibbetts (2000) Ms. Kathryn H. Tunheim (1998) *Mr. William A. Urseth (1998) *Ms.Joan L. Volz (2000) flo wiger, Ph.D. (2001) Ms. May Ka-Yee Yue (2000) President and Chief Executive Officer, CommunicationSystems, Hector, Minn. Assistant Vice President, Mission Investment Fund - ELCA, St. Paul, Minn. Vice President, Government and Community Affairs, Honeywell, Inc., Minneapolis, Minn. Homemaker, St. Paul, Minn. Chairman and Chief Executive Officer, Sundet Companies, Eden Prairie, Minn. Retired businessman, Minneapolis, Minn. Vice President of Development, Taylor Corporation, Eagan, Minn. Realtor, Edina Realty, Inc., Edina, Minn. Senior Vice President and Administrator, Fairview Hospital, Minneapolis, Minn. Principal and President, Tunheim Santrizos Co., Minneapolis, Minn. C h a i i a n and Chief Executive Officer, Upland Global Corp., Minneapolis, Minn. Attorney, U.S. West Communications, Vice President and General Manager, Interconnect, Denver, Colo. Associate Professor of Ethnic Studies, Metro State University, Minneapolis, Minn. President, Financial Services Associates, Inc., Edina, Minn. IN AMERICA (ELCA) Chair Executive Director Dr. Mary Ann Shealy The Rev. W. Robert Sorensen Secretary Assistant Director for Finance Kathryn A. Swanson Sue Rothrneyer Vice-Chair Director for Colleges and Universities Gladystine B. Hodge Mr. James M. Unglaube Asst. Dir. for Colleges and Universities E3 Begnning year of service is indicated with parentheses. Officers of the College Charles S. Anderson (1976). President. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Marie 0.McNeff (1968). Vice President for Academic Affairs and Dean of the College, Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska. Michael D. Ranum (1988). Vice President of Finance and Management. B.A., Concordia College; M.B.A., University of Minnesota. Gregory H. Ritter (1988). Vice President for Institutional Advancement. B.S., University of Minnesota; M.Div., United Theological Seminary. William R. Rosser (1986). Vice President for Student Affairs and Dean of Students. B.A., Taylor University; M.S., University of Kentucky. Richard J. Thoni (1972). Vice President for Enrollment Management. B.A., St. Olaf College; Ph.D., University of Minnesota. A Ruth L. Aaskov (1960). Associate Professor of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Michael L. Agin (1993). Instructor, part-time, Education. B.S., Beloit College; M.A., Loyola University; Ph.D., University of Wisconsin-Madison. Virginia P. Allery (1993). Associate Professor of Education. Director of American Indian Studies Minor. Co-director of the Center for Global Education. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D., University of Minnesota. Earl R. Alton (1960).Associate Dean of Academic Affairs. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Edwin D. Andersen (1987). Instructor, part-time, Education. B.A., Macalester College; M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota. Kristin M. Anderson (1984).Assistant Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Lisa Carney Anderson (1995). Instructor, part-time, Biology. B.A., Ohio Wesleyan University; M.S., Wright State University; Ph.D., University of Minnesota. Stuart M. Anderson (1989). Assistant Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio Artist/Flute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., University of Wisconsin-Madison. Augsburg College Faculty 255 David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota. Teri L. Aslakson (1993). Instructor, part-time, Economics. B.A., St. Olaf College. Mark Attridge (1991). B.A., University of Minnesota - Duluth; M.A., University of Wisconsin - Milwaukee; Ph.D., University of Minnesota. Salah Ayari (1995). Instructor, part-time, Modem Languages. Maitrise Combinee de Langues, Institut Bourguiba des Langues Vivantes, Tunis; M.A., University of Minnesota. Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of Michigan. Deborah L. Bart (1981). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., M.A., University of Minnesota. Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota. Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A., Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles School of Physical Therapy; Ph.D., University of Minnesota. Fohn E. Benson (1963).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Anthony A. Bibus, I11 (1992). Assistant Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Beverly J. Blinde (1992). Instructor, part-time, Social Work. B.A., M.S.W., University of Nebraska. Vernon M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of Minnesota. leanne M. Boeh (1990).Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northem Colorado; M.F.A., University of Minnesota. lulie H. Bolton (1976). Professor of Speech, Communication, and Theatre Arts. B.S., M.F.A., University of Minnesota. Maria L. Brown (1980). Associate Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Laine Bryce (1978). Studio Artist/Bassoon, part-time, Music. B.A., University of Minnesota. Priscilla K. Buffalohead (1981).Instructor, part-time, Sociology. B.A., M.S., University of Wisconsin-Madison. Michael R. Burden (1990).Assistant Professor of Speech, Communication and Theatre Arts. B.A., Augsburg College; M.F.A., University of Minnesota. *2Augsburg College Faculty Janelle M. Bussert (1994). Instructor, part-time, Religion. B.A., Luther College; M.Div., Yale University. C William C. Capman (1994). Assistant Professor of Biology. B.A., University of Illinois Chicago; Ph.D., University of Ilhois - Champaign-Urbana. John J. Carroll (1995). Assistant Professor of Chemistry. B.S., William and Mary's; Ph.D., University of Wisconsin - Madison. Jonathan P. Case (1995). Instructor, part-time, Religion. A.A., Central College; B.A., M.A., Southern Nazarene University; M.Div., Nazarene Theological Seminary; Th.D., Luther Seminary. John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret M. (Peggy) Cemto (1991). Instructor, part-time, Business Administration/ Accounting/MIS. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Hamline University. Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois, Urbana-Champaign; Ph.D., University of Minnesota. Michael G . Chovanec (1995). Instructor, part-time, Social Work. B.S.W., M.S.W., University of Wisconsin-Milwaukee; Ph.D., University of Minnesota. Tara Christopherson (1992). Instructor, part-time, Art. B.S., University of Wisconsin-Stout. Rosalie V. Clark (1979). Instructor, part-time, Social Work. B.A.S., M.S.W., University of Minnesota. Candyce L. Clayton (1990). Instructor, part-time, English. Elaine R. Cline (1990). Library Director. B.A., College of William and Mary; M.L.S., University of Michigan. Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. Robert W. Clyde (1967). Associate Professor, part-time, Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Joan L. Conners (1996). Instructor, part-time, Political Science. B.A., M.A., Marquette University; A.B.D., University of Minnesota. Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Augsburg College Faculty D Cathleen A. (Cass) Dalglish (1986). Assistant Professor, part-time, English. B.A., College of St. Catherine; M.F.A., Vermont College; Ph.D., University of Minnesota. Pauline Brunette Danforth (1996). Instructor, part-time, English. B.A., Bernidji State University; M.A., University of Minnesota. Linda M. Davis (1996). Instructor, part-time, Mathematics. B.S., Michigan State University; Ph.D., University of Minnesota. Jill A. Dawe (1994). Assistant Professor. B.Mus., Memorial University of Newfoundland; M.M. and D.M.A., Eastman School of Music. Mary E. Dean (1990). Instructor, part-time, Business Administration/Accomting/MIS. B.A., University of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown University. Mark E. Deming (1996). Instructor, part-time, Health and Physical Education. B.A., Augsburg College. Jacqueline R. DeVries (1994). Assistant Professor of History. B.A., CaIvin College; M.A., Ph.D., University of Illinois-Urbana. Steven G . Dixon (1994). Assistant Professor, Librarian. B.S., Utah State University; M.L.S., University of Arizona. Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Suzanne I. Dorke (1989). Assistant Professor of Mathematics. B.A., University of Delaware; M.A., University of Wisconsin. Susan Sacquifne Druck (1993). Studio Artist/Voice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Francoise M. duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite de Bordeaux 1.1;M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke University. Linda D. Dyer (1995). Assistant Professor of Education. B.S., Bridgewater State College; M.S., Mankato State University; Ph.D., University of Minnesota. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Blanca-Rosa Egas (1991). Associate Professor of Social Work. M.P.H., University of Minnesota; Lic.Ed., M.D., University of Guayaquil, Ecuador. Mary G . Endorf (1986). Instructor, part-time, MAL Program. B.A., Hamline University; M.S., SUNY - Cortland; Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Carol A. Enke (1986). Instructor, Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Assistant Professor of Education. B.A., M.A., University of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. *zAugsburg College Faculty Kenneth N. Erickson (1964).Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991).Studio htist/Tnunpet, part-time, Music. B.A., Bethel College; M.F.A., D.M.A., University of Minnesota. F Heidi M. Farrell(1995).Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Thomas J. Feldstein (1995).Instructor, part-time, Physician Assistant Studies. B.S., University of Minnesota; Phm.D., University of Minnesota. Norman B. Ferguson (1972).Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Lucie K. Ferrell(1992).Associate Professor of Nursing. B.S., College of St. Catherine; M.N., University of California-Los Angeles, Ph.D., Adelphi University. Anita L. Fisher (1991).Instructor, part-time, Modem Languages. B.A., M.A., University of Montana. Phillip F. Fishman (1988).Assistant Professor, part-time, Political Science. B.S., University of Wisconsin-Madison; J.D., Washgton University; M.S.W., St. Louis University. Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Marilyn E. Florian (1980).Assistant Professor of Health and Physical Education, Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990).Instructor, part-time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Karen B. Franzmeier (1993).Instructor, part-time, Education. B.A., Concordia College; M.A., University of Minnesota. Robert P. Friederichsen (1971).Assistant Professor, part-time, Art. B.A., Bethel College; M.A., Pennsylvania State University. Mark L. Fuehrer (1969).Professor of Philosophy. B.A., University of St. Thomas; M.A., Ph.D., University of Minnesota. C Stephen M. Gabrielsen (1963).Professor of Music. B.A., Augsburg College, D.M.A., University of Minnesota. George M. Gaetano (1993).Instructor, part-time, Speech, Communication, and Theatre Arts. B.A., Hunter College; M.A., University of Minnesota; Ph.D., University of Minnesota. Jeny Gerasimo (1971).Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Richard A. Germundsen (1987).Associate Professor of Education. B.S., Mankato State University; M.A., American University; Cand. Mag.,Universitet i Bergen, Norway; Ph.D., University of Minnesota. Robert J. Geroux (1996).Instructor, part-time, Political Science. B.A., Gonzaga University; Augsburg College Faculty 259 Jennifer L. Gerth (Loubriel) (1994).Studio Artist/Clarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Patricia K. Gladchild (1995). Instructor, part-time, Political Science. B.A., M.A., A.B.D., University of Minnesota. Joseph Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies. B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate School. Paul H. Grauer (1979). Instructor, Health & Physical Education. Men's Athletic Director. B.S., Concordia of Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of Minnesota. Douglas E. Green (1988). Associate Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Richard A. Gresczyk (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Associate Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Nancy J. Grundahl(1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Nancy G. Guilbeault (1988). Instructor, part-time, Health and Physical Education, Director of Counseling. B.A., M.A., Ph.D., University of Minnesota. Konrad E. Gunderson (1994). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., Luther College; MS., University of Wisconsin-Madison; Ph.D., University of Nebraska-Lincoln. Satya P. Gupta (1976). Professor of Economics. B.S., MS., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961).Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Abo El-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/Accounting/MIS. Master of Accounting, Cairo University, Egypt; M.A., Mankato State University; Ph.D., University of North Texas. Panduleni S. Hailonga (1993). Academic Coordinator, Academic Programs in Namibia. B.S., Windhoek College of Nurses; M.S., Leeds Metropolitan University, United Kingdom. 260 - Augsburg College Faculty Roxanne Hale (1991). Instructor, part-time, Modem Languages. B.A., University of the Paclfic; M.A., University of Minnesota. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; MS., Ph.D., Iowa State University. Daniel S. Hanson (1988).Instructor, part-time, MAL Program. B.A., Augsburg College; M.A., University of Minnesota. Dolores V. Hanson (1993). Instructor, part-time, Education. B.S., University of Minnesota; B.S., Moorhead State University. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of Wisconsin-Eau Claire; MS., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. M. Anaam Hashmi (1990). Instructor, part-time, Business Administration/Accounting/ MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, India; M.B.A, Ball State University; D.B.A., Kent State University. Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. James T. Hayes (1991). Assistant Professor of Speech, Communication, and Theatre Arts. B.S.E., M.S., Emporia State University; Ph.D., University of Wisconsin-Madison. Robert G. Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S., M.Ed., University of Minnesota. Milda K. Hedblom (1971).Professor of Political Science, Director of Canadian Studies Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1994).Assistant Professor and Director of Choral Activities. B.A., Augsburg College; M.A. Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Alice L. Hermann (1993). Academic Coordinator, Academic Programs in Central America. B.S., University of Nebraska; M.A., Kent State University. Garry W. Hesser (1977). Professor of Sociology, Director of Experiential Education, Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Paul L. Holmer (1986).Distinguished Visiting Professor, part-time, Philosophy. B.A., M.A., University of Minnesota; Ph.D., Yale University. Anne M. Holmquest (1991).Assistant Professor of Speech, Communication, and Theatre Arts. B.F.A., Drake University; M.A., Ph.D., University of Iowa. Bradley P. Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Marilyn N. Horowitz (1988). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., M.B.E., University of Minnesota. Mary A. Budd Horozaniecki (1988).Studio Artist/Violin and Viola, part-time, Music. B.M., TnAiana T T n i x r n r c i h r Augsburg College Faculty 261 Kenneth B. Huber (1989). Studio Artist/Piano, part-time, Music. B.M., M.M., Indiana University. David Hudson (1990). Instructor, part-time, English. B.A., M.A., Ph.D., University of Minnesota. Susan A. Hyman (1994). Instructor, part-time, English. B.A., M.A.W., University of Iowa; Ph.D., University of Minnesota. I Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. J Lisa E. Jack (1994). Instructor. B.A., Occidental College; M.A., Ph.D., University of Southern California. W. Pearl Jackson(1995). Instructor, part-time, Social Work. B.S.W., Fort Valley State College; M.S.W., University of Minnesota. William H. Jasperson(1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. David A. Johnson (1995). Instructor, part-time, Physician Assistant Studies. B.S., University of Wisconsin-Madison; PA Certification, University of Wisconsin-Madison. Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. JeffreyE. Johnson(1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota. Martha B. Johnson(1988). Associate Professor of Speech, Communication, and Theater. Director, East and Southeast Asian Studies. B.A., M.A., Ph.D., University of WisconsinMadison. David R. Jones (1995). Instructor, part-time, Business Administration/Accounting/MIS. B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas. JeffreyF. Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College, M.A., Middlebury College. K Amin E. Kader (1974). Associate Professor of Business Administration/Accounting/MIS. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Gerald T. Kaminski (1994). Instructor, part-time, Business Administration/Accounting/ MIS. B.S., M.S., Case Western Reserve; M.B.A., College of St. Thomas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State University. JaneA. Kammeman (1986). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., University of California; J.D., University of Minnesota. Manuel E. Kaplan (1995). Medical Director, Assistant Professor of Physician Assistant Studies. B.S., University of Arizona; M.D., Harvard Medical School. 262 - Augsburg College Faculty Robert A. KarlCn (1959). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. Tish Keahna (1996). Instructor, part-time, American Indian Studies. J.D., University of Minnesota. Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant Studies. B.A., Michigan State University; PA Certification, Bowman Gray School of Medicine. John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University; M.A., Ph.D., University of Illinois-Urbana. Christopher W. Kimball(1991). Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Vivian L. Klauber (1996). Instructor, part-time, Health and Physical Education. B.A., George Washington University; M.A., SUNY - Albany. Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Diana I. Kordas (1995). Instructor, part-time, English. B.A., M.A., SUNY - Buffalo; M.A., California State University - Dominguez Hills. Marilyn A. (Lynn) Kramer (1994). Instructor, part-time, English. B.A., University of Wisconsin - Madison; M.A., University of Wisconsin - Milwaukee. Carol F. Kuechler (1994). Assistant Professor of Social Work. B.A., Marquette University; M.S.W., University of Wisconsin-Madison; Ph.D., University of Minnesota. Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University; M.A., Xavier University; Ph.D., Case Western Reserve University. Diane 0.Kuhlmann (1995). Instructor, part-time, Business Administration/Accomting/ MS. B.A., M.B.T., M.B.A., University of Minnesota. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. Scott E. Kuster (1994). Academic Coordinator, Academic Programs in Namibia. B.A., School of International Affairs at George Washington University; M.A., School of Education at the American University. L Steven J. LaFave (1991). Assistant Professor of Business Administration/Accomting/MIS. B.A., Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre Arts. B.A.. Macalester College: M.A.. Ph.D.. Universitv of Minnesota. Augsburg College Faculty 263 Andrew P. Lawson (1992). Instructor, part-time, Sociology. B.S., Portland State University; M.Ed., Penn State University. Patrick R. Leacock (1995). Instructor, part-time, Biology. B.A., M.S., University of Minnesota. Caroline M. Lemen (1991). Studio Artist/French Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Mark Lester (1995). Academic Coordinator, Academic Programs in Nicaragua. B.A., St. Pius X Seminary; M.A., Mount St. Mary's Seminary. Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Terry L. Lewis (1995). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.S., Sienna Heights College; PA Certification, Baylor University. Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University; M.S. North Dakota State University. Rosemary J. Link (1986). Associate Professor of Social Work. B.A., University of Southampton; M.Sc., London University; Ph.D., University of Minnesota. Victoria M. Littlefield (1992).Assistant Professor of Psychology. Director of Faculty Development. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University. Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota. Lori L. Lohman (1990). Assistant Professor of Business Administration/Accounting/MIS. B.A., M.B.A., University of Minnesota. J. Lynne F. Lorenzen (1988).Associate Professor of Religion. B.A., University of Iowa; M.Div., Luther Seminary; M.A., Ph.D., The Claremont Graduate School. Kristen Melum Lowe (1996). Instructor, part-time, Art. B.F.A., Minneapolis College of Art and Design; M.F.A., School of the Museum of Fine Arts/Tufts University. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., University of Colorado Health Science Center; PA Certification, University of Colorado Health Science Center. Steven P. Lund (1982). Studio Artist/Trombone, part-time, Music. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. Ann Lutterman (1993). Academic Coordinator, Academic Programs in Mexico. B.A., Earlham College; M. Div., Yale Divinity School. M Karen M. Mateer (1984).Assistant Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. John B. McAllister, 111(1991). Instructor, Global Education. B.A., Bates College; M.A., University of Minnesota. Elena McCollim-Medina (1991). Instructor, Global Education. B.A., University of Califor- 264 - Augsburg College Faculty Esther G. McLaughlin (1989).Associate Professor of Biology. B.A., Ph.D., University of California-Berkeley. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Patrick Mendis (1995). Instructor, part-time, Business Administration/Accounting/MIS. B.S., University of Sri Lanka, Ceylon; M.A., Hubert H. Humphrey Institute of Public Affairs; Ph.D., University of Minnesota. Roberta K. Metzler (1974). Associate Professor of Music. B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration/Accounting/MIS. B.A., University of Tunis, Tunisia; M.A., Ph.D., University of Minnesota. Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A., M.Ed., Macalester College. Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social, Academy, Groningen, Netherlands; M.S.W., University of Minnesota. David M. Miller (1996). Instructor, part-time, Social Work. A.S.S., Nassau Community College; B.A., M.S., and C.A.S., SUNY - Albany; A.B.D., Temple University. Kinney G . Misterek (1989).Instructor, part-time, Business Administration/Accounting/ MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary; Ph.D., University of Colorado. Thomas F. Morgan (1983). Professor of Business Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. William D. Moms (1987). Assistant Professor, part-time, Political Science. B.A., Oakland University; Ph.D., Camegie-Mellon University. Garth M. Momsette (1996). Instructor, part-time, Economics. B.S., University of Oregon; M.S., University of Wyoming. Joseph E. Myss (1994). Instructor, part-time, Business Administration/Accounting/MIS. B.S., St. Joseph's College; M.B.A., Indiana University. Patricia A. Murphy (1995). Assistant Professor of Health & Physical Education. B.S., M.S., Mankato State University. N Sharol A. Nau (1993). Instructor, part-time, Art. B.A., Carleton College; M.F:A., Michigan State University. Eliawira N. Ndosi (1990).Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Augsburg College Faculty 265 Gordon L. Nelson (1967).Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson (1968).Professor of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Jack Nelson-Pallmeyer (1984).Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., Union Theological Seminary. Catherine C. Nicholl(1973).Professor of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson (1977).Professor of Nursing. B.S.N., M.S., Ph.D., University of Minnesota. Norma C. Noonan (1966).Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. 0 Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Hamline University. Susan E. O'Connor (1994).Assistant Professor of Education. B.S., University of Minnesota; M.S., Ph.,D., Syracuse University. Michael E. O'Neal(1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. William H. Ojala (1995).Instructor, part-time, Chemistry. B.S., College of Great Falls, Montana; Ph.D., University of Minnesota. Wayne Olhoft (1993).Instructor, Business Administration/Accomting/MIS. B.A., Metropolitan State University, St. Paul, Minnesota; M.B.A., University of Minnesota. Sandra L. Olmsted (1979).Assistant Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Stephen T. Olsen (1992).Instructor, part-time, Speech, Communication, and Theatre Arts. B.A., St. Olaf College; MA., Ph.D., The Pennsylvania State University. Bettye Olson (1992). Director, College of the Third Age. B.S., M.Ed., University of Minnesota. Lila J. Olson (1990). Instructor, part-time, Music. B.M., University of Kansas; M.M., University of Nebraska. Vicki B. Olson (1987).Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack W. Osberg (1991). Instructor, Health and Physical Education. Head Football Coach. B.A., Augsburg College. Paul H. Ousley (1993).Orchestra Director. B.M., University of Wisconsin-Eau Claire; M.M., Eastman School of Music. Magdalena M. Paleany-Zapp (1986).Associate Professor of Business Administration/ Accounting/MIS. B.A., M.A., Central School for Planning and Statistics, Warsaw, Poland; Ph.D., Akademia Ekonomiczna, Krakow, Poland. 266 - Augsburg College Faculty Ronald G . Palosaari (1965).Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Catherine L. Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College; M.A., Lone Mountain College. Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., Fielding Institute. Richard W. Pearl (1992).Instructor, part-time, Education. B.A., M.A., University of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Thomas J. Pederson (1995). Instructor, part-time, Mathematics. B.S., Georgia State University; M.A., University of Minnesota. Paul E. Pender (1985).Instructor, part-time, Business Administration/Accomting/MIS. B.A., M.B.A., University of Wisconsin. Rick A. Penning (1993). Studio Artist/Voice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. William S. Perkins (1995). Instructor, part-time, Business Administration/Accomting/ MIS. B.A., University of Detroit. Curtis C. Peter (1983). Instructor, part-time, Religion. B.A., Wartburg College; M.Div., Wartburg Theological Seminary. Noel J. Petit (1984).Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., UCLA. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Sandra L. Powers (1990). Studio Artist/Clarinet, part-time, Music. B.M., Eastman School of Music; M.M., Northwestern University. T. Peter Przytula (1993). Instructor, part-time, Political Science. M.A., University of Lo&, Poland; M.A., Ph.D., University of Minnesota; Ph.D., University of Poznan, Poland. Q Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Ph.D., Princeton Theological Seminary. Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Luther Theological Seminary. P=..A: n..=..LanL /laan\ T,.C~-.~+~,. --~-e;...,, ~A,-.A,,- T -,m.-n-n R A P-..~-..A:.. P-II---. Augsburg College Faculty 267 R Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Instructor, part-time, Music. B.M., M.M., University of Minnesota. Margaret A. Reed (1994). Instructor, part-time, Education. Ph.D., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A., University of St. Thomas. M. Bridget Robinson-Riegler(1994). Assistant Professor of Psychology. B.A., Indiana University; Ph.D., Purdue University. Carlos Robles-Cruz (1993). Instructor, part-time, Speech, Communication, and Theater Arts. Diploma in Theater Arts, Institute Arte Escenico, Mexico City. Steven W. Roecklein (1996). Instructor, part-time, Social Work. B.S., Wisconsin State University; M.S., M.S.W., University of Wisconsin; Ph.D., Iowa State University. Glenda D. Rooney (1992). Associate Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Patricia L. Rude (1990). Instructor, part-time, Education. B.A., Gustavus Adolphus College; M.Ed., University of Minnesota. Patricia L. Rustad (1996). Instructor, part-time, Physician Assistant Studies. B.S., Colorado State University; MS., University of Colorado. s Edward M. Sabella (1967). Professor of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Pauline T. Sateren (1974). Assistant Professor, part-time, Education. B.A., Northwestern College; M.M.Ed., University of Colorado. Merlyn E. Satrom (1995). Insb-uctor, part-time, Religion. B.A., Luther College; M.Div., Luther Theological Seminary; D.Th., Philipps-Universitat, Marburg/Lahn, Germany. Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Milo A. Schield (1985). Associate Professor of Business Adrninistration/Accounting/MIS. B.S., Iowa State University; MS., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Assistant Professor of English, part-time. B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Janet L. Vatsaas Schubert (1994). Instructor, part-time, Modern Languages. B.A., Augsburg College; Diplomprme i norsk sprdk og litteratur, University of Oslo. Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and Theatre Arts. B.A., M.A., M.F.A, University of Minnesota. - Augsburg College Faculty David G . Schwain (1995). Instructor, part-time, Business Administration/Accounting/MIS. B.B.A., University of Cincinnati; M.B.A., Harvard Graduate School of Business. Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/Accounting/ MIS. B.S., University of Notre Dame; M.B.A., Northeastern University, Ph.D., University of Minnesota. Laura Sewell (1991). Studio Artist/Cello, part-time, Music. B.M., The Juilliard School; M.M., The Cleveland Institute of Music. Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Ryan Rae Sheppard (1994).Instructor, part-time, Sociology. B.S., University of Minnesota; M.A., University of Southern California. Judith E. Shevelev (1993). Academic Coordinator, Academic Programs in Mexico. B.A., University of California at Davis; M.A., Columbia University. Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A., M.Ph., Delhi School of Economics; Ph.D., Louisiana State University. Edward R. Skarnulis (1990).Professor of Social Work. B.A., Omaha University; M.S.W., Ph.D., University of Nebraska. Gail S. Smogard (1993). Instructor, part-time, Speech, Communication and Theatre Arts. B.A., St. Cloud State College; M.F.A., Southern Methodist University. Paul M. Sotkiewicz (1995). Instructor, part-time, Economics. B.A., University of Florida; M.A., University of Minnesota. Roman Soto-Feliu (1993). Assistant Professor of Modem Languages. B.A., M.A., Universidad de Concepcion, Chile; Ph.D., The Catholic University of America. Robert J. Stacke (1990). Assistant Professor of Music, Band and Jazz Director. B.A., Augsburg College; M.A., University of St. Thomas. Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. John J. Stangl(1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Associate Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John P. Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Stuart M. Stoller (1986). Associate Professor of Business Administration/Accounting/MIS. B.S., M.S., Long Island University. Jean R. Strait (1994).Assistant Professor of Education. B.S., University of Pittsburgh; M.S., Moorhead State University; Ph.D., University of Minnesota. Augsburg College Faculty 269 Dianne L. Strandberg (1989). Instructor, part-time, Education. B.S., M.S., Mankato State University. Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota; M.A., University of Minnesota. (NOTE: one M.A. in English Literature; one M.A. in Library Science) Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Gabriela Sweet (1992).Instructor, part-time, Modem Languages. B.S., State University of New York, Oneonta. William Swenson (1989). Instructor, part-time, MAL Program. A.B., Ph.D., University of Chicago. T Philip J. Thompson (1959). Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota; M.M., The Juilliard School. Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. James G . Trelstad-Porter (1993). Academic Coordinator, Academic Programs in Mexico. B.A., Augustana College; M.A., American University. Cynthia K. Troy (1990). Instructor, part-time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. U-v Rebekah Valdivia (1995).Assistant Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993).Instructor, part-time, M.A.L. Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. W-X-Y-z Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of Minnesota. Ronald F. Walter (1988).Instructor, part-time, Modem Languages. B.A., Swarthmore College; M.A., Ph.D., Indiana University. Donald M. Warren (1980). Instructor, part-time, Introduction to Liberal Arts, Director of Academic Enrichment. B.A., M.A., University of Minnesota. Catherine M. Warrick (1996). Instructor, part-time, Education. B.A., Pasadena College; M.A., University of Southern California; Ph.D., Indiana University - Bloomington. 270 - Augsburg College Faculty Charee M. Watters (1990). Instructor, part-time, Business Administration/Accounfing/MIS B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A., University of St. Thomas. Rita R. Weisbrod (1991). Assistant Professor of Sociology. B.A., M.A., University of Minnesota; Ph.D., Comell University. Pamela J.Weiss (1983). Associate Professor, Nursing. B.A., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia F. Weiss (1991). Associate Professor, part-time, Education, Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. JeanH. Whalen (1995).Instructor, part-time, Education. B.S., M.A., University of Minnesota. Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W., University of Pennsylvania. Thearhice Williams (1993). Instructor, part-time, Social Work. B.A., University of Illinois; M.S.W., University of Pennsylvania. Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University; M.S., Winona State University; Ph.D., University of Minnesota. Maria K. Woroby (1990). Assistant Professor, Librarian, Director of Women's Studies. B.S., M.A., University of Minnesota. Angela J. Wyatt (1981). Studio Artist/Saxophone, part-time, Music. B.A., St. Olaf College, Certificate, L'Academie Intemationale, Nice, France. Robert D. Wykstra (1989). Instructor, part-time, Business Administration/Accomfing/ MIS. B.A., Calvin College; M.B.A., Westem Michigan University. Fidel Xinico (1995).Academic Coordinator, Academic Programs in Guatemala. B.A., Francisco Marroquin in Guatemala; M.Div., St. Paul Seminary at the University of St. Thomas, Minnesota. William C. Youngblood (1990). Instructor, part-time, Psychology. B.A., Valparaiso University; M.A., Indiana University; M.Div., Bethel Theological Seminary; Ph.D., University of Minnesota. Beth L. Zemsky (1995). Instructor, part-time, Social Work. B.S., Comell University; M.Ed., M.S.W., Washington University. Stephen Y. Zheng (1990). Assistant Professor of Mathematics. B.S., Sichuan University; Ph.D., University of Minnesota. Lyla M. Anderegg, Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen, Professor Emerita of English, B.A., Northwestern College, M.A., Northwestern University. Ernest W. Anderson, Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Dr. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Margaret J. Anderson, Professor Emerita, Library. B.S., M.A., University of Minnesota. Dr. Raymond E. Anderson, Professor Emeritus of Speech, Communication and Theatre. B.S., M.A., Ph.D., University of Minnesota. Valeria Baltina, Professor Emerita of Modem Languages. Magister der Philosophia, University of Latvia. Dr. Richard A. Borstad, Professor Emeritus of Health & Physical Ed., B.A., M.A., Ph.D., University of Minnesota. Dr. Carl H. Chrislock, Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. L. Gracia Christensen, Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Dr. Ailene Cole, Professor Emerita of Speech, Communication and Theatre. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Dr. Beverly C. Durkee, Professor Emerita of Mathematics, B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Dr. Sheldon P. Fardig, Professor Emeritus of Education. B.A., Carleton College, M.M., Ph.D., Northwestern University. Henry G. Follingstad, Professor Emeritus of Mathematics. B.E.E., MS., University of Minnesota. Dr. Orloue Gisselquist, Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Dr. Theodore J. Hanwick, Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of Brooklyn; Ph.D., New York University. Katherine Hemig, Artist-in-Residence Emerita, Music. M.A., University of Minnesota. Dr. Edwina L. Hertzberg, Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Dr. JohnR. Holum, Professor Emeritus of Chemistry, B.A., St. Olaf College; Ph.D., University of Minnesota. Dr. Irene Khin Khin Jensen,Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Minnesota. *? Faculty Emeriti Dr. Einar 0.Johnson,Professor Emeritus of Education. B.A., Concordia College; M.A., Ph.D., University of Washington. Dr. James D. Johnson,Professor Emeritus of Music. M.S., Julliard School of Music; Ph.D., University of Minnesota. Mary E. "Mimi" Johnson,Professor Emerita of Modem Languages, B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota. Edwin D. Mickelberg, Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Dr. Mildred K. Mueller, Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson, Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Dr. Patricia A. Parker, Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton, Professor Emerita of Education. M.Ed., Marquette University. Marianne B. Sander, Dean of Students Emerita. B.A., Valparaiso University, M.A., University of Minnesota. Dr. Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus, Lakeland College. Marjorie H. Sibley, Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Dr. Eugene M. Skibbe, Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Seminary; Th.D., University of Heidelberg, Germany. Dr. Myles C. Stenshoel, Professor Emeritus of Political Science. B.A., Concordia College, Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Dr. Ralph L. Sulemd, Professor Emeritus of Biology, B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Dr. Paul T. Steen, Professor Emeritus of Sociology. B.A., Gustavus Adolphus; M.A., Ph.D., University of Minnesota. Dr. Joel S. Torstenson, Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Interstate 94 East College Map Information 1. Admissions Weekday Program Office 2. Air Structure Enhance November through March 3. American Indian Support and Black Student Affairs 4. Anderson-Nelson Athlefc Field and Seasonal Air Structure 5. Center for Global Educationand InternationalPrograms 6. Christensen Center 7. College Relations 8. East Hall 9. Foos, Lobeck, Miles Center for Worship, Drama and Communication 10. Husby-SirommenTennis Couds 11. Ice Arena 12. Jeroy C. Carlwn Alumni Center 13. Maintenanceand Grounds Shop 14. MortensenTower + 15. Murphy Place Weekend College Admissions and Graduate Programs Offices 16. Murphy Square 17. Music Hall 18. Nordic Center 19. Old Main 20. Oscar Anderson Hall 21. Quad 22. Science Hall 23. Securily DispatchCenter 24. Shipping and Receiving 25. Si Melby Hall 26. Sverdrup library 27. Sverdrup-Onedal Memorial Hall Master of Social Work Admissions 28. Urness Tower 29. Youth and Family lnstiie Parking Lots A. Admissions Parking for prospective students and their parents B. Faculty/StM/Commuter/Resident Parking C. Faculty/Staff Parking D. Faculty/Staff/Commuter Parltmg E. Commuter Sheet Parking F. Resident Parking G. Visitor Parking H. Riverside Professional BuildingRamp b~isability access - = \ DOWNTOWN MINNEAPOLIS Directions to Campus Public Parking From Minneapolis on 1-94 East Take the Riverside/25th Avenue exit and turn left on 25th Avenue, turn left on Riverside Avenue, turn left at 21st Avenue South. AU posted Augsburg College faculty/staff/ From St. Paul on 1-94 West Take the Riverside Avenue exit, turn right at Riverside, turn left at 21st Avenue South. From the south on 35W Follow 1-94 signs, take the Riverside/25th Avenue exit, turn left on 25th Avenue, turn left at Riverside, turn left at 21st Avenue South. From the north on 35W Take the Washington Avenue exit, turn left on Washington (turns to the right onto Cedar Avenue), turn left at Riverside Avenue, turn right at 21st Avenue South. commuter lots are free and open for use from 430 p.m. Friday through Sunday evening. Lots are located on Seventh Street between 21st and 22nd Avenues and north of Eighth Street between 24th and 25th Avenues. Most street parking is four hour parking, seven days a week. Additional parking is available in the Riverside Medical Center ramp, or University of Minnesota parking lots on the north side of Riverside Avenue. . - - .- - - - I-' . '.'I -- About Augsburg 9,251 Academic Advising Center 48 Academic Affairs 6,59 Academic Calendar 4,5,46 Academic Information 46 Academic Internships 56 Academic Policies and Procedures 59 Academic Progress, Probation and Dismissal 73 Academic Skills Enrichment 38 Accessibility 16 Accounting 90,95-97 Accreditation and Memberships 10,14,16 Activities 36 Admissions 18-20 Administrative Officers of the College 254 Advanced Placement Program Test (AP)72 Afrikana Support Program 40 Air Structure 37 Alumni Center 12 American Lndian Studies 39,149-150 American Lndian Support Program 39 Anderson Hall 12,43 Anderson-Nelson Athletic Field 12 Anishinabe Library Project 39 Annex Houses 13 Application Procedures 18,26 Art 80-84 Art History 81,83 Asian American Support Program 40 Asian Studies 110-111 Assessment of Previous Learning (APL) Program 71 Associated Colleges of the Twin Cities (ACTC) 52 Associated Support Organizations 13 Athletic Affiliation 16 Athletics 37 Audio-Visual Services 47 Audit Fee 22 Auditing Courses 71 Augsburg Echo 37 Augsburg Youth and Family Institute 14 Augsburgian, The 37 Biology 85-89 Board of Regents 252-253 Books and Supplies 23 Business Administration 90-94 Business Administration and Economics 92 Calendar 4,5,46 Campus Location 11,16,273-274 Campus Map 273-274 Campus Ministry 36 Campus Tours 18 Canadian Program 58 Career Services 40 Center for Global Education 12,54,156 Center for Global Education Courses 157160 Center for Learning and Adaptive Student Services (CLASS) 38 Chemistry 101-105 Chinese 170 Choir 37,190 Christensen Center 12 Class Confirmation 59 Class Schedule 78 Classification (Class Year) 71 Coaching Endorsement 139 College Costs 1996-'97 22 College Level Examination Program (CLEP) 72 College of the Third Age 59 College Relations 6,12 Commencement 74 Commons 43 Communication 240-243 Community and Public Service Scholarships 28 Community Internships in Latin America 55-56,162-163 Community Service-Leaming 56,57 Computational Economics 106-107 Computer Resources 47 Computer Science 106-109 Concert Band 37,190 Continuing Education Program 58 :ooperative Education 56,57 :ounseling 41 :ounseling and Health Promotion 41 :ourse Descriptions 78-250 :redits 78 1 lean's List 74 legrees Offered 8,46,49-50 lepartmental Comprehensive Exams 72 Iepartments and Programs 48,78-250 leposits 19,23,42 )evelopment 6 lirectory 6 lisabled Student Program 38 lismissal 73 Iivisions and Departments 48 lormitories 12,42 Iual Degree Programs 8,50,127 :arly Admission of Freshmen 19 :ast Asian Studies 110-111 :ast European Studies 49,50,227-229 last Hall 12 :cho 37 lconomics 92,112-116 :ducation 117-126 ;ducationfor Service 10 :lderhostel 59 ilementary Education 117-120 :mployrnent 29,40 lngineering 127-128 :nglish 129-135 Inglish as a Second Language (ESL) Program 73 :nglishPlacement Test 130 :nglish-LanguageArts Teaching Major 130 .nrollment 16 : n r o h e n t Deposit 23 Insembles 180,183,190-191 Intry-level Skills 64 ,thnicStudies 150 :valuationand Grading 69 .vangelicalLutheran Church in America (ELCA) 16,253 ,xperientialEducation Programs 56-57 xplanation of Grades 69 Index Facilities and Housing 12,42 Facts and Figures 16 Faculty 46,254-270 Faculty Emeriti 271-272 Family Educational Rights and Privacy Act (FERPA) 43,75-76 Federal Work Study Program 30 Fees 22-23 Finance Specialization (Business Administration) 91 Financial Aid 16,25-30 Financial Policies 24-25 Fine Arts 37 First Year Experience 48,63,136 Fitness Center 41 Food Service 43 Foreign Languages 69,136,169-178 Former Students 20 Foss, Lobeck, Miles Center for Worship, Drama and Communication 12 Four Year Assurance Program 75 French 170-172 Freshman Performance Scholarships 180 Freshmen 18 Full-time Students 22 C Gage Family Academic Enrichment Center 38 General Education Curriculum 60-65 General Education Requirements 60-65 General Studies 137 German 169,172-174 Gift Assistance 28 Global Education Center 12,54,156 Global Education Program Courses 157-160 Grade Point Average 71 Grading 69 Graduate Program Office 59 Graduate Programs 58 Graduation Level Skills 65 Graduation Requirements 60-65 Grants 28 Gymnasium (Si Melby Hall) 13 277 278 - Index Health and Physical Education 138-143 Health Promotion 41 Health Service 41 HECUA Courses 161-163 Higher Education Consortium for Urban Affairs (HECUA) 53,55,161-163 Hispanic/Latino Support Program 40 History 144-148 History of Augsburg College 9 Honors Program 52 Housing 12,22,42 Hoversten Peace Scholarships 27 Language Courses 169-178 Learning Disabilities Program 38 Learning Laboratory 38 Leave of Absence 60 Liberal Arts Perspectives 65-69 Library and Information Technology Center 13,16,47,52 Lifetime Sports 65 Linguistics 174-175 Loan Assistance 28-29 Location 11,273-274 Lutheran Leader Scholarships 28 Ice Arena 12 Incomplete Grade 70 Independent Studies 79 Information Technology Center 13,16 Inter-InstitutionalPrograms 52 Inter-Race 13 Intercollegiate Athletics 37 InterdisciplinaryStudies 149-154 Interim 46 Interim Abroad 56 Interim Office 59 International Baccalaureate Program (IB) 71 International Business Minor 92 International Business Specialization (Business Administration) 92 International Programs 42 International Relations 155-156 International Student Services 20 International Students 42 International Studies 156-163 Internships 55,56-57,78-79 Intertribal Student Union 39 Intramural Athletics 37 Majors and Minors 8,49-50,78-250 Management Information Systems 98-100 Management Specialization (Business Administration) 91 Maps 273,274 Marketing Specialization (Business Administration) 91 Master's Degrees 46,58 Math Placement Group (MPG) 64-65 Mathematics 164-168 Mathematics Placement Group (MPG) Requirements 64-65 Media Center 52 Melby Hall 13 Memberships 14,16 Memorial Hall 13 Merit Scholarships 27 Metro Urban Studies 151-153 Minnesota Indian Teacher Training Partnership (MNITTP) 39 Minnesota Minority Education Partnership (MMEP) 14 Minnesota Work Study Program 30 Minority Studies 149-154 Minors 49-50,78-250 MIS Courses 98-100 Mission Statement 9 Modem Languages 169-178 Mortensen Tower 13,43 Murphy Place 13 Murphy's 43 Music 179-191 Japanese 174 KCMR Radio 37 Music Education 181-182 Music Ensembles 180,183,190 Music Hall 13 Music Performance Major 179-180,182-183 Music Therapy Major 179,180,183,189-190 Vatural Science 192-193 Yo-Credit Grades 69-70 Vordic Area Studies 153-154 Vordic Center 14 Norwegian 175-176 Votification of Admissions Decision 18 Vumber Grades 70 Vumbering of Courses 78 Vursing 194-197 3ff-Campus Programs 16 3fficers of the College 254 3jibwe 169,176 31d Main 13 3rchestra 37 Xentation (FYE) 48,63,136 astfold, Norway Exchange Program 54,159 Paired Resources in Ministry and Education (PRIME)Awards 28 ?art-Time Students 22 ?ass/No Credit 69-70 ?astor 36 ?ayments 23 ?erformance Studies 184 ?erformingArts Scholarships 27 ?erspective Requirements 65,67-69 ?erspectives (Rationale) 66-69 ?hilosophy 198-201 ?hi Theta Kappa Scholarships 27 ?hysical Disabilities Program 38 ?hysical Education 138-143 ?hysician Assistant Program 202-204 ?hysics 205-210 'iano Proficiency Test 185 Index Policies 14,16,43,75 Political Science 211-216 Portfolio Assessment Program 72,73 Pre-ProfessionalPrograms 50-52 Pre-Registration 59 Prerequisites 78 President's Greeting 2 President's Scholarships 27 Probation 73-74 Psychology 217-221 Refunds 24-25 Regents 252-253 Regents' Scholarships 27 Registration 59-60 Religion 222-226 Religious Affiliation 16 ~esidenceLife Program 42-43 (Also See Housing) Residence Requirements 63 Room and Board 22 ROTC 53 Russian 176,227-229 Russian, Central and East European Studies 227-229 Scandinavian Studies 153-154 Scandinavian Urban Studies 55,161 Scholarships 27-28,30-34 School Year 4,5,16 Science Hall 13 Secondary Education 121-125 Service-Learning 57 Sigma Pi Sigma 207 SkiUs Requirements 64-65 Social, Cultural, Recreational Activities 37 Social Studies 230 Social Welfare Minor 232 Social Work 231-235 Society of Physics Students 207 Sociology 236-239 Space Physics 206 Spanish 176-178 279 Index Special Education 126 Special Interest Housing 43 Special Students (Non-Degree) 20 Speech/Communication and Theatre Arts 240-247 Sponsored Scholarships 30-34 Sports 37 Student Activities 36-37 Student Affairs 38-39 Student Educational Loan Fund (SELF) 29 Student/Faculty Ratio 16 Student Government 36 Student Life 36-44 Student Newspaper 37 Student Project for Amity Among Nations (SPAN) 16 Student Publications 37 Student Rights 36,43,44,78 Student Standards of Behavior, Complaints, Records 43 Student Teaching Abroad 56,117 Studio Art 80-83 Study Abroad 53-56,156-163 Summer School Office 59 Support Programs 39-40 Sverdrup Library 13 Sverdrup-OftedalMemorial Hall 13 Teaching Licensure 50,117 (Also See Majors) Test Scores 18 Theatre Arts 244-247 Transcripts 18 Transfer Scholarships 27 Transfer Students 19-20,61-62,64 Tuition, Fees, Room and Board 22-23 Tutor Center 38 Upper hhdwest Association of Intercultural Education 16 Urban Studies 151-153 Urness Tower 13,43 Veterans 75 Weekend College 57-58 Withdrawal from College 60 Women's Hockey 37 Women's Studies 248-250 Work Study Program 30 Yearbook 37 Youth and Family Institute 14 Youth and Family Ministry Major 222-226
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Y. W W W . .
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3
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession an...
Show more .. Y. W W W . . . 3 from the President I hope you are looking at this catalog because you've enrolled at Augsburg College. If so, welcome to the College! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of the profession and role to which you feel called, and a confident sureness that you have rightly chosen Augsburg as the community in which to spend the next several years of your life. If you're dipping into this volume to figure out who and what Augsburg College is and what education it offers, welcome to these pages! May they convey the fundamental character of our mission: to provide an education especially serviceable in the contemporary world because it has been designed in the midst of and in full contact with the critical social, economic, religious, and political phenomena of the modern city. This education, however practical and professional, will be serviceable over the long haul only to the degree that it respects and pursues certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is offered for the sake of improving both its students and the world itself. The study you are undertaking at Augsburg-r thinking of undertaking-will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join the enterprise, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and in which new destinations are reachable. Bon voyage! Sincerely yours, William V. h a k e President I Fall Term 1998 Summer..................................... Freshman registration Sept. 6-81Sun.-Tues. .................... New student orientation Sept. 9Ned. ................... ..........a..Upper-class validation Sept. 91Wed. ................................ Classes begin Sept. 15Dues. .............................. Last day to register Sept. 15lTues. ..............................Last day to add a class, drop a class without notation on record Oct. 30/Fri. ..................................Mid-term break Last day to designate grading option Nov. 6/Fri. ............................... Last day to withdraw from class Nov. 13/Fri. ................................ Nov. 16-Dec. 4IMon.-Fri. ............ Interim registration Nov. 16-Dec. 4IMon.-Fri. ............ Spring term registration Nov. 26Ehurs. ............................ Thanksgiving recess begins Nov. 30IMon. .............................. Classes resume Dec. 1l/Fri. .................................. Classes end Dec. 14-17IMon.-Thurs............... Final exams Interim Term 1999 Jan. 4Mon .................................... Interim classes begin Jan. 5lTues. ...................................Last day to register, add a class, or drop a class without notation on record Jan. 15/Fri. ................................. Last day to designate grading option, or withdraw from a class Jan. 27AVed.................................. Classes end Spring Term 1999 Feb. 1IMon................................... Classes begin Last day to register Feb. 5/Fri. .................................. Feb. 5/Fri. .................................... Last day to add a class or drop a class without notation on record Mar. 29IMon. ............................... Mid-tendEaster break begins Apr. 6Eues. .................................. Classes resume Last day to designate grading option Apr. 9Rri...................................... Apr. 16/Fri................................... Last day to withdraw from a class Apr. 19-3OIMon.-Fri. ...................Early registration for fall May 14/Fri....................................Classes end May 17-2OIMon.-Thurs. .............. Final exams May 23ISun. ................................ .BaccalaureatdCommencement TENTATIVE-CONSULT THE 1999-2000 ACTC CLASS SCHEDULE OR AUCSBURC REGISTRAR'S OFFICE FOR CHANCES Fall Term 1999 Summer ...................................... ..Freshman registration Sept. 5-7/Sun.-Tues. ..................... New student orientation Sept. 8/Wed. ................................. Upper-class validation Sept. 8fWed. ................................. Classes begin Sept. 14flues. ............................... Last day to register Sept. 14Kues. ............................... Last day to add a class, drop a class without notation on record Oct. 29/Fri................................... .Mid-term break Nov. 5/Fri. .................................... Last day to designate grading option Nov. 12Eri. .................................. Last day to withdraw from class Nov. 15-Dec. 3Mon.-Fri. .............Interim registration Nov. 15-Dec. 3Mon.-Fri. .............Spring term registration Nov. 25flhurs. ............................. Thanksgiving recess begins Nov. 29flLIon. .............................. .Classes resume Dec. 10/Fri. .................................. Classe end Dec. 13-16Mon.-Thurs. .............. Final exams Interim Term 2000 Jan. 3Mon ....................................Interim classes begin Jan. 4flues. .................................. Last day to register, add a class, or drop a class without notation on record Jan. 14/Fri. ................................... Last day to designate grading option, or withdraw from a class Classes end Jan. 26/Wed. ................................ Spring Term 2000 Jan. 3 l/Mon. ................................Classes begin Feb. 4/Fri. ................................... Last day to register Feb. 4/Fri. .................................... Last day to add a class or drop a class without notation on record Mar. 2O/Mon. ............................... Mid-term break begins Mar. 27/Mon. ...............................Classes resume Apr. 7/Fri......................................Last day to designate grading option Apr. 14/Fri................................... s t day to withdraw from a class Apr. 17-28 Mon.-Fri. ................... Early registration for fall Apr. 21/Fri. ................................... Easter break begins Apr. 251Tues. ................................ Classes resume May 1UFri.................................... Classes end May 15-18Mon.-Thurs. ..............Final exams May 21/Sun. .................................BaccalaureatdCommencement Area Code 612 Academic Advising...................................................................................................... 330-1025 ....................................................................................................... Academic Affairs ..330-1024 Undergraduate Admissions .........................................................................................330-1001 Toll-free number ........................................................................................(800) 788-5678 AlumniRarent Relations ............................................................................................. 330-1178 Athletics ...................................................................................................................... 330-1243 Business Office (fees and accounts) ........................................................................ 330-1029 Career Services.................................. ................. .................................................. 3 3 0 - 1162 College PastorICampus Ministry ............................................................................... .330-1732 ........................................330-1180 Public Relations 6r Communication ....................... ................................................................................ ConferenceEvents Coordinator .330-1107 Development (financial gifts to the College) ........................................................... 330-1613 ........................................................................................ Toll-free number (800) 273-0617 Facilities Management ................................................................................................ 330-1104 Financial Aid (scholarships) ....................................................................................... 330-1046 General Information (other office numbers; business hours only) ...........................330-1000 Master of Arts in Leadership Program ........................................................................330-1786 Master of Social Work Program ..................................................................................330-1307 Human Resources ....................................................................................................... 330-1058 Interim Office ............................................................................................................. 330-1150 Lost and Found ...........................................................................................................330-1000 President...................................................................................................................... 330-1212 ......................................................................... ..................*................... Registrar .-. .330-1036 ............................................................ Residence Life (Housing) .................... 3 3 0 1109 Student Activities ........................................................................................................ 330-1111 Academic and Learning Services ............................................................................... -330-1160 Student Government .................................................................................................. 330-1110 Summer School ........................................................................................................... 330-1787 Weekend College ........................................................................................................330-1782 Mailing Address: 221 1 Riverside Avenue Minneapolis. MN 55454 Web Site: www.augsburg.edu c; E 2. T.. $: >-, -, ?+ xt :2=" 7. I 7 MAJOR FIELDS OF STUDY AND AREASOF EMPHASIS Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Adrninistrat~on Business AdministrationIFinance Business Administration/lnteinational Business Busmess AdministrationIManagement Business AdrninistrationlMarketing Chem~stry(B.A. or B.S.) Communication General Communication Studies Mass Communication Organizational Communication Computer Science (B.A. or B.S.) Computational Economics @.A) East Asian Studies ' Economics Applied Economics Economics Economics/Business Administration Education Education Studles (non-licensure) Elementary Education Studies (nonlicensure) Kindergarten-Elementary (licensure) Secondary (non-majOr, licensure Engineering English Health Education History International Relations Management Information Systems Mathematics Applied Mathematics Mathematics Metro-Urban Studies Modern Languages ' French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Yitrstrq :R.S -!?Peekend Cnllcqc onlv! Phr!i?snnl~~ . I. :. TJ? rh\rslcal Cdurafton ,;. c;? P5ysrchsn,b~i<,tai?~ P i ~ y ~ l (cBs A. or E.S.! Y . -< rvbL .J Space Physics (B.S.) Polit~calScience Psychology Religlon Youth and Family Ministry Russian, Central, and East European Area Studies Social Work (B.S.) Sociology Theatre Arts Transdisciplinary Women's Studies ' It is possible for students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to do so must apply through the Augsburg Office of the Registrar. Some majors may have a competitive application process with acceptance determined by the major department. I Cooperallvc program r,l t h A\,o~ialed ~ College5 [he Jwln C111esand agret me~ltsw ~ l hf l l Un~vcrstLy ~ o[M~nnetola 11 1s p o s s ~ b l ~ f o\tudolts r to take heg~t~nlngllntc rmrd~~il~ladvanced cour\cs not avatloble nl ~onsortluincolleges tn Arabic, Ch~nr\c.Hebrav, \apanc>c, Ru\s~an,and other ~njrcqumtlyLaugkL Iunguug~, S l u d ~ n u r e g ~ d e d~reclly r with file ACTC oJ$cc 'Dual rlgrcc programs w~Lkthe Unlver$tly ofM~nnarita 111~1ilule of Technology, Washlnglon IJnlve~s~ty School of Englne~rlngand Appl~edScience, and M~cInganTcchnologi~al Un~vtrsily A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is your best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Upon graduation, you will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively Emphasis on values, perspectives, experience, and skills The heart of an Augsburg education is the Augsburg curriculum-the College's general education program, which structures your liberal arts studies through challenging and thought-provoking courses requiring students to consider important issues and examine values questions. These Liberal Arts Perspectives include Western Heritage, Intercultural Awareness, Human Identity, the Social World, Christian Faith, The City, Aesthetics, and the Natural World. At the same time, courses across all disciplines stress the skills that will serve you for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 majors Augsburg offers more than 50 majorsor you can create your own major either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 53 for a complete list of majors and minors.) This five-college consortium allows students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confessibn of faith presented by Lutherans in Augsburg, Gennany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. 10 About Augsburg Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 125 years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Apgsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With cumculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Urness Tower, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a cumculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William V Frame became president in August 1997. He has initiated a strategic planning process intended to iden* the distinguishing marks of the Augsburg education-in both pedagogy and substance-and a restructuring effort intended to improve operating efficiencies and open access for the College to new sources of capital. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now almost 14,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to a traditional undergraduate liberal arts and sciences "day" program, Augsburg offers a Weekend College program for nontraditional students and master's degree programs in social work and leadership. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fai~ew-University Medical Center-are adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away Downtown Minneapolis and St. Paul, 11 - l2 About Augsburg home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing yearround use. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunneVramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Office of Undergraduate Admissions-The central Office of Undergraduate Admissions is located at 628 21st Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. Offices of t h e American Indian Student Services Program and PanAfrikan Student Services ProgramLocated at 620 2lst Avenue South, these programs provide support s e ~ c e and s information to American Indian and African American students. Anderson Hall (1993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students and the Physician Assistant Program. East Hall-Houses the Minnesota Minority Education Partnership (MMEP) and the Center for Atmospheric Space Sciences at 2429 S. Eighth Street. Foss, Lobeck, Miles Center f o r Worship, Drama and Communication (1988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theatre, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry and the drama and communication offices. The Foss Center's lower level is home to the Gage Family Academic Enrichment Center, which includes the Learning Skills Office, the Center for Learning and Adaptive Student Services (CLASS) Program, the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory. The Jeroy C. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center houses the Office of Alumni and Parent Relations and is located at 624 2lst Avenue South. About Augsburg Ice Arena (1974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. The JamesC. Lindell Family Library (1 997)-This new four-level brick structure opened during the 1997-98 academic year. As the library and information technology center, it houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 2lst Avenues, and by Riverside Avenue and Seventh St. Melby Hall (1961)-Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the fitness center, and general auditorium purposes. Mortensen Tower (1973)-Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964)-This facility provides offices for the Center for Global Education and a resource room for those interested in global issues. The Office of Academic Programs Abroad is also located here. Music Hall (1978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. 13 Old Main (1900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Public Relations & Communication House-The public relations and publications offices for the College are located at 709 23rd Avenue South. Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the registrar's office, student financial services, and the business offices. In 1960 the Lisa Odland Observatory on the roof was completed. Sverdrup Hall (1 955)-Named in honor of Augsburg's fourth president, it contains the Academic Advising Center, Weekend College, and the Office of Continuing Education as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Tower (1 967)-Named in honor of Mr. and Mrs. Andrew Urness, t h ~ ~ tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. l4 About Augsburg ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. In addition to the programs listed below, the College is also home to Elderhostel and College of the Third Age. Inter-Race: The International Institute for Interracial InteradionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (M M EP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. By drawing on the talents and resources of others concerned with the success of students of color, MMEP creates collaborative, workable approaches to complex problems. MMEP believes that concentrating on the needs of students of color helps them move from thinking to doing, from wanting to having, and from dreaming to achieving. The MMEP office is located in East Hall. Nordic Center-The Nordic Center promotes interest in contemporary Norway, encourages the pursuit of Nordic studies, and nurtures intercultural relations between the United States and the five Nordic nations of Denmark, Finland, Iceland, Norway, and Sweden. The Nordic Center is located at 2400 Butler Place. Youth a n d Family Institute of Augsburg College-The institute is designed to help churches better serve the changing needs of youth and families. The institute offers an undergraduate academic program, as well as seminar/workshops, a resource center, and counseling services. POLICIES Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, gender, sexual orientation, marital status or handicap, as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities, and employment practices. Inquiries regarding compliance may be directed to the coordinators listed on page 48 or to the director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. About Augsburg ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Council on Social Work Education (B.S.W. and M.S.W.) National Association for Music Therapy, Inc. National League for Nursing Committee for Accreditation of Allied Health Programs (Physician Assistant Program) Augsburg College is an institutional member of the: National Association of Schools of Music (NASM) Council of Independent Colleges (CIC) American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *North Central Association of College and Schools Commission on Institutions of Higher Education, 30 N. LaSalle Street, Suite 2400, Chicago, Illinois 60602-2504; (800) 621-7440 15 Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 20 percent represent other Protestant denominations, and 21 percent represent the Roman Catholic Church. Accreditation-North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, the National League for Nursing, and the Committee for Accreditation of Allied Health Programs. Member-Associated Colleges of the Tivin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE Registered with the Minnesota Higher Education Services Office, as described on page 15. Enrollment (Fall 1997-98)-2,866 s ~ u dents from 36 states and 38 nations. Graduates-13,975 undergraduates from 1870 through August 1997. StudentIFaculty Ratio-14 to 1. Undergraduate class size averages 20-25. Campus-16 major buildings. Major renovations in 1979-80 with special emphasis on accessibility Accessibility-Augsburg is now one of the most accessible campuses in the region. A skyway/tunneVelevator system provides access to 10 major buildings without going outside. Degrees Granted-B.A., M.A., M.S.W. B.S., B.M., W Financial Aid-Over 85 percent of the students receive some form of financial aid from the College and many other sources. Library-Over 175,000 items, direct access to over 1,300,000 through CLIC, the Twin Cities private college library consortium. The new James G . Lindell Family Library opened in September 1997. School Year-Semesters from September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg Graduate Program-trimesters, September to June. Majors-More departments. than 50 majors in 23 Off-Campus Programs-Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA), International Business Program, Upper Midwest Association of Intercultural Education (UMAIE), and extensive cooperative education and internship programs. Athletic Affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. Policy-Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, gender, sexual orientation, marital status or handicap, as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities, and employment practices. A ugsburg College is looking for students with intellinence - and character. We want people who can benefit from and contribute to their community, the College community, and the community at large. Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual affectional orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.-(612) 330-1001 or toll-free (800) 788-5678. We'll answer your questions and arrange a tour for you (including Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the comer of Seventh Street and 2lst Avenue South in Minneapolis. (Please call first.) FRESHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Transcripts-An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test Scores--Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT are also accepted. It will suffice if test scores are recorded on the official high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. - Undergraduate Admissions 19 On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recomrnendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decisiow Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $loo* tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $100" tuition deposit. Those students who wish to live in College housing must also submit a $200 housing deposit. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants, submit two academic recommendations from their high school faculty, and arrange a personal interview with the director of undergraduate admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Office of Undergraduate Admissions for specific information. TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. 20 Undergraduate Admissions Augsburg College limits transfer coursework from two-year colleges once a student has reached junior status. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches junior status, no additional credits will transfer from two-year institutions toward the minimum of 33 credits required for a baccalaureate degree. These courses can, however, be used to meet liberal arts and major requirements. A cumulative grade point average (GPA) of 2.2 (on a 4.0 scale) or better is required on previous college work for admission to the College. Acceptance of courses submitted for transfer is done by the registrar's office based upon the official student transcript(s). Acceptance of courses presented for a major or minor also requires approval of the department. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transferring from the Minnesota State University and College System who have completed the Minnesota Transfer Cumculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1.Admission will be with junior standing. A maximum of 17 Augsburg equivalent courses (64 semester credits or 96 quarter credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. 2. All Augsburg general education requirements will be waived except: The City Perspective Two courses in Christian Faith (any two areas) The language requirement as stated One course that meets the Quantitative Reasoning Graduation Skill requirement One graduation skill writing course in the major College algebra or Math Placement Group 3 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Also, the physician assistant major requires a cumulative GPA higher than 2.5. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. - Undergraduate Admissions 21 Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or January 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. 22 Undergraduate Admissions - Augsburg welcomes students from countries around the world. (See International Programs on page 46.) International students should contact the Office of Undergraduate Admissions for an international student application and information on the application procedure. Applications must be completed two months prior to the start of the semester: July 1 for fall, Dec. 15 for spring. For more information, call (612) 330-1001 or (800) 788-5678 (toll free), or write to: International Student Admissions Augsburg College 22 11 Riverside Avenue Minneapolis, MN 55454 USA A, 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. The Board of Regents has approved the costs listed below for the 1998-99 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$14,470 This rate applies to all full-time students attending in September 1998. Students are considered full-time when they take three or more courses during the semester. The charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 1,564 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. Audit Fee (for part-time students) per course................................$ 590 Full-time students may audit a course without charge. Part-time students taking lifetime sports are charged the audit rate for that course. Room Rent (includes telephone and basic service) ....................$ 2,624 (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ..................$ 2,510 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 2,440 ....................$ Student Activity Fee ................$ 2,220 Flex 5 point plan 130 - Financial Information 25 W OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) .......................................$ 65 ACTC Bus (full-time students only) ...............................$ 16 Late Registration (per day after classes begin) ........................$ 35 Registration Change after first five days (canceVadd/changdgrade option, or combination at one time) ....................,.....+..... $ 10 Music Therapy Internship (one-half course credit) ................$590 Private Music Lessons, per semester (14 lessons) ................... $301 Student Teaching (per course for full-time students) .................. $ 61 Student Teaching (per course for part-time students) .................$121 Study Abroad (in approved non-Augsburg programs) .............$235 Fees Payable by CheckICash Application (new and/or $ 25 special students) ........................ Nursing Comprehensive Exam ...........$ 16 Locker Rental (commuters) ................$ 40 Student Parking Lot Permit $108 - c a r ............................................. .$ 50 -motorcycle ............................... Transcript Fee (per copy after first, which is free) ...............$ 3 Special Examinations, Cap & Gown Costs (Schedule on file in registrar's office) BOOKS AND SUPPLIES These costs are estimated to be $675 per year. DEPOSITS Enrollment Deposit (non-refundable) ....................$ 100 Required of all new students after acceptance. The enrollment deposit is credited to the students' account only when their enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to June 1 for fall semester or December 1 for spring semester, the $200 damage deposit will be forfeited. After these dates, the student shall forfeit the full amount of the damage deposit and shall be assessed an additional $450 for termination. 26 Financial Information PAYMENTS Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Office of Student Financial Services is sent to the student from the Business Office. Payment Options-(1) Annual payments, due August 15 as billed; (2) Semester payments, due August 15 and January 15 as billed; (3) Payment PlanUpon application and after College approval, a three-month plan is available each semester. Details are included with the estimate of charges letter; (4) 10month Payment Plan-Upon application, College approval, and payment of a $50 administrative fee, the annual charges may be paid in 10 equal installments beginning July 15 and ending April 15. No finance charge will be assessed on accounts that are current. An application will be sent upon request. A finance charge is applied at a simple rate of one percent per month on any account with an open balance of 30 days or more or on a 10-month payment plan where payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all.student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Leave of AbsencdWithdrawal from College form available in the Academic Advising Center or the registrar's office. It must be filled out completely, signed and turned in to the registrar's office. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs). - - - - Financial Information 27 Augsburg College Refund Policy: Applies to Augsburg students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Rehnd Amount Refund Period 100% Through the first five days of classes (less $100 administrative fee) 90% From the sixth day through the tenth day of classes 80% From the 1l t h day through the 15th day of classes 70% From the 16th day through the 20th day of classes 60% From the 21st day through the 25th day of classes 50% From the 26th day of classes through the midpoint of the term. Pro-Rata Refund Policy: Applies to Augsburg students who withdraw from all courses during their first term at Augsburg and receive Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). Tuition, fees, and room costs will be calculated based on the pro-rated portion of the term completed. The student may be eligible for a pro-rata refund up to the 60 percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will use federal government guidelines. Federal Refund Policy: Applies to returning Augsburg students who withdraw from all courses for the current term, and receive Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). Augsburg College is required by federal regulations to complete two refund calculations for students who have completed at least one full term at Augsburg and receive Title IV funds. Refunds will be based on the calculation that provides for the greatest refund of tuition, fees, and room charges to the student's account and the greatest refund of financial aid dollars to the fund from which they were awarded. The refund calculations used are the Augsburg College Refund Policy as stated above and the Federal Refund Policy as stipulated by federal guidelines stated below. 28 Financial Information Refund Amount from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Office of Student Life in Christensen Center. Refund Period 100% Through the first day of classes (less $100 administrative fee) 90% After the first day of classes through the 10 percent point in time of the term 50% After the 10 percent point in time through the 25 percent point in time of the term 25% After the 25 percent point in time through the 50 percent point in time of the term Students may appeal refund decisions through the Petition Committee. MEDICAL REFUND If a student is forced to withdraw from all courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal . All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Office of Student Financial Services and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 1998-99 academic year, nearly eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. - Financial Information 29 The Free Application for Federal Student Aid (KFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent familv members. other educational expenses, debts, retirement needs, and special considerations. HOW TO APPLY The following are required to process your financial aid application: 1.Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. FAFSA forms are available from the Office of Student Financial Services at Augsburg College or from high school guidance counselors. Renewal FAFSAs will be mailed to those students who applied for assistance during the prior school year. Be sure to include the Augsburg College Code, 002334, on your application. Mail your application to the processing agency after Jan. 1. Applications must be mailed by April 15 for priority consideration. 3. Complete the Augsburg Financial Aid Application and submit it to Student Financial Services. WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility Subsidized~UnsubsidizedStafford loan application promissory note Students are encouraged to complete and return one copy of their award letter to student financial services. In addition, the student must complete and return the Stafford Loan application promissory note to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to 30 Financial Information students who meet their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Educational Assistance for Veterans, Educational Assistance for Veterans' Children, and other sources. Merit Scholarships President's ScholarshipPresident's Scholarships are awarded based upon competition. The applicant must be in the top 15 percent of high school rank or top 20 percent ACTEAT score. Separate applications are required. The application deadline is February 15. Regents' S c h o l a r s h i p T h e Regents' Scholarships are awarded to all qualified new freshmen in the top 30 percent of either high school rank or test score who apply and are accepted before May 1. Regents' Transfer S c h o l a r s h i p Regents' Transfer Scholarships are awarded to qualified transfer students with a minimum 3.0 GPA and 84 quarter ( 56 semester) credits in transfer from a Minnesota community college or Lutheran junior college who apply and are accepted for admission by May 1. Transfer Merit S c h o l a r s h i p Transfer Merit Scholarships are awarded to selected transfer students with a minimum 3.0 GPA and 84 quarter (or 56 semester) credits in transfer from a Minnesota community college or Lutheran junior college, who apply for and are accepted for admission by May 1. A separate application is required by May 1. Legacy ScholarshipThese scholarships provide tuition benefits to full-time day students who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors; or children, grandchildren, or spouses of long-term Augsburg employees. Phi Theta Kappa S c h o l a r s h i p These scholarships are awarded to selected transfer students with a 3.5 GPA and 84 minimum quarter (56 semester) credits from a community college. A separate application is required by May 1. Science Scholarship--These scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Youth and Family Ministry Partner ScholarshipThese scholarships are awarded by the partner congregation to a full-time Augsburg student who is majoring in Youth and Family Ministry. Augsburg AmeriCorps ScholarshipThese scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the finacial aid application. PRIME S c h o l a r s h i p T h i s is a cooperative program in which Augsburg matches scholarships with Lutheran congregations. Separate application is required and church funds must arrive at Augsburg by October 1. - - Financial Information 3 1 Leadership Scholarships M. Anita Hawthorne Leadership Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Bonnie Wallace Leadership Scholarship-Recognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. ASIA-Recognizes incoming freshmen and transfer Asian American students with a demonstrated record of and/or potential for leadership. Limited to full-time day students. HispanicILatino Leadership ScholarshipRecognizes incoming freshmen and transfer Hispanickatino students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Faculty Leadership S c h o l a r s h i p Awarded to selected incoming freshmen who participate in the President's Scholarship competition. Performing Arts S c h o l a r s h i p Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 15. Hoversten Peace S c h o l a r s h i p Awarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook and career plans show promise of contributing to the cause of peace. Separate application is required by March 15. Community and Public Service ScholarshipAwarded to incoming freshmen and transfer students who have a demonstrated commitment to public and community service. Separate application is required by March 15. Lutheran Leader ScholarshipAwarded to incoming freshmen in the top 30 percent of their high school rank or ACT/ SAT test score who have demonstrated leadership within their Lutheran congregation and have the recommendation of their pastor. A separate application is required by February 15. NASA Scholarship-Awarded to freshmen (only) who have excelled in the areas of science, mathematics, and technology and who have demonstrated a high potential in careers related to aerospace science, technology, and allied fields. Lutheran Brotherhood and Aid Association for Lutherans-Awarded on financial need, participation in the Lutheran church and available funds. The AAL scholarship recipients must also have an AAL policy. Gift Assistance (Need Based) Augsburg Tuition Grant-These awards are based on financial eligibility, academic record, and participation in extracurricular activities in school, community, and church. Minnesota State Scholarship and Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Office of Student Financial Aid for accepted enrollment patterns. 32 Financial Information Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 1998-99 is $3,000. Bureau of Indian Affairsnribal and State Indian ScholarshipBureau of Indian Affairflribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairflribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Support Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $15,000 ($30,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1, based on the 91-day Treasury Bill. I Financial Information The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniorsheniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus other aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College or the lending institution. The Student Educational Loan Fund (SELF)-SELF is administered through the Minnesota Higher Education Services Office. Applications are available from the Office of Student Financial Services. Undergraduate freshmen and sophomores may borrow up to $4,500 per year minus any other student loan indebtedness; juniors and seniors up to $6,000 year. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $500. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begin the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students. Assignment is based on need and potential competence in performing the duties assigned. Parttime work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program a n d Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. 3 34 Financial Information - .- Augsburg College, through generous gifts from alumni, faculty, staff, and friends of the College, offers more than 400 sponsored scholarships. All returning students are encouraged to apply for these funds by completing the Sponsored Scholarship Application. This form is available each February for the upcoming school year. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. Note: For a complete description of Augsburg scholarships, request a copy of the Scholarship Catalog Supplement from the Office of Undergraduate Admissions. *Indicates endowed scholarships GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Charles and Ellora Alliss Educational Foundation Scholarships American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* E. W. Hallet Scholarship Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* The Jostens Foundation, Inc. Kopp Investment Advisors Presidential Scholarship Memorial Scholarship Foundation Scholarships* Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Northern States Power Company Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Russel and Virginia Smith Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Edward Yokie Memorial Scholarship* H SPECIAL SCHOLARSHIPS John Andrew Adam Memorial Scholarship* Aid Association for Lutherans Scholarship Alne-Swensen Scholarship* Charles and Catherine Anderson Diversity Scholarship* Charles and Kate Anderson Endowment Fund* Phyllis M. Baker Memorial Scholarship* Jeroy C. and Lorraine M. Carlson Scholarship* Carl C. and Kathleen A. Casperson Scholarship* Mildred Ryan Cleveland Memorial Scholarship* - Financial Information 35 Dain Rauscher Scholarship* Laura Ann Erickson Memorial Scholarship* David J. Formo Memorial Scholarship* Julian F! Foss Scholarship* The Grace Scholarship* Kay Halverson Scholarship* Hanwick Thanksgiving Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hormel Foods Company Scholarship Hoversten Peace Scholarship* Catha Jones Memorial Scholarship* King Harald Scholarship Torgney and Valborg Kleven Memorial Scholarship* Harold B. and Laura M. Lanes Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Power Company Scholarship Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Norwest Foundation Scholarship Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship ReliaStar Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* John and Agnes Siverson Scholarship* Genevieve E. Stelberg Memorial Scholarship* Student Government Alumni Scholarship Dr. James L. Tuohy Scholarship MULTICULTURAL/INTERNATlONAL STUDENT SCHOLARSHIPS Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship CBS Foundation Scholarship General Mills Foundation Scholarship Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* Kemdgehlueller American Indian Scholarship Little Six, Inc. Scholarship* McKnight Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarship* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* 36 Financial Information PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Kleven Public Service Scholarship Fund Person Public Service Scholarship Fund Adeline Marie (Rasmussen)Johnson Memorial Scholarship Martin 0. and Sylvia A. Sabo Scholarship for Leadership in Public and Community Service Joel and Frances Torstenson Scholarship in Urban Affairs* DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Biology Biology Scholarships Robert Ellingrod Memorial Scholarship Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* Business Administration/Accounting/ Economics Allianz Life Insurance Company Scholarship Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Minnesota Mutual Foundation Scholarship David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Robert Ellingrod Memorial Scholarship* Carl Fosse Chemistry Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* 5. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Barbara Tjomhom and Richard K. Nelson Scholarship* English Dagny Christensen Memorial Scholarship* Anne Pederson English Scholarship* Prof. P. A. Sveeggen Memorial Scholarship* Foreign Language Emil M. Fossan Modem Language Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* - Financial Information 37 Health-Education Roy and Eleanor Krohn Scholarship* Robert D. and Carolyn W Odegard Scholarship* Health-Related Augsburg Nurses Alumni Association Scholarship* Blue Cross and Blue Shield of Minnesota Scholarship Eleanor Christensen Edwards Memorial Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Dr. Kristofer and Mrs. Bertha E. Hagen Memorial Scholarship* History Rev. and Mrs. 0.J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bemhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics and Computer Science Allianz Life Insurance Company Scholarship Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Music Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* David Gronner Memorial Scholarship* Majorie and James R. Gronseth, Jr. Memorial Music Scholarship* Lynn Halverson Cello Scholarship* 0.1. Hertsgaard Scholarship* Bernice Kolden Hoversten Memorial Choral Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . Lower-Nordkap Male Chorus Music Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Edwin W. and Edith B. Norberg Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry F! Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* St. John's Lutheran Church -John Norris Memorial Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships John and Vera Thut Scholarship* Nordic Area Studies Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth 1. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarship* 38 Financial Information Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physical Education Paul Dahlen Memorial Scholarship* David Gronner Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Hoyt Messerer Athletic Scholarship* James F! Pederson Memorial Scholarship* Stan Person Memorial Scholarship* Physics Robert Ellingrod Memorial Scholarship Theodore J. Hanwick Physics Scholarship* Alfred A. Iverson Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Myles Stenshoel Scholarship* Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship Religion and Christian Service Scholarships C. A. L. and Esther J. E. Anderson Scholarship* Kyle A. and Sandra L. Anderson Scholarship Augsburg College Associates Scholarship* Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* ' Luthard 0. Gjerde Scholarship* Rev. Dr. Harald D. and Jonette T. Grindal Scholarship* Dave Hagert Memorial Scholarship* Elias P Harbo Memorial Scholarship* Arnold and Neola Hardel Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Iver and Marie Iverson Scholarship* Rev. Arnold J. Melom Memorial Scholarship Gerda Mortensen Memorial Scholarship* Onesimus Scholarship* Philip and Dora Quanbeck Scholarship* Johan H. 0 . Rodvik Memorial Scholarship* Rev. Olaf Rogne Memorial Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Roy C. and Jeanette Tollefson Scholarship Moms G. C. and Hanna Vaagenes Missionary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Blanca-Rosa Egas Memorial Scholarship* Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo E Suemnig Memorial Scholarship* Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre Artsmeligion Scholarship* ZP - (SSVI~) -!gl!qes!a Y~!M sluapnis 104 W P J ~ O J ~ ZP - Juauq3!Jugs l l ! ~3!uapey ~ ZV - sayhlag 6u!u~eal pue >!wape>v E xperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decisionmaking process at Augsburg. Student Government also sponsors and directs student activities, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student Government is organized into the executive branch, the legislative branch, and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. The Student Activities Program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations that serve the student community. Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. - Student Life 41 Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment, and visiting personalities in various fields. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (the gameroom and student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Echo; the yearbook, The Augsburgian; Student Government; and the Augsburg Student Activities Council. KCMR, a student-operated nonprofit radio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Umess Tower. Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, track and field, and golf. When Augsburg announced in February 1995 that it was adding women's ice hockey as a varsity sport, it became the first college or university in Minnesota to do so. H INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. SPORTS AND RECREATION At Augsburg, sports are for the average student as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 45.) 42 Student Life - Augsburg's mission focuses on student learning in the broadest sense. As an indication of the emphasis placed on student learning, the student and academic affairs offices work to bring together the student learning found in the classroom with the activities of experiential education and work, residence life, and the learning resources of the library and information technology. The following sections elaborate on facets of student life. The formal academic programs and requirements are described on page 52. GAGE FAMILY ACADEMIC ENRICHMENT CENTER The Gage Family Academic Enrichment Center, located in Rooms 17 and 18 of Foss Center, is designed to offer students study-skill assistance so that they may achieve academic success. The center has four offices: the Learning Skills Office, the Tutor Center, the Learning Laboratory and the Center for Learning and Adaptive Student Services (CLASS). The Learning Skills Office, located in Foss Center, Room 17, assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies, and learning styles. The staff will assist students in developing effective and efficient studv skills. The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for content tutoring in most freshman- and sophomore-level courses. The center also notifies students of tutoring labs available and coordinates supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. The John Evans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing, and mathematics through the use of computer software, as well as to review and prepare software for tests such as PPST, MCAT, GAT, and GRE. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. PROGRAM FOR STUDENTS WITH DISABILITIES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) Program serves nearly 200 students and is recognized as a leader in educating college students with disabilities. The CLASS Program exemplifies the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning, physical, and psychiatric disabilities who demonstrate the ability and willingness to participate in college-level learning. The CUSS staff includes four licensed learning disabilities specialists and a physical disabilities specialist who meet individually with students to assist them with advising and registration, academic support services, learning strategies, self-advocacy skills, organization and time management, and selecting appropriate accommodations. The accommodations specialist coordinates testing accommodations, notetaking services, taped textbooks, adaptive technology, such as dictation and voice recognition software, a scanner, CCTY Braille printer, adaptive keyboards, and computer assistance. Student Life The Groves Computer Lab is designed for students with disabilities and contains computers and adaptive equipment to assist them in their academic progress. The campus is accessible to students with physical disabilities and includes a skyway tunnel elevator system that connects 10 major buildings. Modified and accessible rooms are available in all residence halls. For more information, please contact the CLASS Program at (612) 330-1053 to request a copy of the CLASS brochure and video andlor to schedule an appointment with a specialist. Components of the program are: American Indian Student Services: Assistance in admissions procedures, financial aid procedures including BIA, Tribal and Minnesota Indian State Scholarship applications, orientation and registration, coursework selection, individual education plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing, and crisis intervention. It advises and supports the Intertribal Student Union. 1 STEPUP PROGRAM Intertribal Student Union: ITSU serves as a peer support group for incoming and currently-enrolled American Indian students. ITSU also organizes and co-sponsors cultural events. The mission of the StepUP Program at Augsburg College is threefold: (1) it strives to affirm the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing study and living skills that support them in their academic progress toward a degree; and (3) it supports students in their commitment to sobriety. Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis Public School District, intended to increase the number of American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness for each year the student teaches; one fifth of the loan will be forgiven. AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program, located at 620 2lst Avenue South, is a multifaceted office established in 1978 to recruit and retain American Indian students. It is a national model of success and continues to have one of the highest retention and graduation rates of American Indian students in the state of Minnesota. American Indian Studies Minor: An academic component encompassing the range of American Indian contributions to North American culture. Courses offered include art, religion, history, literature, Ojibwe language, and women's issues. For more information, contact the director of American Indian studies at (612) 3301385, or see course listings under Interdisciplinary Studies in the Departments and Programs section of the catalog. Anishinabe Library Project: Over 1,000 books, a variety of journals and scholarly publications, research materials, American 2 - Student Life Indian magazines and newspapers, and over 125 VHS videos are housed in the Lindell Library and at the American Indian Student Services office. The library project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States. PAN ASIAN STUDENT SERVICES The Pan Asian Student Services Program was created in 1992 to recruit and retain Asian American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian American students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic difficulties, and employment and placement referrals. The Asian American Association is affiliated with the program. The association cames out various activities during the academic year to increase the network of friendship and support for Asian American and other students at Augsburg. PAN-AFRIKAN STUDENT SERVICES The program is committed to enhancing the education and personal development of students of African descent, and to promote cultural and historical awareness, academic achievement, and social interaction. It sponsors events and activities such as celebrating Martin Luther King's birthday, Afrikana History Month, the Each One Reach One mentoring program, and Augsburg African American Alumni Council gatherings. The Pan-Afrikan Student Union (PASU) provides support to students, including a schedule of social and cultural activities. The headquarters is in the Pan-Afrikan Student Services office, as is the PanAfrikan Center. HISPANIC/LATINO STUDENT SERVICES The HispanicLatino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Students find assistance in admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic1 Latino students and provide awareness of the unique aspects of Hispanic culture. stubent Life CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, family problems, motivation, transitions, breaking away from family, self-image, difficult decisions, eating concerns, etc. Counseling is an educational process in which students learn to think objectively about themselves and learn methods of understanding themselves and others. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. Professional staff offer private consultations, individual assessments, and group workshops to accommodate the needs of all students. Topics include varied health issues such as fitness, nutrition, weight management, stress reduction, alcohol and other drug use, sexuality, etc. Students interested in health issues can combine learning and practice through involvement with Health Promotion services. Academic and practicum opportunities are also available to students from a variety of academic disciplines. HEALTH SERVICE Riverside University Family Practice Clinic serves as the Augsburg College health service and is a family practice residency clinic affiliated with the University of Minnesota. The clinic is located five blocks from campus at 2615 Franklin Avenue South. Many services are available for all Augsburg students. Please refer to the Student Guide for details. Students must check family health insurance coverage to determine if they are included. If not, contact the health service coordinator for information regarding student health insurance and other services available through RUFPC. FITNESS CENTER Located on the lower level of Melby Hall, the Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center. 2 46 Student Life - The Office of International Student Services in the undergraduate admissions house focuses on the needs of international students. It also serves as a resource for those interested in international events and global issues. International StudentsInternational students receive assistance in meeting their educational objectives through advising on academic concerns, immigration and visa problems, financial matters, practical matters, and personal concerns. New international students participate in an orientation program before the beginning of the term that provides practical information on housing, banking, using local transportation, and course registration. Students also learn about the U.S. educational system and how to adjust to life at Augsburg. (Also see English as a Second Language on page 79.) Augsburg Community-Study abroad works to utilize the cross-cultural perspectives of its international students and students with experience overseas to educate the college community on world issues. This is done through faculty, staff, and student development programs that include activities sponsored by the CrossCultural Club, forums on world issues sponsored by the Global Community and Amnesty International student groups, and seminars focusing on issues of cross-cultural communication for faculty and staff. (Also see Study Opportunities Abroad on page 57 and Student Teaching Abroad on page 60.) Augsburg recognizes the importance of the residence experience during the college years. Research indicates that students who live on campus will be more likely to complete their college degree successfully. Augsburg provides a diverse and dynamic residence program that fosters the development of community, and supports and enhances the academic experience. Live-in staff assist students by providing social and educational programming, facilitating conflict resolutions, and assisting in emergencies. Each complex contains 24-hour study rooms, computer services, laundry and vending services, and access to security staff. Augsburg expects all freshmen and sophomores not living at home to live in college-operated housing. Housing for mamed students and students with families is available. Students rent a room at the beginning of the fall term for the entire academic year. New students receive room assignments the summer before they amve at Augsburg. Upper-class students make housing arrangements in the spring. All resident students must sign room and board contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1 in order to secure housing. Students who deposit after June 1 will be provided housing only if space is available. All students living on campus must pay a $200 deposit when they sign the housing contract. The fee is credited to students' accounts when they move out. - Student Life 47 The College houses approximately 700 students in residence hall rooms, apartments, floor houses, and townhouses. A wide variety of options is available, including single rooms. Urness Tower-All new students and some upper-class students live in Urness Tower. This 11-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Tower, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Mortensen Tower-This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is otherwise unfurnished. Anderson Hall--Open in fall 1993, this is the newest residence hall. It contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, and desks. It is equipped with telephones, cable T\! and computer hook-ups. Special Interest Housing-Students may submit proposals in the spring for a program that allows them to live as a group with a special educational contract. Examples of programs include Campus Ministry, healthy living options, and international floors. FOOD SERVICE Commons-Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This pleasant, spacious room features small table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's-Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, grievances, and grade appeal. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar's office and the placement office, and to challenge inaccurate or misleading information. Information on these policies are found in the Student Guide available from the Office of Academic and Learning Services. 48 Student Life FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 81 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. Complete information about Augsburg's procedures with regard to FERPA are available from the registrar's office. DISCRIMINATION COMPLAINTS The College has designated the following persons as coordinators for discrimination inquiries or grievances: Affirmative Action Coordinator (for matters based on race, creed, national, or ethnic origin)-Contact Lora Steil, manager of human resources, Ground Floor, Memorial Hall, (612) 330-1023. 504 Coordinator (for matters based on physical or mental handicap)-Contact Vern M. Bloom, assistant professor of social work, Memorial Hall 332, (612) 330-1133. Title IX Coordinator (for matters based on sex or marital status)-Contact the associate dean for student affairs, First Floor, Christensen Center, (612) 330-1160. Employment-Contact Human Resources, Ground Floor, Memorial Hall, (612) 330-1058. All correspondence should be addressed to the designated office at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Formal grievance procedures are described in the Student Guide. Copies are available from the Office of Academic and Learning Services. /" ,/ General Information - 50 Degrees Offered - 50 Academic Calendar - 50 Faculty - 50 Library and Information Technology Services - 51 Computer Resources - 51 Academic Adv~s~ng Center - 52 Augsburg Sem~nar- 52 Academic Organization and Proqrams - 52 Divisions and Departments - 52 Majors and Minors - 53 Teaching Licensure - 54 Pre-Professional Programs - 55 Honors Program - 56 Inter-Institutional Programs - 56 Study Abroad - 57 Center for Service, Work, and Learning - 60 Weekend College - 62 Graduate Programs - 62 Other Programs - 63 Academic Policies and Procedures - 64 Registration - 64 Withdrawal from College - 65 Leave of Absence - 65 General Education Curriculum - 68 Quick Check Surnmanl - ,ofGraduation Requirements - 66 Graduation Requirements - 68 Skills Components and Requirements - 69 Liberal Arts Perspectives - 71 Rationale for Perspectives - 71 Evaluation and Grading - 75 Assessment of Previous Learning Program - 77 Academic Progress, Probation ar Dismissal - 80 Commencement - 81 Four-Year Assurance Program - 81 FERPA - 81 A ugsburg College constructs its curriculum upon the that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required courses in Christian Faith are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. DECREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts in leadership and the master of social work degrees. ACADEMIC CALENDAR The Augsburg day program follows the 4-1-4 calendar, with fall and spring semesters of approximately 14 weeks, separated by a four-week January Interim. Full-time students normally take four course credits each semester and one course during Interim. Day school freshmen are required to take an Interim course their first year. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term. (See Registration on page 64 and Calendars on pages 4 and 5.) January Interim is particularly intended to be a time for both students and faculty to employ different styles of teaching and learning, and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunities within the United States and abroad. Augsburg offers two summer school sessions. A maximum of three course credits can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School. Augsburg Weekend College and graduate programs follow a trimester calendar (see Augsburg Weekend College and Graduate Programs on page 62.) FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activity. Faculty are involved in social, professional, and a variety of research activi- - Academic lnformation 51 ties, but see these activities as supporting their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened at the start of the 1997-98 academic year. The new, four-level, 77,000-squarefoot facility houses all library and information technology functions of the College. In addition to the 175,000 volume main collection, the Lindell Library includes the Gage Family Art Gallery, special collections and archives, a curriculum library and instructional technology lab, library instruction classroom, and facilities for media viewing and listening. A bridge will link the new building to Sverdrup Hall (the former library), which will be renovated to house additional computer labs and multimedia classrooms as well as a lounge and vending area. Library Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. Appropriately equipped laptop computers can be connected to any of several hundred data ports throughout the building to access these resources. lnformation Technology Resources Augsburg College has been a member of the National Science Foundation's Internet since 1990 and has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. In Newsweek magazine's Cyberscope section on Aug. 1, 1994, for example, Augsburg was cited as one of two first-rate sources for information about the Internet. Visit Augsburg's Web site <www.augsburg.edu> for more on IT at Augsburg. Computing Students have access to over 180 oncampus personal computer systems. There are desktop machines in three computer labs and four computer classrooms, as well as a suite of laptops that can be checked out at the IT Service Center. Other machines ar'i: available for student use within academic departments. A campuswide network offers a full range of network services including printing, e-mail, newsgroups, the World Wide Web, and access to resources available via Gopher, Telnet, and FTF! Appropriately equipped studentowned machines can also be connected to the network to provide access from dormitory rooms. (Also see Honors Computing and Communications Lab under Honors Program on page 56.) 52 Academic Information Media The Media Center provides a large collection of sound recordings, video tapes and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law is available. The center supplies TV sets, VCRs, video cameras, video editing, tape recorders, microphones, slide-, overhead-, filmstrip-, and movie projectors as well as screens and carts. Facilities for classes in broadcasting are located near the communications department in Foss Center. Telecommunications A campus-wide telecommunications system enables easy and convenient voice communication between students, faculty, and staff. Students can leave voice mail messages with any member of the faculty, administration or the staff; voice mail or call waiting are available to resident students at a modest cost. Long-distance service, billed to individual students, can be arranged for any on-campus residence phone. ACADEMIC ADVISING CENTER (AAC) The Academic Advising Center advises all incoming students with undeclared majors, provides information on matters of general education, administers and tracks all entry level skills assessments, interprets catalog and graduation skills requirements, and advises students who have been placed on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials for organizing and recording student academic progress. The center also coordinates summer advising for the orientation program and provides in-service training and development for faculty advisers. AUCSBURG SEMINAR (AUG) The Augsburg Seminar assists students in their first Augsburg registration, provides orientation events before classes begin, and includes a seminar series. The Augsburg Seminar reflects the College's commitment to a meaningful introduction to college for our s t u d e n t s an enriching beginning for a college career. To provide focus for this introduction, the Augsburg Seminar is centered on a series of themes. These themes are reflected in and expanded upon in readings, discussions, and other activities. Diversity, tradition, change, ways of knowing, and what it means to be an educated person are all themes associated with the program. (Also see page 92.) DIVISIONS AND DEPARTMENTS The College cuniculum is offered by 23 departments that are grouped into four divisions for administrative and instructional purposes. Humanities-Catherine Nicholl (Chair). Art, English, modem languages, philosophy, religion, speech/communicationltheatre arts, College librarians. Natural Science a n d Mathematics--Larry Ragland (Chair). Biology, chemistry, mathematics, computer science, physics, physician assistant studies. Social and Behavioral S c i e n c e s Garry Hesser (Chair). Business administration/accounting/MIS, economics, history, political science, psychology, sociology. Professional Studies-Anne Jensen (Chair). Education, health and physical education, music, nursing, social work. - Academic Information 53 MAJORS A N D MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Students may contact the registrar about creating a student-designed major. Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Administration Business Administration/Finance Business Administration/International Business Business Administrationhlanagement Business Administrationhlarketing Chemistry (B.A. or B.S.) Communication General Communication Studies Mass Communication Organizational Communication Computer Science (B.A. or B.S.) Computational Economics (B.A.) East Asian Studies 1 Economics Applied Economics Economics Economics/Business Administration Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (licensure) Secondary (non-major, licensure only) Engineering 2 English Health Education History International Relations Management Information Systems Mathematics Applied Mathematics Mathematics Metro-Urban Studies Modem Languages French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.-Weekend College only) Philosophy Physical Education Physician Assistant Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Psychology Religion Youth and Family Ministry Russian, Central and East European Area Studies 1 Social Work (B.S.) Sociology Theatre Arts Transdisciplinary Women's Studies1 s4 Academic Information Accounting American Indian Studies Art Art History Studio Art Biology Business Administration Chemistry Communication Computer Science East Asian Studies Economics English Health Education History International Business International Relations Linguistics Management Information Systems Mathematics Metro-Urban Studies Modem Languages French German Norwegian Spanish Music Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Religion Sociology Social Welfare Russian, Central, and East European Area Studies 1 Special Education Theatre Arts Theatre Arts Theatre History and Criticism Women's Studies It is possible for students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department. 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology, Washington University School of Engineering and Applied Science, and Michigan Technological University. OTHER STUDY PROGRAMS Teaching Licensure Teaching licensure programs are offered at Augsburg in kindergarten-elementary education and the following fields in secondary education: English-language arts, French, German, life science, mathematics, physical science (chemistry or physics), science (grades 5-9), social studies, Spanish, speech, theatre arts, and in the special areas of art (K-12), band (K-12) and classroom music (grades 5-12), orchestra (K-12) and classroom music (grades 5-12), vocal and classroom music (K-9), vocal and classroom music (grades 5-12), health (K-12), and physical education (K-12). (See Department of Education on pages 127-137.) Students planning to teach on the secondary level have advisers both in the Department of Education and the area of their academic major(s) . Academic Information The State of Minnesota intends to have new teacher licensure rules in effect by August 1, 2000. Students who enter the programs in the fall of 1998 and beyond will be under the new rules. It is expected that license areas after that date will be similar to the list printed above. It is the student's responsibility to work closely with an education department adviser and to stay informed about changing requirements in their teaching field. Pre-Professional Programs Students who plan to enter the fields of law, medicine, denti~try,~ministry, veterinary science, pharmacy, or erigineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the Academic Advising Center early in their freshman year to arrange for help from the appropriate faculty adviser. Pre-Dentistry--These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 113, 114,215; PHY 121, 122; CHM 115, 116 (or 105,106), 351,352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering-See engineering degree and major requirements on pages 138-139. Pre-Law-Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many students with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition courses, including ENG 111; CHM 115, 116 (or 105, 106); CHM 351,352; BIO 113, 114,215,367; MAT 145,146; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Students must consult with faculty in biology and chemistry as well as the pre-medical adviser in the Academic Advising Center early in their studies. Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical Therapy-Coursework in preparation for these training programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy-Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114, 215,476; CHM 115, 116 (or 105, 106), 351,352; ECO 113; ENG 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour 2 56 Academic Information requirements. Requirements at other universities may vary. Pre-Seminary-A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111, 221; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior andlor senior year. Pre-Veterinary Medicine-To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, two courses; MAT 145, 146; public speaking, one course; CHM 115, 116 (or 105, 106), 351, 352, 353; BIO 113, 114, 215; PHY 121, 122; economics, one course; two courses in art, literature, music, humanities, theatre, or upper division modem languages; and anthropology, economics, geography, history, political science, psychology, or sociology courses to fulfill the rest of the curriculum requirements. Requirements at other universities may vary. HONORS PROGRAM The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, but students may enter the program as late as the beginning of the junior year. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript. That notation provides an advantage for both employment and graduate school application. The Honors Program at Augsburg was awarded a National Science Foundation Grant in 1995 to establish an Honors Computing and Communications Lab in Foss 20, and to put the program on a computational footing. Students entering the program as freshmen are required to take an honors version of CSC 160 Introduction to Computer Science and Communications, which establishes crisp computing and communications skills at the outset of their collegiate careers. Other courses in the program make use of these computing skills in lab-oriented sequences exploring literature, writing, history, religion, philosophy, and social and natural science. During the junior and senior years, students take four mini-seminars (one full course credit upon completion), one each semester, and participate in a six-week Monday Forum Program each term. Seniors take a senior seminar during Interim, which satisfies a perspective requirement, and are obliged to complete an approved honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal that publishes outstanding student papers. Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct inquiries to Dr. Joan Griffin, associate director of the Honors Program, 330-1045, or Dr. Lany Crockett, director of the Honors Program, 330-1060. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media CenterThrough CLIC, the Twin Cities private - Academic Information 57 colleges library consortium, the Augsburg community has direct access to over 1,300,000 volumes. Associated Colleges of t h e Twin Cities (ACTC)-Full-time weekday students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. The colleges have coordinated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January Interim. Higher Education Consortium for Urban Affairs (HECUA)-Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 59.) Air Force ROTC-Augsburg students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and threeyear AFROTC scholarships. For more information, contact the registrar's office. Army ROTC-Augsburg students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Naval ROTC-Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine Scandinavian perspectives on world peace in Norway or thrill to the sounds of The Magic Flute at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures, and gain knowledge about the increasingly interdependent world. Academic Requirements and Credit Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as if studying on campus. Courses abroad can 58 Academic Information fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs before departure. Students receive advice on selecting programs that best fit their academic, career, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus. Although foreign language skills are an asset, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The deadline for application is Sept. 30 for off-campus study during spring term and March 1 for off-campus study during fall term. Costs and Financial Aid The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying overseas. The Center for Global Education The Center for Global Education facilitates cross-cultural learning experiences that prepare people to think more critically about global issues and to work toward a more just and sustainable world. The tenter's programs explore a diversity of view- points and are grounded in the perspectives of the poor and of others struggling for justice and human dignity. The center's study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other participants in a community house, spending several days in a rural setting, and several weeks living with host families. They also travel together on two-week seminars-from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. Women and Development: Latin American Perspectives (Mexico)-Fall This program explores the experiences of women in Latin America, focusing on their roles in economic development, social change strategies, and the connections women are drawing among issues of gender, race, class, and global economics. The program offers credit in religion, interdisciplinary studies, political science, and Spanish. Application deadline: April 1. \\ Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)-Fall and Spring This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Course credit may be earned in Spanish, religion, interdisciplinary studies, and eco- Academic Information nomics. Application deadline: April 1for fall, October 15 for spring. Higher Education Consortium for Urban Affairs (HECUA) Multicultural Societies in Transition: Southern African Perspectives (Namibia)-Fall Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, Ecuador, or Colombia. All programs emphasize the impact of the social change and cross-cultural factors on the human community. HECUA programs emphasize intense language experience, internships, and field trips. This intensive program of travel and study is designed to introduce participants to the central issues facing southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Credit is available in history, political science, and interdisciplinary studies. Application deadline: April 1. Gender and Environment: Latin America Perspectives (Mexico)Spring This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Credit is available in Spanish, sociology, and religion. Application deadline: October 15. Women and Development: Southern African Perspectives (Namibia)Spring This intensive travel and study program is designed to introduce students to the central issues facing southern Africa, with emphasis on the experiences of women. The program introduces students to the struggle of women in southern Africa, to the history of their role in society, and to the situation that exists for women in Africa. Credit is available in sociology, religion, political science, and interdisciplinary studies. Application deadline: Oct. 15. For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway-Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, and language and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: March 15. South American Urban Semester: Colombia-Fall This semester-in-the-city program, located in Bogota, Colombia, is an interdisciplinary program that focuses on the relationships between third world development and the consequences of urbanization and social inequality. Analysis of competing theories of development are integrated with field study in the host city and outlying regions. 9 60 Academic Information Community Internships in Latin America: Colombia-Spring This interdisciplinary program enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadlines: Nov. 1. Culture and Society in Latin America: Colombia or Ecuador-Spring This interdisciplinary program focuses on development and social change in Latin America through the study of ideology, as reflected in literature, the arts, and the ways in which ideologies shape perceptions of social realities. Application deadline: Nov. 1. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through Moorhead State University or the University of Minnesota-Morris. Students have options for student teaching in dozens of countries through the International Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education. Interim Abroad Each January, 25 to 30 courses are offered around the world by Augsburg professors and through the Upper Midwest Association for International Education (UWIE). Course registration is held dur- ing the spring and fall terms for the following January. Application deadline: Oct. 25. THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive center incorporating an educational focus emphasizing the importance and value for all students to engage in service and work-based learning experiences and design of a four-year career plan integrating their education with a vocation and life plan. The center helps students take advantage of Augsburg's metropolitan location through the highly successful experiential programs that link the College's academic programs to Twin Cities employers and organizations. Through internships, cooperative education, and community servicelearning, Augsburg students integrate and expand their liberal arts education by embracing the worlds of work and service and integrating this learning with their career and vocation plan. The center helps link employers, community organizations, and the academic program in ways that enrich and expand a student's educational experience and personal development. Experiential education opportunities are closely related to a student's major, coursework, or career interest. Placements may be in small and midsize companies, large corporations, nonprofit organizations, schools, government agencies, and community-based organizations. The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. - Academic Information 61 Academic Internships An academic internship is a carefully planned, work-based learning experience where a student focuses on specific academic and individual learning objectives. A learning agreement plan that is negotiated with a faculty supervisor and work supervisor, outlining the internship objectives, strategies, and evaluation methods, is required. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships are numbered 199 (see page 85). Internships are available in all majors and can be taken during a semester (or Weekend College trimester), Interim, or summer session. Interdisciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 75. A maximum of four courses of internship may count toward the total courses required for the degree. Cooperative Education Cooperative education is a college-supported, paid, work-learning experience that is closely related to a student's major or career objective. The goal is to combine theory with practice in work or servicebased settings. Students also earn money to help defray educational costs while gaining important on-the-job experience. Job placements typically are part-time during the academic year andlor full-time in the summer. Co-op jobs are flexible and can begin and end anytime. Co-op ed is not accredited in and of itself, but a non-credit cooperative education transcript notation is highly recommended during the academic terms the student is employed. Co-op ed students are encouraged to register for at least one internship for credit in conjunction with their cooperative education participation. Co-op ed is available to Augsburg students who have completed their freshman year and are in good academic standing. Community Service-Learning Augsburg's Community ServiceLearning Program provides students with opportunities to respond to human needs in the city through service experiences, which include reflection on and analysis of community issues in order to promote personal and educational growth. Augsburg students learn from the community in which they live by participating in service activities combined with learning components such as orientation sessions, seminars, and class discussions. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service examples include tutoring at schools and community centers close to campus, volunteering at homeless shelters, building housing for low-income people, or working with environmental groups. Service-learning experiences include course-embedded community service, internships, cooperative education, and a wide range of extracurricular volunteer options. The service-learning program works closely with the student-directed Augsburg LINK, residence hall directors, and campus ministry. 62 Academic Information CAREER SERVICES Career Services is committed to assisting all students with their career planning. This process is an important part of a student's development while attending college. To aid students in this process, Career Services offers students the opportunity to actively participate in career seminars, career assessments, one-on-one counseling, self-paced computer career planning modules, and use of the Alumni Resource Network for informational interviews. Services are available to all students, but some programs are sponsored especially for seniors. Seniors are encouraged to attend one of three annual job fairs with recruiters representing business, education, or nonprofit and government sectors. There is also an annual graduate and professional school fair for seniors to explore educational options after graduation. WEEKEND COLLEGE Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means to earn a college degree, complete a second major, or pursue a personal interest or skill. Weekend College classes meet on alternate weekends. There are three trimester terms during the academic year, from early September through June. Students may take from one to four classes each term. Although Augsburg Weekend College involves the same courses as the day pro: gram, the cumculum is limited to selected liberal arts courses and the following majors: accounting, business administra- tion (specializations in finance, international business, management, and marketing), communication (concentrations in general communication, organizational communication and mass communication), computer science, economics, elementary and secondary education, English, history, management information systems, nursing, psychology, religion, social work, and studio art. A separate Weekend College catalog is available from the Office of Weekend College, (612) 330-1782. GRADUATE PROGRAMS Augsburg College offers two graduate degree programs: the Master of Arts in Leadership (MAL) and the Master of Social Work (MSW). Catalogs for each degree program should be consulted for complete information. The Master of Arts in Leadership is based on the subject matter and approaches of the traditional liberal arts. This crossdisciplinary program directs its academic content and pedagogical approaches at situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays and alternate Thursday evenings. The Master of Social Work (MSW) prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission to nurture future leaders in service to the world. Academic lnformatsn There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The program development, policy, and administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. OTHER PROGRAMS Continuing Education Program The mission of the Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the College. Adult students who wish to earn traditional course credit should contact the Office of Weekend College. The Office of Continuing Education is currently developing a series of non-credit programs to offer through the Center for Professional Development. These seminars will focus primarily on leadership, management, communications, and information technology for businesses and nonprofit organizations. Call the office for information on current course offerings. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. For more information contact Milda K. Hedblom, Canadian program coordinator. Elderhostel and College of the Third Age Augsburg College has a commitment to lifelong learning and is host to both Elderhostel and College of the Third Age. For more information, contact the Office of Continuing Education. 2 b4 Academic Information - 1 --= 1 REGISTRATION A student must be registered for a course to receive credit for it. Full-time students normally register for four course credits per semester and one course during Interim. Students registered for three or more course credits in a semester are classified as full-time students. To register for more than 4.5 course credits, students must contact the registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees are also charged for cancelling or adding courses or changing the grading option after the first five days of a semester. A joint class schedule is published each spring by the Associated Colleges of the Twin Cities, listing courses and their locations at the five colleges for the following academic year. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Interim, summer school, Weekend College, and graduate program courses are published in separate catalogs. Specific information on registration and help with registration on other campuses are available from these offices: Office of the RegistrarScience Hall 114 Interim OfficeMemorial Hall 226 Office of Summer SchoolMemorial Hall 226A Office of Weekend College-Sverdrup Hall MAL Graduate Program OfficeMemorial Hall 226A MSW Graduate Program OfficeMemorial Hall 12 Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. All currently enrolled students may pre-register during the fall for the spring term and during the spring for the fall term. Class Confirmation (payment of fees) All students must confirm their registration with a signature and final payment arrangements prior to the start of classes. Students who do not confirm their registration before the first day of classes (unless special arrangements have been made) will lose all classes. They may register and confirm during the first five days, but special late fees are assessed and added to their account. - Academic Information 65 Withdrawal from College Students are urged not to abandon courses for which they are registered because this may result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the registrar's office. A Leave of AbsencdWithdrawal from the College form may be obtained in the Academic Advising Center or in the registrar's office. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Committee on Student Standing. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar's office. Leave of Absence Students may request a leave of absence for academic or personal reasons. A Leave of AbsencdWithdrawal from the College form must be picked up in the Academic Advising Center or the registrar's office. It must be signed by advising center staff or an authorized representative. The completed form must be submitted to the registrar's office. A leave of absence may be granted for one term or one academic year. If an extension is needed, an updated leave of absence form must be submitted to the registrar's office prior to the expiration of the previous leave of absence period, or an application for re-admission will be required. Students are responsible for keeping the registrar's office informed of their mailing addresses. All deadlines for financial aid and housing must be observed by the returning student. A leave of absence does not defer payment of loans or extend incomplete course deadlines. Former Students Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements. 66 Academic Information Music Therapy (B.S.) . . . . . . . . . . . .17 Physician Assistant (B.A.) . . . . . . .19.5 This quick-reference checklist is an abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 68. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Li Complete the AUG fall orientation and seminar (see page 92). (Sophomore transfer students are exempt.) D Satisfy entry level skill requirements in: Mathematics Writing Critical Thinking D Demonstrate proficiency in two different lifetime sports. Li Achieve a Math Placement Group score of three. D Complete 33 course credits. Of these: 11 must be upper division (numbered 300 or above) Other maximums are described on page 68. Li Complete a major. D Maintain minimum grade point average. Li Complete courses that fulfill the following perspective requirements. No students will be permitted to count more than three courses from the same department in meeting perspective requirements. One City Perspective Two Western Heritage Perspectives from different departments One Human Identity Perspective One Aesthetic Perspective Two Social Work Perspectives, from different departments One Intercultural Awareness Perspective Two Intercultural Awareness (language) Perspectives, other than your native language Two Natural World Perspectives, from different departments unless a yearlong sequence is taken Q Complete courses designated to fulfill the following Graduation Skills with a minimum grade of 2.0 or I? (These requirements may be met with courses in the major or perspectives.) Two courses with Writing components (one within the major) Two must be Interim courses No more than 13 courses may be in any one department, with the following exceptions: One course with a Critical Thinking component Accounting (B.A.) . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . .17 Music Performance (B.M.) . . . Social Work (B.S.) . . . . . . . . . . . . . .15 .20 One course with a Speaking component One course with a Quantitative Reasoning component Academic Information 67 All transfer students (entering with 14 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): tl Satisfy entry level skill requirements in writing CS Demonslrate proficiency in two different lifetime sports CS Achieve a Math Placement Group score of three. U Complete 33 course credits. Of these: Cl Complete a major. CI Maintain minimum grade point average CI Complete courses that fulfill the following perspective requirements: Two Christian Faith Perspectives (one Christian Faith Perspective for transfer students entering with 24 or more course credits) One City Perspective One Western Heritage Perspective One Human Identity Perspective 11 must be upper division (numbered 300 or above) One Aesthetic Perspective No students will be permitted to count more than three courses from the same department in meeting perspective requirements. One Intercultural Awareness Perspective No more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . .14 Music Education (B.M.) .... . . . . .17 Music Performance (B.M.) . . . . . . . .20 Music Therapy (B.S.) . ...... . ... .17 Physician Assistant (B.A.) . . . . . . .19.5 Social Work (B.S.) . . . . . . . . . . . . . .15 Other maximums are described on page 68. One Social World Perspective Two Intercultural Awareness (language) Perspectives, other than your native language One Natural World Perspective Complete courses that fulfill the following Graduation Skills with a minimum grade of 2.0 or P (These requirements may be met with courses in the major or perspectives.) One course with a Writing component within the major One course with a Critical Thinking component One course in Speaking One course in Quantitative Reasoning 68 Academic Information Requirements For Undergraduate Graduation: W GRADUATION REQUIREMENTS The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic advisers, the Academic Advising Center staff, department chairs, and the registrar are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the registrar's office about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 21 in Undergraduate Admissions-Special Students (Second Degree). Each student must apply for graduation. Students should apply at the start of their last academic year to confirm remaining graduation requirements. Application forms are available in the registrar's office. All degree and course requirements must be completed and verified in the registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Degree requirements include completion of a minimum number of credits, a major, the Augsburg Seminar (AUG), a minimum GPA, residence, and general education courses, including lifetime sports. 1. Completion of 33 course credits-At least 11 course credits must be upper division, numbered in the 300s and 400s. Not more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music performance (B.M.) - 20; music therapy (B.S.) - 17; physician assistant (B.A.) 19.5; and social work (B.S.) - 15. This course total must include two Interims for students who enter with fewer than 14 courses. Students transferring with 14 or more courses are not required to take the Interim courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. No more than these maximums may be applied toward the 33 total course credits required: four Interim courses; two courses by independentldirected study; four courses of internship; and eight course credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two in the major except elementary education (two in the major plus student teaching), social work (two in the major plus field work practicums). 2. Completion of a MajorRequirements for each major are listed under the departmental headings. 3. Augsburg Seminar (AUC)-A11 students who enter the College as freshmen in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. See the program section on the Augsburg Seminar for a full description. 4. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. 5. Residence-The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the registrar if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the department Academic Information 69 SKILLS COMPONENT Entry Level Skills Requirements The entry level skills tests are inventory assessments in: Writing Mathematics Critical thinking Placement in writing courses, math courses, and critical thinking courses is determined by the assessments. Freshmen (all students entering Augsburg with fewer than seven college credit courses) and sophomore transfer students with fewer than 14 courses: Take entry-level skills assessments and satisfy requirements. If skill levels are deficient, students will be enrolled in the appropriate course or advised on preparation for retaking the math placement assessment. Students are required to take the assessments before registering for the second term and to have demonstrated removal of deficiencies by the end of their first year at Augsburg. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year. Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Freshman and sophomore transfer students will be required to satisfy all of the Graduation Skill course requirements. 70 Academic Information Advanced Transfer Students Transfer students who enter with 14 credits or more are exempt from critical thinking assessments. Those who have not passed the equivalent of ENG 111 Effective Writing course must take the entry level test in writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course. Advanced transfer students are required to satisfy all the Graduation Skill course requirements, except only one of the writing courses (the one within the major) is required. Math Requirement In order to graduate, students must take the Math Placement Exam and achieve a score placing them in Group 3 (college algebra skills). Students with an acceptable transfer mathematics course will have their placement level determined by the registrar's office. Students who have passed the College Board Advanced Placement Exam should consult the mathematics department. Math placement is indicated on the Evaluation of Transfer Credit form for students who have transfer courses in collegelevel math. All students are required to have their Math Placement Group (MPG) determined. The exam is given during college registration sessions and at other announced times during the year. Students in MPG 2 needing to advance to MPG 3 may take MAT 105. Students in MPG 3 needing to advance to MPG 4 may take MAT 114. No other MAT courses change a student's Math Placement Group. Students in MPG 1needing to advance to MPG 2 should consult the registrar's office or Academic Advising Center for advice on transferable equivalent courses available off campus. Students are also permitted to retake the Math Placement Exam until September of the following academic year. Review help is available from the Academic Enrichment Center. Please note that all students must attain at least Math Placement Group 3 . In addition, many courses have Math Placement Group requirements. In particular, MIS 379,479; CSC 170,210; SOC 362; PHY 103; all MAT courses; and all courses with a Graduation Skill component in Quantitative Reasoning have at least Math Placement Group 3 as a prerequisite. In addition, MIS 175 and introductory physics courses have at least Math Placement Group 2 as a prerequisite. Students should refer to the course descriptions to check the Math Placement Group prerequisites for courses that they are interested in taking. Graduation Level Skills General education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite courses with a minimum grade of 2.0 or P is required for graduation. Students are required to have two courses with Writing Skill components (at least one within the major) and one course each with Critical Thinking, Speaking, and Quantitative Reasoning Skill components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major or general education perspectives. Academic Information 71 All Writing Skill courses have the prerequisite of ENG 111,all Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment. Lifetime Sports Two different lifetime sports are required. Students in the day program who are not health and physical education majors or in intercollegiate athletics may test out of one lifetime sport. Weekend College students may test out of two lifetime sports. Lifetime sports are non-credit courses, are not counted as meeting Interim course requirements, and are not included in the 33-course requirement. 3. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: Up to three courses in religion may be used to meet the perspective, The Character and Mission of Augsburg College: The Christian Faith. Up to two courses in a year-long sequence of approved natural science courses may be used to meet the perspective, The Natural World. Up to two courses of the same mode m language may be used to meet part of the perspective, Intercultural Awareness. LIBERAL ARTS PERSPECTIVES The general education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The goals of the perspectives are achieved through a variety of courses that have been approved as meeting the criteria established for each perspective. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available from the registrar's office. These choices are controlled by the following policies: 1. A student will choose a minimum of one course from each required perspective category. 2. No single course can fulfill the requirements in two or more categories. RATIONALE FOR PERSPECTIVES Augsburg, in its mission statement, declares the College exists "to nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." One way that the College seeks consciously to realize this mission is through its general education curriculum. The Augsburg faculty has designed a cohesive academic program incorporating general education, major courses, supporting courses, and elective courses leading to the bachelor's degree. The core of the Augsburg curriculum is found in the liberal arts as expressed in the general education component of the College cuniculum that is divided under two headings: Liberal Arts Perspectives and Skills. 72 Academic Information The term "perspective" assumes that not only are we engaged in the search for truth, but that this requires the searcher to consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with traditional disciplines, but are understood in ways that encourage multi-disciplinary reflections on the questions at issue. They combine concerns about content with those of process and approach, directed ultimately to making the student a more effective learner and participant in society. The following requirements reflect the way in which Augsburg has chosen to view the liberal arts. Two of the four features of the mission statement are embodied in the general education perspectives: The Character and Mission of Augsburg College: The Christian Faith and The City. These perspectives emphasize that the College's affiliation with the Lutheran Church, its insistence on the value of knowing the approach that derives from the Christian roots of the College, and its location in the city deserve special consideration in Augsburg's educational program. The third feature-that Augsburg is a liberal arts institution-is also emphasized in the other general education perspective requirements. Certain dimensions of human life-of what it is to be humanform the core of the required liberal arts experience. These overall perspectives on what it is to be human can themselves be studied from the vantage points of the various academic disciplines. Students need to learn about themselves, about what it is to be a person. Hence, the perspective on Human Identity But the person exists in both a social community and a natural world. Hence, the importance of the perspectives on the Social World and the Natural World. Because the way in which we understand ourselves derives largely from our Western heritage, students need to learn about and reflect on significant aspects of this heritage. Thus, the perspective on the Western Heritage. At the same time, to focus on the West alone would be ethnocentric. We live in a global society. Hence the perspective on Intercultural Awareness. Attention to moral values is found not only in the perspective on the character and mission of the College, the Christian Faith, but throughout the other perspectives as well. The perspective on Aesthetics enables students to focus on aesthetic works created by themselves or others, which convey fundamental insights, express beauty, and enhance life. Finally, the mission statement emphasizes that we are concerned with academic excellence. This has a number of features, including the way we teach all the courses in general education. Beyond this, academic excellence presupposes that students have the requisite skills to do college-level work. The general education requirements are couched in a context that pays attention to the skills of both incoming and graduating students. Entry level skill requirements in a number of critical areas, including writing, mathematics, and critical thinking, will be assessed and help will be given to students who need it. Graduation level skills are also emphasized so that students not only maintain but develop their skills during their Augsburg experience. Academic Information The general education requirements provide a coherent way to address the mission of Augsburg College. They are not the only way, and do not they guarantee that students who graduate from Augsburg possess the desired knowledge and character traits. What they do is provide a coherent description of the context in which we liberally educate students, a clear statement of expected outcomes, and an opportunity for students to see and understand the complexity of what it is to be human and Christian in an urban setting. THE EIGHT PERSPECTIVE REQUIREMENTS Perspective: The Character and Mission of Augsburg College: The Christian Faith This perspective focuses on Augsburg as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. Christian Faith (CF 1, 2, and 3) Area 1 is biblical studies, Area 2 covers Christian theology, and Area 3 includes the study of values or religions outside the Christian faith. Three course credits are required to meet this perspective except for the following: Transfer students entering with 14-23 course credits will be required to take two courses in the Christian Faith Perspective while registered at Augsburg. Transfer students entering with 24 or more course credits will be required to take one course in the Christian Faith Perspective while registered at Augsburg. Perspective: The Character and Mission of Augsburg College: The City This perspective focuses on the College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and critically reflect upon the city with its diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community and should explore opportunities for service in the community. This requirement must be covered either by specific courses, by internship and education experiences, or by designated or college-approved non-credit experiences (such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209 seminar related to the perspective. The City (C) One course credit or experience is required to meet this perspective. Perspective: Western Heritage This perspective is intended to help students critically examine themes (found, for example, in literature, philosophy, and the arts) and events that have historically shaped Western civilization. Attention should be paid to the contributions of and to critiques of Western thought by women and ethnic minorities. 3 74 Academic Information Western Heritage (WH 1 and 2) Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 14 or more course credits. Perspective: Human Identity This perspective is intended to help students view themselves as people with unique abilities, values, beliefs, experiences, and behaviors. Human ldentity (HI) One course credit is required to meet this perspective. Perspective: Aesthetics Aesthetic creations convey fundamental insights and values, express beauty, and enhance life. This perspective focuses on aesthetic qualities in artistic expressions by oneself and others. Aesthetics (A) One course credit is required to meet this perspective. Perspective: The Social World This perspective is intended to help students learn to identify, examine, and critique social, economic, or political systems: to understand how and why such systems develop, to see the connections among these systems, and to use this knowledge as a participant in society. Social World (SW 1 and 2) One course must focus on current theories and methods of a social science. Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 14 or more course credits. Perspective: Intercultural Awareness This perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students critically reflect upon ways their own cultural biases operate when confronting other cultures. They should become better able to communicate with persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream North American cultures. In addition, students are to gain entry into another culture by learning to speak and read a language other than their native language. For this part of the perspective, students are required to have demonstrated proficiency in a modem language, or American Sign Language for hearing students. The modem language requirement will be determined by assessing previous experience and subsequent placement. Intercultural Awareness (IA 1) The study of a specific, non-Western culture and how that culture has shaped the world. One course credit is required to meet this part of the Intercultural Awareness Perspective. Academic Information Intercultural Awareness (IA 2 and 3) Perspective: The Natural World Study of a modem language other than the native tongue. For a language previously studied, consult the table below for the requirement. For a language not previously studied, successful completion of 111, 112 is required. Students with previous language study should contact the modem languages department if there are questions. There is a seven-year time limit on courses presented for transfer and automatic waiver. Students whose native language is not English should contact the Academic Advising Center. This perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers, and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts, and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. H.S. Semesters Augsburg Required Placement Courses Natural World (NW 1 and 2) Two course credits from different departments are required to meet this perspective unless an approved one-year sequence is taken. One course is required to meet this perspective for transfer students entering with 14 or more course credits. EXPLANATION OF GRADES Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. 8 311 exempt Students who are required to complete two semesters of modem language must complete the requirement with sequential courses in the same language. Hearing students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled IA 2 and IA 3 Perspectives. Most courses are offered with grading options-traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the PIN option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 5 76 Academic Information P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. See P/N limitations under Graduation Requirements, page 68. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime sports are graded only PIN). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. All changes in grading option that are made after initial registration require the signature of an adviser or the instructor. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. If the course is not complete, a grade of 0.0 will be assigned. Performance below basic course standards Unacceptable performance (no credit for the course) A course in which a grade of 0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher 0.5 0.0 An incomplete grade (I) may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission from the course instructor, stating the reasons for the request, the work required to complete the course, the plan and date for completing the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. 1.5 1.0 Grades of P (Pass) or N (No credit) are not computed in the grade point average. Academic Information 77 grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Classification Auditing Courses Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the registrar's office. Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time students may audit a course without charge. The charge for part-time students is listed under College Costs in the Financing Your Education section on page 24. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of courses taken.* "Courses with 0 to 4 grade assigned Students are classified in August and at the end of the fall and Interim terms. Sophomores-7 courses completed. Juniors-16 courses completed. Seniors-24 courses completed. International Baccalaureate Program (IB) ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1)it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. 78 Academic Information The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: Advanced Placement Program Test (AP)-The Advanced Placement program may allow students who have scores of 3, 4, or 5 on the CEEB Advanced Placement Test to receive college credit for selected courses. A score of 4 or 5 is required on the AP Language and Composition examination for credit for ENG 111 Effective Writing. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the registrar's office. The College Level Examination Program (CLEP)-This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the registrar's office and the Academic Advising Center. Departmental Comprehensive Exams-These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental instrument available for the subject area in question. There is a faculty member designated by the department to administer the exam. The registrar approves the student's request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program-This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the registrar's office. In completing the evaluation of a student's previous learning, the faculty team applies the following criteria: There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed andlor systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to. both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses/credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used - Academic Information 79 when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a PIN credit basis only. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of course credits applied to graduation. These credits will be recorded with the course number of APL 2xx. Application of this credit toward the Liberal Arts Perspective requirements, upper division requirements, and academic majors and minors may be subsequently addressed by the depaments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning-While Augsburg College recognizes the validity of leaming that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the four assessment processes available in the APL Program: AP exams, CLEP exams, departmental comprehensive exams, and credit granted through portfolio assessment. English as a Second Language (ESL) Students who declare a language other than English to be their primary language or who are citizens of another country must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental Writing, or ENG 111 Effective Writing will be determined by their scores on the Michigan test (80-100 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL coursework is required. Usually a score of 80 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. All students whose native language is not English must stay enrolled in ENG 217/218 until such time that they pass the ESL placement test at 80 percent or higher. The ESL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation. - Academic Information ACADEMIC PROGRESS, PROBATION, A N D DISMISSAL The College requires that students maintain the following cumulative grade point averages (GPA): Freshman-A student who has taken fewer than 7 courses with a cumulative GPA of 1.6 or higher Sophomore--A student who has taken fewer than 16 courses with a cumulative GPA o m r higher junior-A?t'u%nt who has taken fewer than 24 courses with a cumulative GPA of $or higher 2 0 Senior-A student who has taken 24 or more courses with a cumulative GPA of 2.0 or higher. It should be noted that a minimum GPA of 2.0 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose academic achievement falls below these guidelines will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be smongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reaches the minimum levels stated above. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean's List The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incomplete~in courses offered for credit. Courses taken outside of a program's calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean's List. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. - Academic Information 81 Graduation with Distinction Augsburg recognizes those students who have demonstrated exemplary academic achievement as graduates of distinction. This designation will begin with the year 2000 commencement and will apply to all students who complete degree requirements after Jan. 1, 2000. Students achieving Graduation with Distinction will have an overall GPA of 3.5 and will have completed an outstanding project as determined by the student's major department. Students wishing to be considered for Graduation with Distinction should consult with their major department no later than the fall semester of their junior year. Qualification for Commencement Augsburg College has one commencement ceremony per academic year in the month of May. Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement i t (1) no more than three course creditslrequirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. Candidates for graduation who will complete summer or fall terms will be noted as such in the commencement program. FOUR-YEAR ASSURANCE PROGRAM This program applies to students who enter the day school schedule as full-time freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years-if they maintain continuous full-time enrollment for four years, maintain a 2.0 GPA, and follow advising guidelines-or they will receive the remaining required courses free of additional tuition. A few professional majors are excluded from this program. Students must complete a formal advising agreement with the College by the end of their sophomore year (16 course credits are completed) in order to qualify. Contact the Academic Advising Center for details. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Veterans of Military Service Right to inspect and review education records-You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the registrar's office about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Right to request amendment of education records-You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. a2 Academic lnformation 7 Right t o give permission for disclosure of personally identifiable information -You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. Right t o withhold disclosure of "directory information"-FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. "Directory information" includes t h e following: The student's name; The student's address; The student's telephone number; The student's date and place of birth; The student's major field of study; The student's participation in officially recognized activities and sports; The student's degrees and awards received; The weight and height of members of athletic teams; The student's dates of attendance; The most recent previous educational agency or institution attended by the student; and The student's photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. Forms for withholding disclosure of Directory Information are available from the registrar's office. If the completed form is not received by the registrar prior to Sept. 15, it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new form for withholding disclosure must be completed each academic year. Right to complain t o FERPA Office-You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, Department of Education, 600 Independence Ave. S.W., Washington, D.C., 20202, concerning Augsburg's failure to comply with FERPA. Right to obtain policy-You have the right to obtain a copy of the written Augsburg policy regarding FERPA. A copy may be obtained in person from the registrar's office. Reporting Educational lnformation No additional educational information will be reported, except to Augsburg faculty and administration for their official use, without the explicit written consent of the student. Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. I C r I Course Descriptions with Major and Minor Requirements 84 Department majors and programs are Qsted - 1 alphabetically. Also see index. 134 DEPARTMENTS AND PROGRAMS A. a liberal arts institution, Augsburg College believes that knowledge andtruthare interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered fall and/or spring terms unless otherwise indicated. The Schedule of Classes published each spring by the Associated Colleges of the Twin Cities (ACTC) lists offerings and locations for fall and spring terms. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Interim , Summer Session, Weekend College, the Master of Arts in Leadership, and the Master of Social Work courses are published in separate catalogs. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. - Departments and Programs 85 director of internships and cooperative education. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. W INTERNSHIPS Registration for internships consists of the following steps: 1. Obtain the internship registration permission form from the Center for Service, Work, and Learning and secure the signatures of the faculty supervisor and 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty, supervisor, and student. 199 lnternship A work or service-based learning experience at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning of the termlregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning regarding requirements and permission to register. 399 lnternship A work or service-based learning experience at the juniodsenior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator and the internship office regarding requirements and permission to register. 86 Departments and Programs DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent StudyIResearch An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. ACCOUNTING See listing under Business Administration, Accounting, and Management Information Systems. AMERICAN INDIAN STUDIES See listing under Interdisciplinary Studies. A. t is important as a field of study for our time. Our survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity does involve manual skill, although to become broadly significant it should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Art Faculty Kristin Anderson (Chair), Tara Christopherson, Norman Holen, Philip Thompson Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Communication Design or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Senior studio majors must participate in at least one exhibit during their final year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art history courses including: ART 240 Art History Survey ART 388 19th- and 20th-Century Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture 88 Art Honors Major Art History Minor GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. up to four courses may be taken in one studio area or in art history. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. STUDIO ART FOUNDATIONS Note: All studio courses require work outside of class sessions. ART 102 Design A study of design as the unifylng foundation for the visual arts. Two- and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 107 Drawing Drawing in graphite pencils, pen, and pastel pencils. Subjects include still-life, figures, building interiors and exteriors, and experimental work. STUDIO ART ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the department. ART 106 Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. ART 118 Painting I Introduction to painting media and technique in acrylic and oil. ART 132 Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 221 Sculpture I An introduction to sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, or Plexiglas. Learn to model, carve, cast, weld, or assemble the respective media. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored. ART 224 Publication Design An introduction to design concepts and procedures for publication design. Theory and practice of coordinating visual images and typography with content in publications using traditional and electronic tools. ART 225 ART 250 Communication Design I An introduction to the principles and techniques of graphic design. Students will use the computer to develop their visual communication skills as they create designs using typography, symbols, logos, and illustrations. Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Other content includes poetry, dance, mythology, ritual, religion, and drama of many American Indian tribes. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints. ART 306 ART 330 Calligraphy II Advanced work in calligraphic media and design. Communication Design II An advanced study of graphic design using traditional and electronic tools. (Prereq.: ART 225) ART 351 Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and a continuation of glazing. (Prereq.: ART 250) ART 355 Painting II Advanced study of painting. (Prereq.: ART 118) ART 360 Watercolor Painting Design concepts using descriptive and experimental techniques in transparent watercolor. ART 368 Print Making II Advanced work with color and composition in various media, e.g., silk-screen, etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223) 90 Art ART 478 Sculpture II Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221) ART HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modem times. Includes reading, research, viewing of slides, and visits to museums. Note: The following courses are offered intermittently, usually two or three sections a year ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts, and the work of Native American women. (Prereq.: ENG 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENG 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) ART 388 19th- and 20th-Century Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENG 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Art Internships and Independent Shdy Courses: ART 199 lnternship See description on page 85. ART 299 Directed Study See description on page 86. ART 399 lnternship See description on page 85. ART 499 Independent StudyIResearch See description on page 86. ASIANSTUDIES See listing under East Asian Studies. 2 T he Augsburg Experience: Arriving at Augsburg ... The initial months after entering college as a first-year student are an exciting period of change. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Through the summer orientation program, the fall orientation weekend, and the Augsburg Seminar, students are introduced to the character of the College, its heritage as an urban, liberal arts college of the Church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being students. Augsburg Seminar At registration, all first-year students in the day program enroll in a selected content course, such as Effective Writing and a parallel Augsburg Seminar. These 'paired' courses integrate disciplinary content with AUC 101 various learning strategies and communitybuilding opportunities beneficial to all beginning students. The content course usually meets three hours per week for the entire semester and is valued at 1.0 course credit, and the Augsburg Seminar meets once a week for 12 weeks for .25 course credit. The Augsburg Seminar offers the opportunity for further discussion of topics from the paired content course, along with presentations on campus life, academic resources and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood. While the content course is graded on a traditional point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar. Students must successfully complete the entire 12-week Augsburg Seminar in order to fulfill the requirement, even if they drop the paired content course. Permission to complete the seminar after withdrawal from the content course is at the discretion of the instructor. Augsburg Seminar (.25 course) A series of fall-term meetings with an Augsburg seminar adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the connected content course and other disciplines and sources. (P/N grading only) B iology is the study of life, and it's natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. Biology Faculty Dale Pederson (Chair), William Capman, Mary K. Chelberg, Robert Herforth, Esther McLaughlin Major Nine courses includii: B10 113 Introductory Organismal Biology B10 114 Introductory Genetics, Evolution, and Ecology B10 215 Introductory Cellular Biology In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in memcine, agriculture, and food science. and at least one from each of the five following groups: Because a complete understanding of biological systems depends on applications of the principles of physics and chemistry, a firm background in the physical sciences is also important to support the student's broad-based understanding of biology. 2. For many, an undergraduate major in biology serves primarily as a basis for further study. Augsburg graduates have gone on to further studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. 1. BIO 351 Invertebrate Zoology B10 353 Comparative Vertebrate Morphology BIO 473 Animal Physiology BIO 361 Plant Biology BIO 440 Plant Physiology 3. B10 355 Genetics BIO 481 Ecology 4. BIO 471 Advanced Cellular and Molecular Biology BIO 474 Developmental Biology 5. BIO 367 Biochemistry BIO 476 Microbiology The ninth course may be any of the upper division biology courses listed above or BIO 340 Marine Biology of the Florida Keys. BIO 491 Seminar (non-credit) is required of all juniors and seniors. 94 Biology Required Supporting Courses Biology for Pre-Medical Students CHM 105/106 Principles of Chemistry Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. or CHM 115/116 General Chemistry One semester in organic chemistry or CHM 3511352 Organic Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145 Calculus I or MAT 163 Introductory Statistics Honors Major GPA of 3.5 in biology and 3.0 overall, active participation in seminar, one course of approved independent study with an oral defense of the research report. Application should be made no later than the start of the first term of the senior year. Minor A course in general chemistry and five biology courses including BIO 113, 114, 215, and two upper division courses. In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. Normally BIO 113 and 114 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and Introductory Cellular Biology and Organic Chemistry in the second year. Students normally complete their math requirements early in their college careers. Students should consult members of the biology faculty and the pre-medical adviser in the Academic Advising Center for information specific to medical school application. Graduate and Professional Training Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed with an adviser in the department and the pre-medical adviser in the Academic Advising Center. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identlfy current Minnesota teacher licensure requirements. Cooperative Education The department works with the Office of Cooperative Education in identifying and defining co-op ed experiences in laboratories and other settings in the Tivin Cities. - Biology 95 A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a sequenced course in registering for the second term. BIO 101 Human Biology An introduction to basic biological principles with a human perspective. Includes discussion of the molecular and cellular basis of life, genetics, organ systems, and human impact on the environment. (Three-hour lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Threehour lectures, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body (Three-hour lectures, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 105 Biology and Society The biological basis for problems facing society, such as pollution, genetic engineering, AIDS, extinction, global warming, hunger, cancer. (Three-hour lectures. Does not apply to the major or minor. Spring) BIO 113 lntroductory Organismal Biology First of a three-semester sequence. An introduction to organismal biology for science majors, including diversity, physiology, and structure. B10 113, 114, and 215 must be taken in sequence except by permission of instructor. (Threehour lectures, four hours laboratory. Fall) BIO 114 lntroductory Genetics, Evolution and Ecology Second of a three-semester sequence. An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three-hour lectures, four hours laboratory. Spring) lntroductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three-hour lectures, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in CHM 223 or CHM 351. Fall) 96 Biology BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years) BIO 353 Comparative Vertebrate Morphology Comparative anatomy, functional morphology, and evolutionary morphology of the vertebrate. (Three-hour lectures, three hours laboratory, one hour tutorial. Prereq.: B10 113, 114. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Fall) BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny (Three-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring) BIO 367 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Threehour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall) BIO 440 Plant Physiology A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor. Fall) Biology BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues a?e discussed, with particular attention paid to human pathogens. (Three-hour lectures, three hours laboratory, one hour tutorial. Prereq.: BIO 215. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environ- ment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Threehour lectures, four hours laboratory, some Saturday field trips. Prereq.: BIO 215, MPG 4. Fall) BIO 491 Seminar (0.0 course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) Internships and lndependent Study Courses: BIO 199 Internship See description on page 85. (Prereq.: BIO 113, 114) 610 299 Directed Study See description on page 86. BIO 399 Internship See description on page 85. (Prereq.: BIO 215) BIO 499 lndependent StudyIResearch See description on page 86. (Prereq.: BIO 215) 2 0 ur mission is to prepare - students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Milo Schield (Chair), Nora Braun, John C. Cerrito (Management Coordinator), Amin Kader (Finance Coordinator and International Business Coordinator), Fekri Meziou, Steven J. LaFave, Lori L. Lohrnan (Marketing Coordinator), Thomas Morgan, Magdalena M. Paleczny-Zapp, Kathy Schwalbe (MIS Coordinator), and Stuart M. Stoller (Accounting Coordinator). Specializations Within the business administration major there are four specializations: marketing, management, finance, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Graduation Requirements To graduate without intentionally taking courses in excess of the minimal number required (see page 68), students must avoid taking too many electives or exceeding the 13-course limit per academic department. Courses designated as ACC, BUS, and MIS are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Majors Advising The Department of Business Administration, Accounting, and MIS offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS). Students who plan to major in business administration, accounting, or MIS are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sopho- - Business Administration 99 Internships dents may petition for an exception. An internship may satisfy the The City Perspective if taken in conjunction with GST 209. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Students are strongly encouraged to work with the Office of Cooperative Education and department faculty to obtain an internship (BUS/ACC/MIS 399) during their junior or senior year. Although an internship counts as part of the 13 courses allowed in the major, stu- The international business department actively supports international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business. more year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. 7r he major in business administration prepares students for professional careers in business administration or for graduate studies. The four specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 370 Advanced Computing for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting 11 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics BUS 301 Business Law BUS 331 Financial Management 100 Business Administration Specialization in Marketing Business core plus 3 courses: BUS 352 Marketing Research and Analysis BUS 355 Marketing Communications or BUS 357 Advertising BUS 450 Marketing Management Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Operations Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Combined Major in Business Administration and Economics Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I BUS 433 Financial Theory: Policy and Practice BUS 438 Investment Theory and one of EC0 311 ECO 312 ECO 313 ECO 3 15 MIS 479 the following: Public Finance Intermediate Macroeconomics Intermediate Microeconomics Money and Banking Intermediate Quantitative Methods for Business and Economics Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management BUS 466 International Marketing and one additional upper division course in either international business (BUS 368 or 468) or international economics. 11 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics or BUS 331 Financial Management and one other upper division business administration, accounting, or MIS course Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the department chair. - Business Administration lo1 Minor in Business Administration Minor in International Business Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242 and 252, BUS 331 or MIS 379. Six courses including: ECO 112 or 113, ACC 221, BUS 242 or 252, and three courses in international business (one may be in international economics). This minor is automatically completed while completing a major in accounting or MIS. BUS 242 Students should consult the area coordinator concerning acceptable alternatives in international economics. Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing channel, and pricing decisions. BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 BUS 302 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Business Ethics Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing) BUS 331 Financial Management Topics related to theory of acquisition, fund allocation and management, sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy. (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3) 102 Business Administration BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) BUS 352 Marketing Research and Analysis Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of instructor) BUS 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note: Either BUS 355 or 357 can be taken for graduation credit, but not both. BUS 357 Advertising An introduction to print and broadcast advertising and promotion as important elements in modem marketing and communications. Note: Either BUS 355 or 357 can be taken for graduation credit, but not both. BUS 362 International Business Introduction to problems/possibilities and appreciation of perspective required for successfully doing business in an international context. (Prereq.: ECO 112 or 113, and BUS 242 or 252, or consent of instructor. Spring) BUS 368 Responding to the Challenge of Japan An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor) BUS 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242,252, 331; MIS 175,379) BUS 433 Financial Theory: Policy and Practice A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material. (Prereq.: BUS 331, ACC 322) BUS 438 Investment Theory Appraisal of the riskheturn relationships of various types of securities and extensive coverage of capital markets and portfolio management. (Prereq.: all core courses or consent of instructor) - Business Administration 1 0 3 BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss-its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379) BUS 440 Operations Management Concepts and principles related to the management of operating functions. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) BUS 450 Marketing Management Application of marketing concepts to day-to-day, strategic, and long-term planning issues; development and implementation of market plans. (Prereq.: BUS 352 and either BUS 355 or 357) BUS 465 lnternational Management Private sector manager's perspective of nationaL'internationa1 institutions and strategies, structure, practices, and effects of a national corporation in the world today. (Prereq.: BUS 242. BUS 362 is recommended) BUS 466 lnternational Marketing This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: BUS 252, 362) BUS 468 Contemporary Issues in lnternational Business and Trade Conditions and motivations for world trade, business, and industrial cooperation. Practical applications of the commercial policies of the major trading nations. Examine the impact of contemporary issues on the volume and structure of world trade. (Prereq.: BUS 465, BUS 466) BUS 495 Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: BUS 199 lnternship See description on page 85. BUS 299 Directed Study See description on page 86. BUS 399 lnternship See description on page 85. BUS 499 Independent StudyIResearch See description on page 86. T he major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has three tracks: general accounting, professional accounting, and managerial accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidly-growing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination during their last semester. Accounting Core 14 courses are required for this major (an exception to the 13-course limitation) including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business BUS 242 BUS 252 ACC 221 ACC 222 MIS 379 BUS 301 BUS 331 ACC 322 ACC 323 ACC 324 ACC 425 Principles of Management Principles of Marketing Principles of Accounting I Principles of Accounting 11 Quantitative Methods for Business and Economics Business Law Financial Management Accounting Theory and Practice I Accounting Theory and Practice I1 Managerial Cost Accounting Advanced Accounting Students are encouraged to take the courses in the sequence given above. Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core (14 courses) plus: ACC 326 Tax Accounting; ACC 423 Auditing. Specialization in Managerial Accounting Accounting core (14 courses) plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should eontact the department chair. Minor in Accounting Six courses including: ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175, 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. -- - Accounting 105 ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to business activities and accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) < -Topics 62 Lectures, discussions, meetings with members of the staff or visiting faculty 6%regarding research methodology and readings in the areas of business adminir ACC 295 0 , /,. ACC 322 tration. (Prereq.: consent of instructor) Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision-making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS 379, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the C P k role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252, 331, MIS 175 or 320,379) '06 Accounting ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 Internship See description on page 85. ACC 299 Directed Study See description on page 86. ACC 399 Internship See description on page 85. ACC 499 Independent Study/Research See description on page 86. T he major in management information systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, and accounting as well as from MIS. C. Seven courses in MIS: MIS 175 Principles of Computing for Business or CSC 160 Introduction to Computer Science and Communications MIS 370 Advanced Computing for Business MIS 375 Management Information Systems in the Organization MIS 376 Project Management MIS 379 Quantitative Methods for Business and Economics MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects Minor in MIS Seven courses including: Management Information Systems Major 16 courses including: A. Six courses in economics, business, and accounting: ECO 113 Principles of Microeconomics BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 B. Two courses in computer science and one in mathematics CSC 170 Structured Programming (requires MPG 4) CSC 340 Introduction to Networking and Communications MAT 114 Precalculus, if students are not at MPG 4. For students at MPG 4, MAT 121, or any higher level numbered math course is required. Note: Additional programming courses are strongly recommended. MIS 175 or CSC 160, ACC 221, BUS 242 or BUS 252, MIS 370, MIS 375, ECO 113, and one of the following: MIS 376,475, or ECO 318 Honors Major GPA of 3.5 in the major and 3.1 overall, a senior thesis, and a comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the department chair. 108 MIS - MIS 175 Principles of Computing for Business An introductory course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with a strong computer background are encouraged to take MIS 370 instead of MIS 175. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 370 Advanced Computing for Business This course provides more in-depth use of business software like Excel, Access, and the World Wide Web. Students will also learn to program Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175 or CSC 160, or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175) MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic uses of information systems, business process re-engineering, understanding the technology architecture, and information systems resources. (Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS 175,370, or CSC 160) MIS 376 Project Management Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242, and either MIS 175 or 370) MIS 379 Quantitative Methods for Business and Economics An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation, and hypothesis testing with emphasis on applied problems in business and economics. (Prereq.: MIS 175 or 370 and either MPG 3 or a grade of at least 2.0 in MAT 104) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 375 and either MIS 370 or CSC 352) - MIS 109 MIS 476 Information Systems Projects Skills developed in previous courses are used to generate a complete and extensive project of systems analysis and design. (Prereq.: MIS 370,375, 376, and 475) MIS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 lnternship See description on page 85. MIS 299 Directed Study See description on page 86. MIS 399 lnternship See description on page 85. MIS 499 Independent StudyIResearch See description on page 86. c hemistry is the science of the changes in matter, examining those changes, and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science because matter includes the entire physical world such as the things we use, the food we eat, and even ourselves. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: *To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. *To provide programs of study for professional goals in addition to the traditional positions as chemists. *To provide an atmosphere of learning so that students will want to remain life- long learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. *To encourage students to take a broad view of their education and to seriously study areas outside of the sciences. *To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Joan C. Kunz (Chair), Ron L. Fedie, Arlin E. Gyberg, Sandra L. Olmsted BACHELOR OF ARTS Graduation Major in Chemistry CHM 115,116 General Chemistry or CHM 105, 106 Principles of Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361, 364 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 49 1 Chemistry Seminar and two additional courses from: CHM 367 Properties of Polymers CHM 464 Advanced Organic Chemistry CHM 48 1 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry CHM 495 Topics BIO 367 Biochemistry Chemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, I1 Calculus I, 11 Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145,146 in the freshman year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Medical Students Pre-medical students should plan to take at least two courses (and usually more) in biology. Students should consult members of the chemistry department for assistance in planning a course program early in their college career. BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 115, 116 General Chemistry or CHM 105, 106 Principles of Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory CHM 364,365 Physical Chemistry and Laboratory CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course from: CHM 367 Properties of Polymers CHM 483 Quantum Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar MAT 145, 146 Calculus I & I1 MAT 245 Calculus 111 PHY 121, 122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German, and computer proficiency. Honors Major Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor Five courses that must include: CHM 105,106 or CHM 115, 116, CHM 351,352, and CHM 353. Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. 111 112 Chemistry - A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a two-term course in registering for the second term. CHM 100 Chemistry for Changing Times I Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 2. Fall) CHM 101 Chemistry for Changing Times II Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM 100, MPG 3. Spring) CHM 105 Principles of Chemistry Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. Fall) CHM 106 Principles of Chemistry CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 3. Fall) CHM 116 General Chemistry A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) Chemistry CHM 223 Elementary Organic Chemistry This one-semester course is designed for students whose professional goals require a survey of organic chemistry. Topics covered include synthesis, properties and reactions of selected aliphatic, and aromatic compounds. This course will not count toward a chemistry major or minor, nor will credit be given for this course if CHM 351, 352 is taken, nor does it fulfill the prerequisite requirement for CHM 352, nor does it meet requirements for other programs (such as pre-medicine, pre-dentistry, and pre-pharmacy). (Prereq.: CHM 106 or 116. Three one-hour lectures, one three-hour laboratory. On demand) CHM 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modem theories of chemical bonds, energy relations, and reaction mechanism. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 CHM 364 Physical Chemistry Laboratory (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration and ENG 111) Physical Chemistry Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) - 114 Chemistry CHM 365 Physical Chemistry Laboratory (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge of German is helpful. Fall) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) CHM 483 Quantum Chemistry Presents quantum theory in terms of Schrodinger's wave equation and uses the equation to solve molecular model problems. Approximate solutions are introduced and used to develop molecular orbital theory for molecules. (Three one-hour lectures. Prereq.: CHM 364 or consent of instructor. Spring) CHM 491 Chemistry Seminar (.O course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Chemistry CHM 495 Topics in Chemistry Study of a specific area, such as medicinal chemistry, building upon analytical, physical, and organic chemistry. (Prereq.: CHM 352, BIO 367, or equiv. Spring) CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: CHM 199 Internship See description on page 85. CHM 299 Directed Study See description on page 86. CHM 399 lnternship See description on page 85. CHM 499 Independent StudyIResearch See description on page 86. (Prereq.: junior or senior standing) COMMUNICATION See listing under SpeechlCommunication and Theatre Arts. CSC 345 T he Augsburg Department of Computer Science strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places eniphasis on networks, communications, and the use of computers as an information access tool. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities makes us an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Charles Sheaffer (Chair), Larry Crockett, Noel Petit, Lany Ragland. BACHELOR OF ARTS Computer Science Major 11 courses including: CSC 160 Introduction to Computer Science and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 340 Introduction to Networking and Communications Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 MAT 145 Calculus I Calculus for the Social or MAT 122 and Behavioral Sciences and two electives from CSC courses above 200, at least one of which is above 300. BACHELOR OF SCIENCE Computer Science Major 15 courses including: CSC 160 Introduction to Computer Science and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 340 Introduction to Networking and Communications CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 246 Linear Algebra or MAT 247 Modeling and Differential Equations or MAT 271 Discrete Mathematical Structures and three electives from CSC courses above 200, at least two of which are above 300. - Computer Science 11; Computational Economics The computational economics major has been designed to serve students who have a need for some basic understanding of computer science and economics. The major requires six courses from computer science and six from economics with a required capstone independent study Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Lany Ragland, Department of Computer Science. CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking Managerial Economics or ECO 415 CSC 499 Independent Study or ECO 499 Independent Study Computer Science Honors Major GPA of 3.5 in computer science and mathematics, GPA of 3.1 overall, and an independent study project. Computer Science Minor Major in Computational Economics 13 courses including: MAT 145 Calculus I Calculus for the Social or MAT 122 and Behavioral Sciences CSC 160 Introduction to Computer Science and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 340 Introduction to Networking and Communications Six courses including CSC 160, 170, 210, 345; MAT 145; and one upper division computer science course. Prerequisites: A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a computer science course. CSC 160 Introduction to Computer Science and Communications An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, finite automata, context-free languages, Turing machines, network concepts, and the Internet. (Prereq.: MPG 3 ) CSC 170 Structured Programming An introduction to problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, oneand-one-half hours of lab. Prereq.: CSC 160 or MIS 370 and one of MAT 114 or 122 or MIS 379 or MPG 4) 118 Computer Science CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Prereq.: CSC 170) CSC 270 FORTRAN Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 272 UNlX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 273 Computer Science: An Alternative Scheme I Study of an alternative approach to some of the most important concepts of computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently with CSC 373. CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and MAT 122 or 124 or 145) CSC 340 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 170; MAT 122 or 124 or 145) csc 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) csc 373 Computer Science: An Alternative Scheme II Continuation of CSC 273, and offered concurrently with CSC 273. Majors who have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273) P - Computer Science 115 CSC 440 Advanced Networking and Operating Systems Network management; clientlserver databases and workstations; TCPAP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 340 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345 and 450) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 lnternship See description on page 85. CSC 299 Directed Study See description on page 86. CSC 399 lnternship See description on page 85. CSC 499 Independent Study/Research See description on page 86. A major in East Asian studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program that is available as a result of the cooperation and cross-registration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China, and other East Asian nations, and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian studies include government service, international business, journalism, language instruction, Asian arts, and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology, and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. East Asian Studies Faculty Martha Johnson, Director Major in East Asian Studies Nine courses are required for the major. Courses in the major must be approved by the campus adviser and are distributed as follows: four courses in an East Asian language; four additional courses, two of which must be upper division (strongly recommended that one of these be a history course on China or Japan); and an East Asian studies seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea, and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Language Courses Hamline University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. - East Asian Studies Minor in East Asian Studies Five courses, no more than two of which may be in the language. A minor in East Asian studies provides exposure to an area of East Asia that would complement other discivlines. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian studies committee who can assist students. The current advisers are: Augsburg-Martha Johnson, 330-1715; Hamline-Richard Kagan, 641-2433; Macalester-Yue-him Tam, 696-6262; St. Catherine-Martha Hardesty, 690-6189; St. Thomas-Robert Foy, 962-5603. Approved Augsburg College courses for the East Asian studies Program (consult program director for ACTC listing of approved courses): BUS 368 Responding to the Challenge of lapan HIS 104 The Modem Non-Western World PHI 355 Asian Philosophy POL 363 Russian and Chinese Foreign Policy REL 356 History of Religions THR 245 Introduction to Asian and Asian American Theatre Students may also take independent studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and approval of program director. 2 T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. Currently four majors are offered. The economics major is designed primarily for students who are planning graduate or advanced professional studies. The applied economics major generally leads to careers in the business world or government. Computational economics meets the challenge of the changing career opportunities in the fields of economics and computer science. Finally, the combined economics/business administration major is designed for those who want more flexibility in planning their program of study. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and to make choices. Some reasons for studying economics are: economics deals with current problems, economics is a successful and prestigious social science, economics employs theoretical models and the scientific method, an economics major prepares students for community leadership, and an economics major leads to a great diversity of career opportunities. These include careers in business, law, teaching, journalism, politics, banking and Einance, service in government, educational administration, private and public international senrice, and industrial relations. A degree in economics may prove to be a valuable credential. Students are also able to combine an economics major with other disciplines such as business administration, international relations, mathematics, computer science, management information systems (MIS), political science, history, and Nordic area studies. Transfer students majoring in the economics department must take at least four upper division economics courses at Augsburg, one of which must be ECO 312 or 313. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Economics Faculty Jeanne Boeh, Satya F! Gupta, Edward Sabella Major in Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics and three other upper division courses: MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions or MAT 121 Finite Mathematics Calculus for the Social or MAT 122 and Behavioral Sciences Students planning to attend graduate school in quantitative areas are strongly recommended to at least minor in math and take some computer science courses. Consult an adviser for specific course suggestions. Economics Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 311 Public Finance or ECO 312 Intermediate Macroeconomics Money and Banking or ECO 315 ECO 313 Intermediate Microeconomics ECO 360 International Economics EC03 18 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics EC0 399 Internship Program or ECO 499 Independent Study MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI120 Ethics or PHI 125 Ethics and Human Identity Teaching Licensure Major Major in Computational Economics Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. See Computer Science, page 117 Combined Major in Economics and Business Administration Five economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course, and six accountinghusiness administration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management Quantitative Methods for or MIS 379 Business and Economics and one other upper division business course The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Honors Major GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113,312,313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. In addition to the courses listed on the following pages, these topics have been offered under ECO 295 or 495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making With Finite Markov Chains, Soviet Economy, Economics of Mutual Funds, and Health Economics. 2 124 Economics ECO 110 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools, e.g., crime prevention, education, discrimination. (This is a basic course designed for those students who do not plan to major in economics, business administration, or MIS.) ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 219 History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113) ECO 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. ECO 31 1 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years) ECO 312 lntermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring) - Economics 12' ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall: alternate years) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: on demand) ECO 318 Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic . decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall) - ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. On demand) ECO 41 3 Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 414 Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years) 126 Economics ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 lnternship See description on page 85. ECO 299 Directed Study See description on page 86. ECO 399 lnternship See description on page 85. (Prereq.: Completion of 50 percent of major or consent of instructor) ECO 499 Independent Study/Research See description on page 86. T he Department of Education maintains liberal-arts based teacher education programs that are accredited by the Minnesota Board of Teaching and the National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendations for endorsements or licensure by the State of Minnesota for kindergarten, elementary, a wide variety of secondary subject areas, and K-12 licenses in art, health, music, or physical education. Students must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS Exam prior to beginning 300-400 level courses. Students complete a semester of full-time student teaching within the department's 45-mile service area. The education department offers nonlicensure majors in elementary education and education studies. All students are expected to obtain an education department adviser at the outset of coursework. All students are expected to become knowledgeable of student programs and hand books, and follow through with department policies. Student Teaching Abroad Selected education department students may participate in an international student teaching abroad program. Students have options for student teaching in dozens of countries through the international and American School network. Those interested in further information should contact the education department. Students who student teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supenision. Education Faculty Rich Germundsen (Chair), Mary Ann Bayless, Linda Dyer, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Anne Jensen, Susan O'Connor, Vicki Olson, Jean Strait, Barbara West Note: Major changes in Minnesota teacher licensure will be implemented in the fall of 1998 and beyond. At the date of this catalog printing those changes have yet to be announced. All candidates for teacher licensure will have to meet the standards set by the state and meet the state's timeline requirements. Teacher candidates are expected to maintain frequent contact with an education department faculty adviser and to stay informed about their license program requirements. Elementary Major and Licensure Requirements: EDU 210 Learning and Dwelopmmr in an Educational Setting 0 Urban Setting and Fi Experience EDU 341 Media Technology Reading Beginning August 1, 2000, the State of Minnesota will begin requiring specific supporting concentrations of study as a part of all elementary teacher licenses. Students must select and complete a coursework program in one of the following concentration areas: English, mathematics, science, social studies, or world language. Please consult with an education department adviser to determine how many courses your concentration area will require. Students wl EDE 383 34 . EDE 386 Curriculum: Physical Education Kindergarten-Elementary@ Curriculum: Social Studi Thematic Studies Curriculum: EDU 388 Human Student Teaching K (optional) HPE 115 Health and Chemical EDE 484 Students who entered the College under a previous catalog and who will complete their licensure program after August 1, 2000, must complete the new concentration requirement and meet any other new state policies for licensure. Kindergm-Elmm Kindqpten-a-ta Curriculum: Children's Literature --- If students also desire kindergarten endorsement, EDE 375 Discovery Learning in the World of Kindergarten is required. ,- - A GPA of 2.5 overall, 2.5 in the major, ,--,=.RZEff8-a)grades . of P in stu/dent teaching courser are required for licensure, as well as minimum grades of 2.0 in all education courses. The equivalent of two full courses graded PM, plus student teaching is the maximum allowed for the elementary education major. P/N es for EDU 388 Human Relations and teaching are counted in the eight course maximum allowed for graduation for all elementary and secondary teacher education degree students. The criteria for acceptance into the department licensure program are available in the Department of Education, 'G PHY 103 Conceptual Physics or MAT 131 Mathematics for Liberal Arts and EDE 377 K-E1Science Methods (WEC only) - Elementary Education 129 PHY 103 Conceptual Physics (See Department of Physics for course description.) EDU 265 Orientation to Education in an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) EDU 282 Introduction to Special Education (See Special Education for course description.) EDE 295 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDU 341 Media Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachingearning situations. Computer training will be included in this course. (Prereq.: PPST and admission to department) EDE 351 Techniques of Teaching Reading The study and utilization of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. (Prereq.: PPST and admission to department) EDE 352 Creating Learning Environments: Kindergarten-Elementaryand Field Experience The study of strategies and methods of teaching and learning in the contexts of educational, psychological, and sociological theories. (Prereq.: PPST and admission to department) EDE 375 Discovery Learning in the World of Kindergarten (.5 course) Study and utilization of a variety of techniques and resources for teaching kindergarten. (Prereq.: PPST, junior/senior standing, enrollment as close to student teaching as possible, and admission to department) EDE 381 Kindergarten-ElementaryCurriculum: Art, Music (.5 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department) EDE 382 Kindergarten-ElementaryCurriculum: Mathematics (.5 course) Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department) 130 Elementary Education EDE 383 Kindergarten-Elementary Curriculum: Physical Education, Health Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department) EDE 384 Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department) EDE 386 Kindergarten-Elementary Curriculum: Children's Literature (.5 course) Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department) EDE 387 Kindergarten-Elementary Curriculum: Language Arts (.5 course) Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST, EDU 265, and admission to department) EDU 388 Human Relations (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. (P/N grading only) EDS 478 School and Society (See Secondary Education for course description.) EDE 481, 482, 483, 484 Student Teaching K-6 and Seminar Observing and teaching at the kindergarten and elementary levels under the supervision of College and elementary school personnel. (Prereq.: All KElementary coursework satisfactorily completed, admission into the education department licensure program, PPST. P/N grading only) EDU 491 Practicum and Seminar in Special Education (See Special Education for course description.) EDE 495 Topics in Education (.5 course) Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDE 498 Independent Study (.5 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). - Elementary Education 131 Internships and Independent Study Courses: EDE 199 lnternship See description on page 85. EDE 299 Directed Study See description on page 86. EDE 399 lnternship See description on page 85. EDE 499 Independent StudyIResearch See description on page 86. A projected program must be outlined and approved by the Kindergarten-Elementary education faculty. I t is the responsibility of each student to meet all speclfic requirements of the education department. Secondary education students are expected to consult with education faculty regarding state requirements for teacher licensure: in addition to conferring with the student's major field adviser. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program: baccalaureate degree, academic major in an approved teaching area, and the following courses: EDU 210 Learning and Development in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDU 341 Media Technology EDS 350 Reading in the Content Areas EDS 354 Creating Learning Environments: Secondary Field Experience EDU 388 Human Relations EDS 478 School and Society EDS 481,482,483 Student Teaching/ Seminar EDS 484 Student Teachingseminar (for art, health, music, and physical education teaching majors) HPE 114 Health and ~afet~kducation (or equivalent) (for art, health, music, and physical education teaching majors) HPE 115 Health and Chemical Dependency Education HPE 116 Health Concepts for Educators Methods course in major/minor areas GPA of 2.5 overall, 2.5 in education, 2.5 in teaching major/minor and P in student teaching required. All required EDUEDS courses must have a grade of 2.0 or higher. PPST and acceptance into the Augsburg licensure program required. Criteria for admission to the program are available in the education department. '32 Secondary Education Art, Health, Music, and Physical Education Licensure Students preparing for licensure in one of these areas follow the secondary education program even though they plan to teach at the elementary school level. A person with a major in one of these special areas will take four courses in student teaching and do some student teaching at both the secondary and elementary levels. In addition to EDS 354, the art major will register for EDS 361, 362; the music major for EDS 355-359. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. Art, health, and physical education teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band (K-12) and classroom music (5-12); (2) Orchestra (K-12) and classroom music (5-12); (3) Vocal and classroom music (K-9); or (4) Vocal and classroom music (5-12). Modern Language Licensure Modem Languages for information on the required competency exams. Licensing in a Minor Field At the time of printing this catalog, the State of Minnesota has not announced a plan by which students will be able to license in minor areas beyond August 1, 2000. Students should consult with an education department adviser to determine if this option continues. Teacher licensure is available (prior to August 1, 2000) in several minor fields providing the student has a 2.5 GPA in that field, has completed the methods course for that field, and has student taught in the field. Students may not student teach in a minor only. Students who entered the College under a previous catalog and who will complete their licensure after August 1, 2000, must complete the new state policies for licensure. (Also see natural science licensure on page 206 and social studies licensure on page 245.) Completion of some license programs may require use of ACTC courses. For modem language teachers (French, German, and Spanish), see Department of EDU 210 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. PSY 105 Principles of Psychology is strongly recommended. EDU 265 Orientation to Education in an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) - Secondary Education 133 EDU 282 Introduction to Special Education (See Special Education for course description.) EDS 295 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDU 341 Media Technology (.5 course) (See Elementary Education for course description. Prereq.: PPST and admission to department) EDS 350 Reading in the Content Areas (.5 course) The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: required for secondary education. Upper division. (Prereq.: PPST and admission to department) EDS 354 Creating Learning Environments: Secondary and Field Experience The mastery of theories and their applications for teaching in learning settings. Laboratory experiences. (Prereq.: PPST and admission to department) EDS 355 Music Methods (K-12) %ends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354, PPST, and admission to department. Spring) EDS 356, 357, 358, 359 Music Methods: Brass and Percussion, Woodwinds, Strings, Vocal (.5 course each) Study and application of instructional methods, materials, and techniques. Courses offered on two-year cycle. Even year: woodwinds, vocals. Odd year: brass and percussion, strings. (Prereq.: PPST and admission to department) EDS 361 Art Methods (Elementary and JuniorHigh School) Procedures, materials, and issues relating to the teaching of art in the elementary, middle, and junior high schools. For art teaching majors only. (Prereq.: EDS 354, PPST and admission to department. Fall) EDS 362 Art Methods (Senior High School) (.5 course) Procedures, materials, and issues relating to the teaching of art in the senior high school. (To be taken concurrently with EDS 361. Prereq.: EDS 354, PPST, and admission to department. Fall) EDS 364 English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Prereq.: EDS 354, PPST, and admission to department. Joint day school and WEC. Fall) 34 Secondary Education HPE 365 Physical Education Methods (K-6) (See Department of Health and Physical Education for course description. Prereq.: PPST and admission to department) EDS 366 Modern Language Methods (.5 course) World language learning theory. The theory and practice of world language teaching. (Prereq.: EDS 354, PPST, and admission to department. Consult with the modem languages department. Joint day school and WEC. Fall) HPE 368 EDS 374 (.5 course) (See Department of Health and Physical Education for course description. Prereq.: PPST and admission to department) Physical Education Methods (7-1 2) Natural Science Methods (.5 course) Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the education department. (Prereq.: EDS 354, PPST, and admission department. Joint day school and WEC. Fall) EDS 375 Social Studies Methods (.5 course) Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategies and curriculum development. Consult with the education department. (Prereq.: EDS 354, PPST, and admission to department. Joint day school and WEC. Fall: WEC) EDS 376 Speech and Theatre Arts Methods (.5 course) The teaching of basic speech, interpretative reading, discussion and theatre, and directing of co-curricular speech and theatre activities. (Prereq.: EDS 354, PPST, and admission to department. Spring) EDS 377 Mathematics Methods (.5 course) Study of the basic techniques and materials for teaching secondary school mathematics and the consideration of trends and issues in mathematics education. Consult with the education department. (Prereq.: EDS 354, PPST, and admission to department. Spring) EDU 388 Human Relations (.5 course) (See Elementary Education for course description. Open to all.) EDS 478 School and Society Emphasis on points of view about the role of school in modem society and final theoretical preparation to approach student teaching. (Prereq.: senior standing, EDU 265, PPST, and admission to department) - Secondary Education 135 EDS 481,482,483,484 Student Teaching and Seminar Observing and directing learning at the secondary level under supervision of college and secondary school personnel. Three courses required of all 7-12 licensure majors and four courses required of K-12 art, music, and physical education licensure majors. Four or more courses required of double majors. (Prereq.: completion of all education coursework and admission to the department, PPST. P/N grading only) EDS 495 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDS 498 Independent Study (.5 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). See department listing for a description of the following approved elective: HPE 410 Administration and Supervision of the School Health Program (See Department of Health and Physical Education for course description. Prereq.: PPST and admission to department) Internships and Independent Study Courses: EDS 199 lnternship See description on page 85. Student must consult with the departmental internship coordinator before registering for academic credit. EDS 299 Directed Study See description on page 86. EDS 399 lnternship See description on page 85. Prior to the beginning of the term, interested students should consult with the departmental internship coordinator regarding requirements and permission to register. EDS 499 lndependent Study/Research See description on page 86. A projected program must be outlined that meets the approval of education faculty. 136 Secondary Education - Non-Licensure Education Studies Major EDU 265 Orientation to Education in an Urban Setting and Field Experience or EDU 264 Orientation to Education (.5 credit) with EDS 25UEDE 263 Clinical Experience EDU 210 Learning and Development in an Educational Setting EDU 353 International Education EDE 352 or EDS 354 Creative Learning Environments EDE 386 Kindergarten-Elementary Curriculum: Children's Literature EDU 388 Human Relations EDE or EDS 399 Internship EDS 478 School and Society A. Select one from the following: ENG 223 Writing for Business and the Professions POL 325 Public Administration PSY 357 Behavior Analysis PSY 230 and 330 Research Methods 1 65 I1 SOC 349 Complex Organizations SOC 362 and 363 Statistical Analysis and Research Methods B. Select one from the following: PSY 357 Behavior Analysis PSY 359 Psychological Assessment PSY 361 Personality PSY 371 Psychology of Gender SPC 345 Organizational Communication SWK 30 1 History and Analysis of Social Policy Other A, B course options may be possible. Students must achieve a minimum grade of 2.0 in each education course. A minimum GPA of 2.0 in the major is required for graduation. Non-Licensure Elementary Education Major Complete the same coursework as listed in the elementary major but delete the student teaching courses (EDE 481-484). Complete two additional courses from the following: EDU 353 International Education EDE 399 Internship ENG 223 Writing for Business and the Professions POL 325 Public Administration PSY 355 Biopsychology PSY 356 Environmental Psychology PSY 359 Psychological Assessment SOC 349 Complex Organizations SPC 345 Organizational Communication SWK 301 History and Analysis of Social Policv Other course options may be possible. Complete a n academic minor or second major. Minimum grade of 2.0 B required in all education courses. A cumulative major and minor GPA of 2.0 is required for graduation. Minor The special education minor offers six courses (five plus one prereq. for PSY course) that encompass an interdisciplinary perspective related to the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor consists of a minimum of six courses: EDU 282 Introduction to Special Education EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 102 The Individual in a Social World or PSY 105 Principles of Psychology (either course is a required prerequisite for PSY 351,352,353, or 357) Choose one from the following: PSY 351 Developmental Psychology: Child PSY 352 Developmental Psychology: Adolescent and Young Adult PSY 353 Developmental Psychology: Middle and Older Adult One course from the following: SOC 265 Culture, Ethnicity, Gender, and Race SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy EDU 495 Topics in Education: (Topics in Special Education Only) PSY 357 Behavior Analysis PSY 359 Psychological Assessment Students should contact the director of special education at the outset of coursework. EDU 282 Introduction to Special Education An introduction to issues facing people with disabilities. Critical issues related to schools, family, and society are examined, as well as existing attitudinal barriers and current methods of support. (Open to all. Fall) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. (Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. Prereq.: completion of special courses for special education minor or consent of instructor. Open to all. Spring) A ugsburg College has cooperative arrangements with three universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Art~IBachelorof Engineering (B.A.1B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The cumculum is the same as the B.A.B.E. cumculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate cumculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A.M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A.M.E. program are not guaranteed admission to the Institute of Technology. Washington University (Three-Year Plan) Michigan Technological University (Dual-Degree Plan) These two programs enable students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they com- - Engineering 1 3 plete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics 11 Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 247 Modeling and Differential Equations Additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 145, 146 and PHY 121,122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351,352. 7r hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English as a Second Language (ESL) students, tutoring in the writing lab, or participating in the Cooperative Education Program. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library sci- ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Kathryn Swanson (Chair), Candyce Clayton, Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin, David Hudson, Marilyn Kramer, Roseann Lloyd, Carter Meland, John Mitchell, Catherine Nicholl, Ronald Palosaari,John Schmit Major Nine courses above ENG 111,including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: The Romantics and the Victorians One upper division course in American literature: ENG 350 American Literature Before 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives - English 14. Majors are encouraged to consult their departmental adviser regularly A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. English-Language Arts Teaching Major 10 courses, including those listed under the major, and: ENG 345 Introduction to the English Language ENG 399 Internship in Teaching Writing EDS 364 English Methods and one course with a component in non-Western literature (for example, ENG 361). In addition, the ACTC courses, Communication Skills in the English Classroom and Teaching Mass Media, are required. Courses in early American literature, Shakespeare, and film are recommended. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. Students in this program must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Honors Major GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by Oct. 15 in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). Minor Five courses above ENG 111, including ENG 245; an upper division literature course; and an additional writing course. Concentration in Writing Five courses in writing (above ENG 111). Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a B.A. in English from another college must take at,least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skillssuch as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences--are required to enroll in ENG 101 Developmental Writing where they receive more individual instruction than is possible in ENG 111 Effective Writing. These students must pass ENG 101 Developmental Writing before enrolling in ENG 111 Effective Writing. Students in Effective Writing (ENG 111)and Developmental Writing (ENG 101) can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week 142 English of class (without special permission. petition). Students who choose to receive a traditional grade in either course will receive a grade of N if their work is below a 2.0. ENC 101 Prerequisites ENG 111 Effective Writing is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division literature course is ENG 245 Introduction to Literature and/or consent of the instructor. Developmental Writing A preparatory course for ENG 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for ,$his course k 2.0 ENG lJ a- kv, Effective Writing * s C e b @I? in wyMuOt d&- . Ernphsis is on r spusi~ion, including learning research techniques and writing cnrical reriews. . h e n t i o n i s given to increasing students' effectiveness in chuosing, u~ganizing, nd developing topics; thinking critically; and revising )lor clariry and sylc. A rcriring lab is provided for those needing additional ., , h ~ 1 pThe m i n ~ m u mp a w I I graded-&Q! ~ Fxpc- ENG 218 );;'i..~.- * Li;p.,-, American Indian literature A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature reflects and illuminates American Indian culture and traditions. (Spring) ENC 217,218 English as a Second Language Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses, and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in ESL until the requirement is completed but can receive credit for only two courses (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing (ENG 111). Its workshop format-stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111) - English 141 ENC 226 lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111. Fall) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print and broadcast media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) ENC 236 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experiences in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. ENC 241 lntroduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected esthetic movements. (Spring) ENC 245 lntroduction to Literature An initiation into the formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. ENC 251 Readings in American Literature An introduction to selected texts of literary and historical importance that yield an understanding of our Western heritage and contemporary American world views. Themes could include the emergence of a national identity, the shaping of a collective American memory, and the contributions to American thought by women and people of color. ENC 271 European Literature: Homer to Dante Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) ENC 272 European Literature: From the Renaissance to the Modern Period Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Spring) '44 English ENC 282 Topics in Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. ENC 327 Advanced journalism: Interviewing and Editing Emphasis is on interviewing, organizing, and writing the story, and editing the work of others. Students conduct interviews and critique the interview skills of others. They edit their own work and that of other writers. A brief introduction to layout and design is included. (Prereq.: ENG 227. Alternate years) ENC 331 British Literature: Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature: 17th and 18th Centuries Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual, and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 337 British Literature: the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 341 Advanted Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) ENC 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, and the development of the English language. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 347 Quantitative Journalism:Computer-Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 3.) - English 14: ENC 350 American Literature Before 1920 Reading of selected writers from colonial times to the beginning of the 20th century. Attention given to the intellectual, social, and literary movements that stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 351 American Literature Since 1920 Writers are selected to represent the literary variety and the regional, ethnic, and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 361 Studies in Modern Fiction Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 382 Topics Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) All 400-level courses will involve some reading and study of literary criticism 01; in the case of writing classes, ofwhat writers andlor composition theorists have to say about writing. ENC 423 Studies in the British Novel A survey of the development of the novel in England from its 18th-century beginnings to the 20th century. Novels studied are selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 436 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Reading of theoretical essays. (Prereq.: consent of instructor) ENC 438 Shakespeare Study of major plays-comedies, histories, and tragedies. Additional plays are assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivatedwriter, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENG 225 and consent of insmctor. Alternate years) '4English ENC 480 Criticism The course focuses on a variety of recent critical theories and approaches with which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 482 Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: consent of instructor) See department listingfor a description of thefollowing approved elective: THR 325 Playwriting Internships and Independent Study Courses: ENC 199 lnternship See description on page 85. ENC 299 Directed Study See description on page 86. ENC 399 lnternship See description on page 85. ENC 499 Independent StudyIResearch See description on page 86. Open to junior or senior English majors with an overall GPA of 3.0 and consent of department chair. See listing under Interdisciplinary Studies. See listing under Modem Languages. See listing under Modem Languages. G ENERAL STUDIES-GST S ome courses help to integrate learning around topics in ways that are different from the more traditional disciplines. General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating faculty. CST 009 Cooperative Education (.O course) A non-credit notation recognizes the academic learning inherent in an approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center for Service, Work, and Learning. No course credit. CST 100 Critical Thinking A course to enhance the ability of students to analyze, synthesize, and evaluate claims, this course is designed specifically to strengthen critical thinking skills of entering students who are determined to need such skill enhancement by the entry critical thinking assessment. CST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. CST 200 Quantitative Reasoning Critical thinking about statistics as evidenced in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs, and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 ) CST 209 City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of internship/se~ce/cooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students participate in a required seminar, completing five reflective assignments designed to introduce them to a systematic, ecological way to understand how cities function. The seminar enables the student to meet the objectives of The City Perspective. Permission of instructor. No course credit. See listing under Modem Languages. v irmally all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional participant will find ample opportunity for athletic and developmental activities. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. All health and physical education majors seeking licensure must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. HEALTH EDUCATION Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Interim: odd years) HPE 390 Insmctional Methods and Materials (Interim: even years) HPE 410 Administration and Supervision of the School Health Program (Interim: odd years) HPE 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult \ BIO 220 Microbiology- w 1 L h = (at St. Catherine's) Must have instructor's certification for CPR and first aid. Recommended: HPE 355 Tests and Measurement Teaching Licensure Major Health and Physical Education Faculty Carol Enke (Chair), Brian Ammann, Marilyn Florian, Paul Grauer, Alvin Kloppen, Lauri Ludeman, Patricia Murphy, Jack Osberg, Joyce Pfaff, Paul Kriegler The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to ...... ..... - Health and Physical Education 1 4 change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor HPE 101, 110,114, 115,316,320,390, 450, BIO 103. Students interested in the teaching minor should consult with the health education department adviser. PHYSICAL EDUCATION Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 223 Team Sports HPE 23 1 Individual and Dual Sports HPE 232 Dance (Interim) HPE 254 Introduction to Development1 Adapted Physical Education HPE 275 prevention and Care of Athletic Injuries (Interim) HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 355 Tests and Measurement HPE 473 Physical Education Cuniculum BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor HPE 101,115,210,223,231,232,351. There is no PE teaching minor in Minnesota public schools. Coaching (not a major) Minnesota Board of Teaching Statute 3512.3100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory (Interim, odd years) Internship in Athletic Training requires: BIO 103 Human Anatomy and Physiology HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 350 Kinesiology HPE 351 Physiology of Exercise And advanced athletic training (ACTC schools) Also required: 1,500 hours of practical experience under the direction of a Certified Athletic Trainer. 'So Health and Physical Education HEALTH EDUCATION HPE 101 Fitness For Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modem concepts and practices of health and healthfur living applied to the individual and the community. (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and s e ~ c e s(Fall, . Spring) HPE 116 Health Concepts for Educators (.5 course) A course to prepare future teachers for their role in the school health program. Includes common childhood health problems with an emphasis on prevention. (Fall, Spring) HPE 299 Directed Study Independent study for lower division credit. HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring) HPE 355 Tests and Measurement (.5 course) Sunrey of basic statistical procedures and evaluation of tests in health and physical education. (Fall) HPE 450 Current Health Issues (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years) Health and Phvsical Education 15' PHYSICAL EDUCATION HPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring) HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) HPE 210 Introduction to Physical Education (.5 course) History, principles, and philosophy of physical education and sport. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity. (Spring) HPE 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmentaVadapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) HPE 323 Team Sports Theory and practice in team sports including history, rules, and skill development. (Spring) HPE 331 Individual and Dual Sports (a Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules, and skill development. (Fall) HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall) HPE 350 Kinesiology (.5 course) Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Spring) 51 '52 Health and Physical Education HPE 355 Tests and Measurement (.5 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall) HPE 368 Physical Education Methods (7-12) (-5 course) Procedures, materials, and issues for teaching physical education in secondary schools. (Consult with department chair for prerequisites. Spring) HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Internships and Independent Study Courses: HPE 199 lnternship See description on page 85. HPE 299 Directed Study See description on page 86. HPE 399 lnternship See description on page 85. HPE 499 Independent StudyIResearch See description on page 86. Open only to junior or senior majors. H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community." The study of history enables us to deal more knowledgeably with continuity and change in society The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Christopher Kimball (Chair), Jacqueline deVries, William Green, Donald Gustafson, Richard Nelson (either survey or upper level) from each of the four areas: ancient and medieval, modem Europe, U.S., and non-Western. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to idennfy current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Honors Major GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. First-year students should enroll in one or more of the 101-104 courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Major Eight courses plus the seminar. At least four of these courses must be upper division. A major must have at least one course Satisfactory completion of a lower division course is normally required before enrolling in an upper division course. See instructor for permission. - History 154 Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg. A minor normally requires two courses taken at Augsburg. HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 220 America to 1815 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity that formed colonial life, including a study of independence, expansion, and democratization of the new republic. HIS 221 19th-Century U.S. A survey emphasging cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. HIS 222 20th-Century U.S. A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. - History 1% HIS 228 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modem legal system. HIS 231 Scandinavian History: Prehistoric to 1750 An introduction to the settlement and development of Scandinavian countries. Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society. HIS 232 Scandinavian History: 1750 to the Present An introduction to the history of Scandinavian countries from the early modem period to the present with an emphasis on the place of Scandinavian society in European and world history. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W. E. B. DuBois, Marcus Gamey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 311 Topics in Women's History Exploration of selected topics in women's history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China's isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 326 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. HIS 331 Topics in U.S. History In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. ' 5 6 History HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the U.S. as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. @A5 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 170 in International Studies.) HIS 347 MesoAmerica: Legacy of the Conqueror Four specific mini-courses together provide an overview of Mexico's historical development from pre-Columbian times to the present day HIS 352 Modern Germany A survey of the social, political, and cultural development of modem Germany, focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Britain and the Commonwealth Since 1688 This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 360 The Ancient Near East and Greece to 338 B.C. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. HIS 361 Hellenistic Greece and Rome to 330 A.D. Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the world's fleatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. - History 15; HIS 370 The Late Middle Ages to 1560s A study of the scholastic tradition and the role of the Church and state, emphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. HIS 380 The History of Women in the West to 1870 A thematic and comparative examination with primary focus on Europe and North America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles, and familial roles in the Renaissance, early American, Enlightenment, and Victorian periods. HIS 381 The History of Women in the West Since 1870 With attention to class, racial, and ethnic differences among women, this class examines the changing legal, political, economic, social, and sexual status of women in Europe and North America since the Victorian period. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 474 The World and the West Europe's discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 495 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the fall term.) Internships and Independent Study Courses: HIS 199 Internship See description on page 85. HIS 299 Directed Study See description on page 86. A maximum of one course in directed study may be applied to the major. HIS 399 lnternship See description on page 85. HIS 499 Independent StudyIResearch See description on page 86. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.5 GPA in history) I nterdisciplinary studies covers a broad spectrum of experience and coursework. Through interdisciplinary courses, students gain greater insight and understanding of cultures and perspectives different from their own. Through these experiences students are better prepared to become contributing members of the global community Augsburg also offers students the opportunity to major and minor in Women's Studies, and to minor in metrourban studies and American Indian studies. For other interdisciplinary course listings, see International Studies. American Indian studies is a minor that gives students the opportunity to learn about the original, indigenous cultures of INS 105 North America. Courses are cross-disciplinary, representing the religion, modem language, art, history, English, and women's studies departments. Interdisciplinary courses are offered as well in cinema and contemporary issues. This integrated course of study exposes students to the beauty and richness of the diverse tribal cultures still existing in our country today. Coordinator Virginia Allery Minor Students must take five courses in American Indian studies to get a minor. The only are INS 105 and at . requirements least one upper division course. These courses may also be taken as part of majors or minorsin other academic subjects or to meet distribution/general education requirements. Introduction to American Indian Studies This course is an introduction to the content areas of the American Indian studies curriculum, including an o v e ~ e w of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. (Required for American Indian studies minor.) OJB 111, 112 Beginning Ojibwe (See Department of Modem Languages for course description.) ENC 216 American Indian Literature (See Department of English for course description.) INS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. (Cross-listedwith the Women's Studies Program.) - Interdisciplinary Studies 155 INS 260 Contemporary American Indians This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. INS 264 American Indians in the Cinema Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies. ART 290 Tribal Arts and Culture (See Department of Art for course description.) INS 320 American Indian Women The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today (Prereq.: one course in women's studies or American Indian studies or consent of instructor. This course also applies to women's studies.) HIS 326 American Indian History (See Department of History for course description.) REL 370 American lndian Spirituality and Philosophical Thought (See Department of Religion for course description.) REL 231 Religion in African American History (See Department of Religion for course description.) INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. 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J V 30 ~ O W H 522 SIH srlodonam wapom ayl pue h r u n m o 3 IIZ 30s xaIduro3 uaqodonam 221 I O ~ :%u~pnl~u! saslno3 01 JO!PW - Interdisciplinary Studies 161 Internships and Independent Study Courses: INS 199 Internship See description on page 85. INS 299 Directed Study See description on page 86. (Prereq.: POL 122 or SOC 211) INS 399 Internship See description on page 85. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study-Metropolitan Resources An independently-designedcourse developed by a student (or group of students), utilizing the memopolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of insmctor) INS 499 Independent StudyIResearch See description on page 86. (Prereq.: POL 484 or SOC 363) URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to six interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America, and the Twin Cities. Also see International Studies listings. I. Metro-Urban Studies Term (MUST) This "Semester in the Cities" program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 85. 162 Interdisciplinary Studies II. City Arts Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 85. Ill. See HECUA under International Studies (SUST, SAUS, CILA, and CUSLA) Nordic area studies is an interdisciplinary program drawing on the combined resources of the ACTC schools and the Nordic Center at Augsburg College. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight upper division courses. Minor Four upper division courses. Other Requirements At least four of the upper division courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian Ianguage course listings under the Department of Modem Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology or social work. - Interdisciplinary Studies 163 HIS 231 Scandinavian History: Prehistoric to 1750 An inmoduction to the settlement and development of Scandinavian countries. Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society HIS 232 Scandinavian History: 1750 to the Present An introduction to the history of Scandinavian countries from the early modem period to the present with an emphasis on the place of Scandinavian society in European and world history. NAS 330 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) '64 Interdisciplinary Studies Internships and Independent Study Courses: NAS 199 Internship See description on page 85. NAS 299 Directed Study See description on page 86. NAS 399 lnternship See description on page 85. NAS 499 Independent StudyIResearch See description on page 86. For degree and major requirements see page 263. I ntemational Relations is an interdisciplinary major that offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policy POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modem language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,364,368,465,466 ECO 314,317,360,365 HIS 346,352,354,440,474 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 336 SPC 329 FRE 332. GER 332. NOR 331. SPA 331. SPA 332, NAS 330 (See Modem Languages.) Director Interim courses, seminars, independent study, topics courses, and courses at other colleges/universitiescan be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second language. Norma Noonan Honors Major Required courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations GPA of 3.6 in the major; 3.0 overall. In addition to fulfilling the requirements for the major, the student mus; complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. 166 International Studies Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. I nternational study at Augsburg aims to increase intercultural competency and reflects the College's strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenshiv. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic I program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, distributiodgeneral education, and graduation requirements when approved by the appropriate program directors and faculty before departure. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus through the Center for Global Education or through International Partners. Applications are due December 15 for study off campus for the next year. The cost for many programs is equivalent to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as oncampus study. THE CENTER FOR GLOBAL EDUCATION The Center for Global Education facilitates sound academic experiences that prepare people to think more critically about global issues and to work toward a more just and sus,tainable world. The center's cross-cultural programs explore a diversity of viewpoints and are grounded in the perspective of the poor and of others struggling for justice and human dignity. International Studies 167 The center's study programs are conducted in Mexico, Central America, and Namibia. Students experience three distinct types of living situations, which include living with other participants in a community house, spending several days in a rural setting and several weeks living with host families. They also travel together on two-week seminars: from Mexico to Central America, and Namibia to South Africa. International study programs administered by the Center for Global Education and approved through Augsburg are listed below. For information on these programs, contact the academic programs abroad office. INTERNATIONAL PARTNERS The International Partners Program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. The program is founded on reciprocal agreements with selected institutions of higher learning in Europe and Japan. Under these agreements International Partner students from abroad receive part of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. Study abroad through International Partners emphasizes business, education, and social work, but is not limited to these fields. The study program may be for one year, one semester, a one-month Interim, or a summer session. Participation may be on an individual basis or as part of a student group accompanied by Augsburg faculty. For further information, contact the International Partners office. THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different fullsemester programs in Norway, Colombia, and Ecuador. All programs emphasize the impact of social change and cross-cultural factors on the human community. HECUA programs include intense language experience and field study. The cost is equivalent to full tuition, room, and board for one semester on campus, plus airfare. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. International study programs administered by HECUA and approved through Augsburg are listed below. For information on these programs, contact the academic programs abroad office at the Center for Global Education. 168 International Studies - WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES (MEXICO)FALL This program explores the experience of women in Latin America, focusing on their roles in economic development, social change strategies, and the connections women are drawing among issues of gender, race, class, and global economics. Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also approved for credit in women's studies. Application deadline is April 1. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Mexican instructors. (Required course. Placement level determined by program director.) SPA 356 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. INS 311 The Development Process Students reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices are examined, as well as social change strategies. POL 359 Women in Comparative Politics-Women in Latin America An examination of critical global issues affecting Latin America and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies, and revolution. (Required course.) REL 366 The Church and Social Change in Latin America A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and sociaVpolitical transformation. - International Studies 169 GENDER AND THE ENVIRONMENT LATIN AMERICAN PERSPECTIVES (MEXICO)-SPRING This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline is Oct. 15. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks, taught by Mexican instructors. (Placement level determined by program director.) SPA 356 SOC 286 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. Social Stratification A study of social stratification theory, focusing on its application in the Latin American context. Special attention will be given to the forms, causes, and consequences of gender, class, and raciallethnic stratification in Mexico. REL 31 1 Theology, Ethics, and the Environmerrt An o v e ~ e w of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social, and economic dynamics of building a new nation. Application deadline is April 1. INS 312 The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. 170 International Studies HIS 346 Namibia and South Africa: A Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa, and the war for independence. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. INS 499 Internships W SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA-FALL This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Application deadline is April 1. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Guatemalan instructors. (Placement level determined by program director.) INS 267 Contemporary Social Movement in Central America This course focuses on social movements in the region and their relationship to the environment. Students explore impact of ongoing colonization and modernization on indigenous cultures. ECO 325 Topics: Sustainable Economic Development This course examines the concepts of economic development and growth in the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. REL 366 Church and Social Change in Latin America This course explores the role of religion in Latin American societies, past and present, given the factors of political oppression and social injustice. Students examine the "theologies of liberation." - lnternatiozl Studies 171 WOMEN AND DEVELOPMENT SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING This intensive navel and study program is desigmd to introduce parddpants to the central issues facing %them Africa, with emphasis on the experience of women. The program introduces studenrs re the struggle of women in Buthem Ahim, to the history of && role in society, and to the situation that exists for women in Afnca. Application deadline is Q c t 15. SOC 236 Family Systems and Social Policy in Southern Africa Using a cross-cultural approach, this course examines the family as a social institution in Namibia and South Africa. A family stay will serve as a laboratory for students to observe various aspects of family life in Namibia. INS 312 The Development Process-Southern Africa Thii course provides the opportunity tr, reflect critically on issues of development, hunger. injustice, and h m n rights. with special emphasis given to the experience of women. The cobrse examines beic hearies of development. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. POL 359 Topics: Women in Comparative Politics-Southern Africa This course is an integrative seminar focusing on the participation of women in struggles for liberation in Southern Africa and on their emerging role in newly-independent Namibia. INS 499 Internships SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL This interdisciplinary program focuses on the contemporary Scandinavian societies and issues of the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in Scandinavia and the former Soviet Union. INS 372 Norwegian Language Intensive language instruction at beginning or intermediate levels, with emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Students should consult with the chair of the modem languages department for language credit. l7* International Studies INS 377 Scandinavia in the World Exploration of Scandinavian viewpoints as small power nations in a world of superpowers and their role in issues of peace, conflict resolution and arms control, East-West relations, European security, trade, and the Third World. INS 393 Scandinavian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media. INS 394 Urbanization and Development in Scandinavia Examination of urban economic, social, and cultural policies and practices as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to other capitals for a comparative view. INS 499 Internships (Students may choose either INS 373 or 499) SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAM)-FALL This semester-in-the-city program is located in either Bogota, Colombia, or Quito, Ecuador. This interdisciplinary program focuses on the relationships between Third World development and the consequences of urbanization, especially inequality in Latin America. Analyses of competing theories of development are integrated with field study in the host city and outlying regions. INS 261 Spanish Language All students take Spanish at the intermediate level or conduct an independent study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work. INS 361 Introduction to Latin America Overview of Latin American geography, history, economy, politics, culture, and arts with emphasis on program sites as case studies. Focus is on economic development issues, theories, and models applicable to Latin America. INS 362 Urbanization in Latin America The development of cities and implications for social change in Latin America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories of urbanization and development are compared. INS 363 Wealth, Poverty, and Community Development The plight and prospects of the urban poor in Latin America. Emphasis on field study in banio communities and site visits to public and private agencies dealing with urban problems. INS 499 Internships International Studies 173 COMMUNITY INTERNSHIPS IN LATIN AMERICA (CILA) CILA combines a n internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Bogota, Colombia, students live with local families, work in an agency three days a week, and meet as a group twice a week. INS 366 COMMUNITY PARTICIPATION FOR SOCIAL CHANCE Examines pressing social realities and policy initiatives in Colombia in recent decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools to evaluate strategies for social, political, and economic development. Integrates readings, guest lectures, faculty and student presentations, discussions, and field work. INS 499 INDEPENDENT STUDY Students define topic of interest related to program themes and use analytical tools gained in CILA to study a particular issue or case. A faculty member advises the student throughout to assure adequate focus and incorporation of primary field research in the project design. INS 399 INTERNSHIP PLACEMENT AND SEMINAR (2 course credits) Placement matches student-defined goals and interests with one of a wide range of agencies working toward community development and social change. Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student, agency, and program for the term. The internship seminar provides for structured reflection, analysis, and integration of the experience. CULTURE AND SOCIETY I N LATIN AMERICA: COLOMBIA OR ECUADOR (CUSLA)-SPRING This interdisciplinary program focuses on developments and social change in Latin America through the study of ideology, as reflected in literature, the arts, and the ways in which ideologies shape social realities. INS 360 Latin American Literature: Perspectives on Social Change Study of selected literary works that illustrate social realities and express a variety of perspectives on Latin American societies and social change. Historical survey of the dominant trends in Latin American thought as manifested in major artistic periods. INS 364 Latin American Arts and Society Introduction to theoretical frameworks for examining the relationships among art, ideology, and society Intensive readings include works by theorists from Europe, the U.S., and Latin America. 74 International Studies INS 367 Ideologies of Social Change in Latin America Theories of ideology and overview of Latin American ideologies related to development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependence, and Manrism. INS 499 Internships Internships and Independent Study Courses: INS 199 Internship See description on page 85. INS 299 Directed Study See description on page 86. INS 399 Internship See description on page 85. INS 499 Independent StudyIResearch See description on page 86. Check with the specific international studies program directorfor requirements in the program. See listing under Business Administration, Accounting, and Management Information Systems. M Mathematics Faculty Ken Kaminsky (Chair), Larry Copes, Suzanne Doree, Rebekah Valdivia athematics is the study of structure and relationships, providing tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thought processes helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in many disciplines that involve structure or relationships find it helpful to acquire a minor or a second major in mathematics. MAT 145 MAT 146 MAT 245 MAT 246 MAT 314 MAT 324 CSC 160 Mathematics is also a discipline in its own right. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly, to conjecture critique and justify their assertions, to formulate questions, to investigate open-ended problems, to read and comprehend precise mathematical writings, to speak and write about mathematical ideas, and to experience working in teams on mathematical projects. These students can prepare for graduate school, for work in industry or service professions, or for teaching mathematics in grades 7-12. Teaching Licensure Major The department's programs support work toward those goals. Students may choose either a standard mathematics major, a mathematics major with concenaation in applied mathematics, or a mathematics major toward secondary education licensure. Augsburg's urban location allows students to gain experience working with mathematics through internships, cooperative education, and the practicum and colloquium courses. Major Calculus I Calculus I1 Calculus 111 Linear Algebra Abstract Algebra Analysis Introduction to Computer Science and Communications or CSC 170 Structured Programming or one other computing course with departmental approval Three electives from MAT courses above 200, at least one of which is above 300 Also required: MAT 491 Mathematics Colloquium, junior and senior years (noncredit) Note: At least two MAT courses above 300 must be taken at Augsburg. The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for licensure are the same as the major, with the electives specified as MAT 271 Discrete Mathematical Structures, MAT 351 Modem Geometry, and MAT 373 Probability and Statistics I. 76 Mathematics Mathematics Major with concentration in Applied Mathematics Twelve courses including: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 324 Analysis CSC 160 Introduction to Computer Science and Communications or CSC 170 Structured Programming or one other computing course with departmental approval PHY 121 General Physics I PHY 122 General Physics I1 or one course in a mathematics-related area with departmental approval Three electives from: MAT 271 Discrete Mathematical Structures MAT 327 Special Functions of Mathematical Physics MAT 373 Probability and Statistics I MAT 374 Probability and Statistics I1 MAT 385 Mathematics Practicum or other MAT courses with departmental approval Also required: MAT 491 Mathematics Colloquium, junior and senior years (noncredit) Note: At least two MAT courses above 300 must be taken at Augsburg. Honors Major GPA of 3.5 in major, 3.1 overall, and independent study at an advanced level. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus I1 Three electives from MAT courses above 200, at least one of which is above 300. Note: At least one MAT course above 200 must be taken at Augsburg. Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required math placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have mansferred in a mathematics course taken at another college may have their Math Placement Group determined by the registrar's office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the mathematics department. All other students must take the Augsburg Math Placement Exam, which is administered by the Academic Advising Center. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from the Academic Advising Center. Students needing to advance their Math Placement Group may work with the Academic Enrichment Center to take the appropriate MAT course or study on their own and retest. Additional information about the Math Placement Exam is available from the Academic Advising Center. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. - Mathematics 17; MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models. Emphasis on applications to the social and natural sciences, business, and everyday life. Successful completion advances students to MPG 3. Students in MPG 3 or 4 should consult the department, as should students preparing for MAT 114 (Prereq.: MPG 2 and either a year of high school algebra or consent of instructor. Fall, spring) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions. For students planning to take MAT 145. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of instructor. Successful completion advances student to MPG 4. (Prereq.: MPG 3. Spring) MAT 121 Finite Mathematics Concepts from areas such as combinatorics, probability, matrices, linear programming, and graph theory. Emphasis on quantitative reasoning. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3. Varies) MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with applications in the social and behavioral sciences. Emphasis on quantitative reasoning. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3. Varies) MAT 131 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of Western civilization. Primarily for students not intending further study in mathematics. (Prereq.: MPG 3. Varies) MAT 132 Numeracy for Contemporary Society An examination of mathematics in an interdisciplinary and applied setting with an emphasis on quantitative reasoning and connections to students' life, work, and interests. Primarily for students not intending further study in mathematics. Students who have completed another Quantitative Reasoning Graduation Skill course may not register for credit. (Prereq.: MPG 3. Varies) MAT 145,146 Calculus I, II Concepts of calculus of one-variable functions, including derivatives, integrals, differential equations, and series. Emphasis on skills of mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 or consent of instructor for MAT 146. Fall: 145. Spring: 146) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Emphasis on quantitative reasoning. (Prereq.: MPG 3. Varies) 78 Mathematics MAT 173 Math of Interest Concepts from elementary financial mathematics such as annuities, loan payments and mortgages, and life insurance. Emphasis on quantitative reasoning. (Prereq.: MPG 3. Varies) MAT 245 Calculus Ill Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146. Fall) MAT 246 Linear Algebra Concepts from linear algebra such as systems of linear equations, linear programming, matrices, linear transformations, abstract vector spaces, determinants, eigenvalues, orthogonality, and linear regression. Emphasis on oral presentations of mathematical ideas and applications. (Prereq.: MAT 245 or MAT 271. Spring) MAT 247 Modeling and Differential Equations Concepts from differential equations such as methods of solving first and second order equations, modeling using difference equations and differential equations, and applications to the sciences. (Prereq.: MAT 146. Spring) MAT 271 Discrete Mathematical Structures Concepts from areas such as combinatorics, number theory, graph theory, recursions, set theory, countability, and formal logic. Emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and reading and writing proofs. (Prereq.: MAT 146. Fall) MAT 314 Abstract Algebra Concepts of algebra within abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246. Also recommended: MAT 271. Fall) MAT 324 Analysis Concepts of calculus such as functions, derivatives, integrals, and series in a theoretical setting. Emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271. Spring) MAT 327 Special Functions of Mathematical Physics (See PHI 327.) MAT 351 Modern Geometry Concepts of geometry such as projective geometry, non-Euclidean geometries, transformations, and fractals. (Prereq.: MAT 245 and 246. Spring) MAT 373 Probability and Statistics I Concepts of probability such as methods of enumeration, random variables and probability distributions, expectation, the central limit theorem, and important ideas and problems of statistics. (Prereq.: MAT 245. Fall) Mathematics 17! MAT 374 Probability and Statistics II Concepts of statistics such as sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT 373. Spring) MAT 385 Mathematics Practicum The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains service-learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of instructor. Fall) MAT 481 Topics in Mathematics Study of an advanced topic such as complex analysis, numerical analysis, mathematical biology, operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two of h4AT 245, 246, 247, or 271 and consent of instructor. Interim) MAT 491 MAT 199 Mathematics Colloquium (.O course) Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. (Fall, spring) lnternship See description on page 85. MAT 299 Directed Study See description on page 86. MAT 399 lnternship See description on page 85. (Prereq.: At least one upper division MAT course and consent of instructor) MAT 499 Independent StudyIResearch See description on page 86. METRO-URBAN STUDIES See listing under Interdisciplinary Studies. 18* Modern Languages FRE 21 1, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 21 1; spring: 212) FRE 243 French Literature in Translation Major representative works of French literature are read in English translation. Through assigned readings, class discussion, and written reaction, students become acquainted with artistic qualities and cultural-historical significance of these works. (On demand) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall) FRE 312 French Expression A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase, and elementary stylistics for business and personal use. French phonology and speech group practice, study of spoken models from the media. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) - Modern Languages 18: FRE 351, 353 Survey of French Literature I, I1 The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 355 20th-Century Literature A survey of the major French literary movements since World War I, including the novel, the theatre, poetry, the essay, and criticism. Classes, oral and written reports, and laboratory texts in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 41 1 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 450 French Seminar: Novel, Drama, Poetry, Short Story In-depth study of a topic or genre in French literature. Student presentations in French. For advanced students. (See also Interim catalog. Prereq.: FRE 311 or consent of instructor. On demand) FRE 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See description on page 85. FRE 299 Directed Study See description on page 86. FRE 399 Internship See description on page 85. FRE 499 Independent Study/Research See description on page 86. GERMAN (CER) CER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. (Fall: 111;spring: 112 ) '84 Modern Languages CER 21 1, 212 Intermediate Cerman I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212) CER 244 Cerman Literature in Translation Principal works of German literature representing Medieval to modem periods are read and discussed in English. Readings are considered in the context of Gennan cultural history as well as in context of the universal human condition. (On demand) CER 295 Topics in Literature, Culture, or Linguistics CER 311 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) CER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 311 or consent of instructor. On demand) CER 351 Cerman Literature Through the 18th Century Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm and Stress, Classic, and Romantic literature. Readings and discussion in Gennan supplemented by lectures on the history of German literature in its cultural and geopolitical context. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) - Modern Languages 185 CER 352 German Literature: The 19th Century Study of later Romanticism, Young-Germany, Poetic Realism, Naturalism, and Impressionism. Lectures include the literary reaction to the decline of idealistic philosophy and the rise of technology and science. Readings and discussion in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 353 German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions designed to aid students' self-expression in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 41 1 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) CER 451 German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre as a mirror of cultural and geopolitical history. (Prereq.: GER 311 or consent of instructor. On demand) CER 452 German Drama Representative dramatic works from late 18th century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: GER 311 or consent of instructor. On demand) CER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: CER 199 lnternship See description on page 85. GER 299 Directed Study See description on page 86. CER 399 lnternship See description on page 85. GER 499 Independent StudyIResearch See description on page 86. -Modern Languages JAPANESE(JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. LINGUISTICS (LIN) LIN 289 Introduction to Linguistics An introduction to linguistic analysis and general linguistic principles, with focus on linguistic universals and psycholinguistics. Theoretical questions will be approached by studying samples of various languages. No prerequisite. Recommended for all language majors and minors. (On demand) LIN 311 Theories of Grammar Comparative analysis of various views of language represented in current linguistic research with the aim of distinguishing underlying philosophical assumptions, investigational criteria, and explanatory goals. The theories will be contrasted with those of adjacent disciplines. (On demand) Internships and Independent Study Courses: LIN 299 Directed Study See description on page 86. LIN 499 Independent StudyIResearch See description on page 86. NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112) NOR 21 1 Intermediate Norwegian I, II Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall) NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) - Modern Languages 187 NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural devel- opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 41 1 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: NOR 199 lnternship See description on page 85. NOR 299 Directed Study See description on page 86. NOR 399 lnternship See description on page 85. NOR 499 Independent StudyIResearch See description on page 86. ' 8 8 Modern Languages OJIBWE(OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem languages department and as part of the American Indian studies minor. OJB111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. RUSSIAN (RUS) One year of Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian, Cenmal, and East European Studies Program, which requires two years of language for the major (see page 243). See the Russian, Central, and East European Studies Program campus adviser for more information. RUS 111, 112 Elementary Russian I, II Aims to develop reading, writing, understanding, and conversational skills through oral classroom practice, elementary readings, short compositions, and a growing acquaintance with Russian culture. Extensive use of the language lab. (Fall: 111; spring: 112) SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 105,106 Living Spanish I, II Modified introductory level Spanish courses designed to accommodate students with recognized learning disabilities in the area of language learning. Emphasis is placed on listening comprehension and vocabulary building toward conversational goals. (Prereq.: Permission of the CLASS director) SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Laboratory work is an integral part of the course. (Fall: 111; spring: 112) SPA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212) SPA 248 Spanish and Latin American Culture Through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) - Modern Languages 189 SPA 249 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature. Through background reading and class discussion in English the student is acquainted with the salient artistic qualities and cultural-historical significance of the readings. (On demand) SPA 295 SPA 31 1 Topics in Literature, Culture, or Linguistics Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice to improve oral and written expression with emphasis on conversational facility stressing idiomatic usage and the finer points of grammar. (Spring: on rotational basis) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311or consent of instructor. Spring: on rotational basis) SPA 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) SPA 352, 353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 354 Representative Hispanic American Authors An introduction to Spanish American literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: on rotational basis) 190 Modern Languages SPA 41 1 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) SPA 456 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reports in Spanish. Emphasis on the Golden Age and the Modem Period. (Prereq.: one survey course. Spring: on rotational basis) SPA 457 Spanish Novel Study of the outstanding novelists of the 19th and 20th centuries in Spain. Oral and written reports in Spanish. (Prereq.: one survey course. Spring: on rotational basis) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 Internship See description on page 85. SPA 299 Directed Study See description on page 86. SPA 399 lnternship See description on page 85. SPA 499 Independent StudyIResearch See description on page 86. M usic has the power to strengthen the mind, heal the body, and unlock the creative spirit. Whether we experience music as a listener, performer, or teacher, it adds a significant dimension to our lives. The Department of Music at Augsburg College offers music training within the context of a liberal arts education, and is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Music majors may choose from four majors in three degree programs: bachelor of arts (music major); bachelor of music (music education major); bachelor of music (performance major); and bachelor of science (music therapy major). Music minors and nonmusic majors may also participate in a variety of music experiences including music ensembles, private lessons, some music courses, and additional Interim courses or special performances. Full-time Faculty Merilee Klemp (Chair), Jill Dawe, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Robert Karlkn, Robert Stacke immediately after enrolling at Augsburg to establish an appropriate course of music study and application/evaluation process. All students interested in pursuing a music degree at Augsburg are strongly encouraged to contact a music faculty adviser in their degree area as soon as possible to ensure a smooth program of study and timely completion of music degree requirements. Bachelor of Arts-Music Major For acceptance to the bachelor of arts-music major degree program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. Bachelor of Music-Education Major Part-time Teaching Faculty Bridget Doak, Nancy Grundahl, Lila Olson, Paul Ousley, Nicholas Raths, Sonja Thompson Music Performance Coordinator Carley Miller -- Augsburg students who enroll as freshmen must apply to the Department of Music for acceptance to a degree program by the end of the sophomore year. Transfer students should meet with a music adviser For acceptance to the bachelor of music-education major degree program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement lg2 Music Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. In addition to applying to the music department, bachelor of music-education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music-education major. A cumulative GPA of 2.5 in all music courses is necessary for the music education licensure program. Bachelor of Music-Performance Major For acceptance to the bachelor of music-performance major program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Acceptance to the degree program will be based on the successful completion of the above as well as on the successful outcome of the audition and interview (see Music Student Handbook). Bachelor of Science-Music Therapy Major For acceptance to the bachelor of science-music therapy major program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano and guitar proficiency requirements Acceptance to the degree program will based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. A cumulative GPA of 2.5 in all music courses and a 2.5 in all music therapy courses is necessary for the music therapy degree. Bachelor of science-music therapy candidates should consult with the director of music therapy before applying for acceptance into the program. Transfer Students For acceptance to a music degree program, transfer students must: submit an application for admission prior to the end of the sophomore year, or as soon as possible after enrolling at Augsburg submit a copy of a current academic transcript and transferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Music 193 Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury if enrolled as a junior or senior, or spring semester sophomore jury if enrolled as a freshman or sophomore. For bachelor of musicperformance major candidates, acceptance will be based on the completion of the above as well as on the successful outcome of the audition and interview (see Music Student Handbook). Equivalency/Certification Students The music therapy equivalency program is available to students who already have a bachelor's degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student's degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: submit an application for admission during the first semester of residency at Augsburg submit a copy of a current academic transcript and transferred credits with the application submit the studio instructor recornrnendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency and guitar proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury. Candidates must submit an application for admission prior to spring juries of the sophomore year. Students may qualify for participation in the music honors program if they: have earned a GPA of at least 3.0 in music courses apply by petition for the honors program before the senior year provide leadership in one or more of the following areas: - promotion of high music performance standards within the music department - breadth of music interests by attendance at concerts on and off campus - major ensembles Honors may be achieved in one of the following ways: writing a senior thesis and defending it before a faculty committee presenting an additional senior recital of graduate quality composing a work for vocal andlor instrumental ensemble of not less than 15 minutes duration conducting an ensemble concert a combination of the above lg4 Music - Core cumculum (required of all music majors): MUS 101 Materials of Music I MUS 102 Materials of Music I1 MUS 111 Aural Skills I MUS 112 Aural Skills 11 MUS 201 Materials of Music I11 MUS 202 Form and Analysis MUS 211 Aural Skills 111 MUS 212 Aural Skills IV MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 MUS 341 Basic Conducting Large and Small Ensemble Participation Performance Studies Music Repertoire Tests Piano Proficiency Plus fulfillment of recital requirements as given under each specific degree and major, and French or German study as stated in the general education requirements or in specific degree requirements. Checklists for specific degree programs are available in the music department. Requirements: 12 course credits Core cumculum plus one music credit elective plus MUS 458 (Senior Recital) plus two semesters chosen from: MUS 311,312 Composition MUS 342 Choral Conducting MUS 344 Instrumental Conducting MUS 331 Music of the Baroque Era MUS 332 Music of the Classical Era MUS 333 Music of the Romantic Period MUS 334 Music of the 20th Century Eight quarter course credits of performance studies in the major instrumentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrument/voice Four semesters in a non-credit small Augsburg ensemble Pass piano proficiency test Pass three music repertoire tests BACHELOR OF MUSIC Music Education Major BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many musicrelated business fields most often choose this course of study. Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music education major. - Music 195 Requirements: 16.5 course credits Core cuniculum plus: MUS 311,312 Composition I, I1 MUS 358 Half junior recital MUS 459 Full senior recital HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 116 Healthy Concepts for Educators EDU 210 Learning and Development in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDS 341 Media Technology EDS 350 Reading in the Content Areas EDS 354 Creative Learning Environments: Secondary and Field Experience EDS 355 Music Methods (K-12) EDU 388 Human Relations EDS 478 School and Society EDS 481,482,483,484 Student Teaching and Seminar One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting Three of the following four: EDS 356 Music Methods: Brass and Percussion EDS 357 Music Methods: Woodwinds EDS 358 Music Methods: Strings EDS 359 Music Methods: Vocal One of the following two areas of emphasis: Vocal emphasis--MUS 251,252,253, 254,435 Instrumental emphasis-MUS 152,155, one course credit of music elective Two quarter course credits of performance studies in the major instrumenVvoice Four half course credits of performance studies in the major instrument/voice Two full course credits of performance studies in the major instrumenthoice Two quarter course credits of performance studies in the minor instrument/voice Eight quarter course credits in a major Augsburg ensemble on the major instrument/voice Four semesters in a non-credit small Augsburg ensemble Improvisation competency on major instrument/voice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in the major instrument/voice BACHELOR OF MUSIC Music Performance Major Emphasizes intensive work in performance, supplemented by other courses in music and the liberal arts. The program is made available only to students of exceptional performing ability who are selected on the basis of an auditiodinterview application process. The bachelor of music performance program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions. Requirements: 19.5 course credits Core cuniculum plus: MUS 311,312 Composition I, I1 MUS 358 Full junior recital MUS 459 Full senior recital lg6 Music One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting One of the following three areas of emphasis: Vocal emphasis-MUS 251, 252, 253, 254, 435, one course credit of music elective, French or German to fulfill language requirement Piano or organ emphasisMUS 301,302, 436, 456, one half course credit of music elective lnsmmental emphasisMUS 301,302, one and one half course credits of music electives Two quarter course credits and six full course credits of performance studies in the major instrumentlvoice Two quarter course credits of performance studies in the minor instrumentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrumentlvoice Four semesters in a non-credit small Augsburg ensemble Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major instrurnentlvoice BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B. S. in music therapy is minimally a 4 112 year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Association for Music Therapy (AAMT). This course of study is chosen by students who wish to become professional music therapists. Requirements: 23 course credits Core curriculum plus: MUS 271 Music Therapy Techniques and MateriaLs MUS 274,275 Music Therapy Practicums MUS 3 11 or 3 12 Composition I or I1 MUS 372,373 Psychological Foundation of Music I, I1 MUS 374,375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half senior recital EDS 282 Introduction to Special Education PSY 105 Principles of Psychology PSY 362 Behavior Disorders BIO 103 Human Anatomy and Physiology One of the following three: MUS 152 Class Voice MUS 155 Class Piano MUS 158 Class Guitar Two of the following three: EDS 356 Music Methods: Brass and Percussion EDS 357 Music Methods: Woodwinds EDS 358 Music Methods: Strings One of the following two: SOC 362 Statistical Analysis PSY 230 Research Methods: Design, Procedure, and Analysis I Eight quarter course credits of performance studies in the major instrumentlvoice - Music 197 Eight quarter course credits in a major Augsburg ensemble on the major instrumendvoice Two semesters in an Augsburg small ensemble (no credit) Pass piano proficiency and guitar proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Requirements: 6 course credits MUS 101,102 Materials of Music I, 11 MUS 111, 112 Aural Skills I, I1 MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 While the music department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, the Augsburg Orchestra, the Augsburg Choir, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Ensemble requirements are fulfilled by participation for the entire year. One quarter course credit per semester is granted to members of major ensembles (MUE 111,112,121,141);other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or P/N grading, or may choose no credit with audit (V) designation. A maximum of two course credits in an ensemble may be counted toward graduation requirements. Performance Studies (Private Lessons) One additional course in music history or conducting Four consecutive quarter courses in a major ensemble concurrent with four quarter courses of performance studies on the major instrumendvoice Pass one music repertoire test Ensembles (MUE) These musical organizations are open to music majors, music minors, and nonmusic majors. All music students are required to participate in a major ensemble on their major instrument (where possible) during their time at Augsburg College. Auditions for membership in ensembles are scheduled during the first week of the school year or by arrangement with the individual ensemble director. Private instruction in voice, piano, organ, or any instrument is available for all students in the following categories: No credit l/2hour lesson, 3 hours of practice per week 1/4course credit, 1/2hour lesson, 4 hours of practice per week lL2 course credit, 1 hour lesson, 8 hours of practice per week One course credit, 1 hour lesson, 12 hours of practice per week Lessons for credit require: Private lessons Jury examination at the end of each semester Attendance at departmental student recitals and master classes Attendance at concerts and recitals lg8 Music Lessons for non-credit: Students may take private lessons for no credit and are not required to fulfill the performance and listening requirements. A semester of study consists of 14 weeks of lessons, coaching, and a jury examination. Music majors and minors are required to register for music lessons for credit (quarter, half, or full credit depending on year of study and degree being sought). Credit is granted only for study with faculty members of the Augsburg College Department of Music, and private instruction for credit is graded traditionally. Music majors and minors must declare an area of concentration. Students seeking a bachelor of music-performance major degree are also required to have a minor instrument that necessitates additional lessons, jury examinations, and performances. Freshmen may be awarded free lessons, if taken for credit, in their major instrument/voice and with the recommendation of their private lesson instructor. Any lessons during Interim or summer are arranged privately with the instructor. A student who cannot attend a scheduled lesson is required to notify the instructor at least 24 hours in advance. Otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. Limited school instruments are available for student use. Music majors are required to attend departmental student recitals and will perform if requested by their instructor. All students registered in performance studies for credit are required to attend eight designated music events during each semester. Four of these events will be made up of major ensemble concerts, senior student recitals, faculty recitals, or designated campus music events. Four events should be professional, off-campus concerts that have the prior approval of the student's major instrument/voice instructor. Off-campus concerts will require that a program and a one-sheet review be submitted to the instructor. Music minors are required to attend four events (on or off campus) that meet the approval of their private instructor. Note: Final grades for private lessons are affected by attendance requirements. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Concurrent registration in performance studies in the major instrumenthoice is required for recital performance. At least two full-time music faculty members and the student's private instructor must be present to evaluate junior and senior recitals. Recitals are given a padfail grade. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or honors program will be sponsored by the music department. Other student recitals may be considered for departmental sponsorship. All music degree recitals must be representative of the academic guidelines set forth in this catalog and repertoire lists. B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. B. A. and B. S. degree senior recitals (MUS 458) will be one-half hour in duration. - Music 199 EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule or the music department for course offerings in each term. THEORY MUS 101 (.5 course) Materials of Music I Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I MUS 112 Aural Skills 11 (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 201 Materials of Music 111 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211with a minimal grade of 2.0) MUS 211 Aural Skills 111 (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) 200 Music MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) MUS 301 Counterpoint 1 (.5 course) 16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 302 Counterpoint 11 (.5 course) Study of contemporary counterpoint including works of Schoenberg, Barber, Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 311 Composition 1 (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 312 Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporary techniques, atonal systems, and larger forms are studied and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111,231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) HISTORY AND LITERATURE MUS 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For nonmusic majors. MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101, 102,201) Music 20" MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 320 Worlds of Music A survey of non-Western musical cultures. Thefollowingfour half courses are extensive studies of special eras in the histoly of music: MUS 331 Music of the Baroque Era (Prereq.: MUS 231, 232) (.5 course) MUS 332 Music of the Classical Period (Prereq.: MUS 231, 232) (.5 course) MUS 333 Music of the Romantic Period (Prereq.: MUS 231, 232) (.5 course) MUS 334 Music of the 20th Century (Prereq.: MUS 231, 232) (.5 course) MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251-254 or permission from instructor) MUS 436 Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing, and performing. (Prereq.: MUS 231, 232) MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 Internship See description on page 85. MUS 299 Directed Study See description on page 86. 202 Music MUS 399 Internship See description on page 85. MUS 499 Independent StudyIResearch See description on page 86. Open only to advanced students upon approval of the faculty. TECHNIQUE MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155 Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading, and simple accompaniment and music reading skills necessary to pass the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 358 Junior Recital (-0 course) B.M. candidates only. One-half hour recital at repertoire Level 111 for music education majors, one hour recital at Level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 456 Piano Pedagogy (.5 course) Principles, methods, materials, and techniques for teaching piano. Survey of various pedagogical schools of thought. MUS 458 Senior Recital (.O course) One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.O course) B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No course credit. Private instructor may request a pre-recital hearing. - Music 20 W THERAPY MUS 271 MUS 272 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Human ldentity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 274, 275 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 372 MUS 373 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 472 Human ldentity through the Creative Arts See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. Music (.25 course each) MUS 474,475 Music Therapy Practicums Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274,275,374,375,and pass piano and guitar proficiency test) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an AMTA-approved internship site for six months. (1040 hours) Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: completion of all other graduation requirements, including all proficiency exams and music repertoire tests) ENSEMBLES (MUE) These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester or by arrangement with the ensemble director. Assignment to an ensemble is then made at the discretion of the appropriate faculty. For Jazz Ensemble membership, preference is given to concert band members. While the department strongly encourages both formal and informal ensemble experience, only membership in band, orchestra, choir or Riverside Singers will satisfy the major, minor, or general education requirements. Some instruments are available for use by students. MUE 111 Augsburg Choir (-25 course) MUE 112 Riverside Singers of Augsburg (.25 course) MUE 113 Vocal Chamber (.O course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 122 String Ensemble (.O course) MUE 131 Woodwind Chamber Music (.O course) MUE 141 Concert Band (.25 course) MUE 142 Brass Ensemble (.O course) MUE 143 Jazz Ensemble (.O course) MUE 144 Percussion Ensemble (.O course) - Music 20! PERFORMANCE STUDIES (MUP) Private instruction for credit is graded traditionally All areas of study are available to the non-music major or minor. All lessons are adapted to the individual needs of the student and those bearing credit are supplemented by accompanying, ensemble participation, and other performances. Repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; music minor-Level I; B.A. and B.S. majors-Enter I and attain 111; B.M. -Education major-Enter I1 attain IV; B.M.-Performance majorEnter I1 and attain V LESSONS MUP 111-411 Voice MUP137-437 Horn MUP 121-421 Violin MUP 141-441 Trumpet MUP 122-422 Viola MUP 142-442 Trombone MUP 123-423 Cello MUP 143-443 Baritone M UP 124-424 Bass MUP144-444 Tuba MUP 131-431 Oboe MUP 152-452 Piano MUP 132-432 Bassoon MUP 159a Piano accompanying MUP 133-433 Clarinet MUP 161-461 Guitar MUP 1 3 4 4 3 4 Saxophone MUP 171-471 Percussion MUP 135-435 Flute MUP 181-481 Organ MUP 191-491 Harp Note carefully the following provisions: A semester of study is 14 weeks of lessons and coaching. Any lesson during the Interim or summer are arranged privately with the teacher. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hoursin advance; otherwise except for illness immediately prior to the lesson, the student will forfeit the right to a make-up lesson. Credit is granted only for study with faculty members of the Augsburg Department of Music. T he natural science licensure program - for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distributionlgeneral education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with adviser is essential. Coordinator Arlin Gyberg Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. Broad Base Requirements Two earth science (PHY 101 Astronomy, PHY 106 Meteorology, or geology) BIO 113 Introductory Organism1 Biology BIO 114 Introductory Genetics, Evolution, and Ecology PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, I1 CHM 105, 106 Principles of Chemistry or CHM 115,116 General Chemistry ~ - Biology Major (for licensure in life science) Broad base requirements, plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 471 Advanced Cellular and Molecular Biology BIO 476 Microbiology or BI0 481 Ecology And one course in Organic Chemistry Physical Science Broad Base Requirement Two courses: one in earth science (astronomy, meteorology, or geology), and one in general biology. Natural Science 20; Chemistry Major (for licensure in physical science) Physical Science Broad Base Requirement Graduation major in chemistry: CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry CHM 351 Organic Chemistry CHM 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar MAT 145, 146 Calculus I, 11 or MAT 124,125 Calculus I, 11 (WEC only) One advanced chemistry course One year of General Physics Two physics courses above General Physics (Recommended: PHY 245 Modem Physics and PHY 261 Electronics) Physics Major (for licensure in physical science) Physical Science Broad Base Requirement Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory MAT 145, 146 Calculus I, I1 or MAT 124,125 Calculus I, I1 (WEC only) MAT 245 Calculus 111 MAT 247 Modeling and Differential Equations* Two additional physics courses above 122 One year of General Chemistry One course of Organic Chemistry and One course of Analytical Chemistry *Note: PHY 327 Special Functions of Mathematical Physics may substitute for MAT 247 See listing under Interdisciplinary Studies. See listing under Modem Languages. I I he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through the entire life span for people of all cultures and socioeconomic levels. The bachelor's degree equips nurses with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at Augsburg also provides educational opportunities to increase their skills in critical thinking, clinical investigation, and decision-making that prepares them to handle challenging new positions in today's health care field. Augsburg's nursing program, leading to a bachelor of science degree with a major in nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With two additional courses, they are eligible to apply for school nurse certification. Nursing Faculty Beverly Nilsson (Chair), Lucie Ferrell, Pamela Weiss Major Ten courses including: NUR 305 Contemporary Nursing I: Communication NUR 306 Contemporary Nursing 11: Paradigms in Nursing NUR 310 Community Health Nursing I NUR 3 11 Community Health Nursing 11: Practicum NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 423 Practicum in Nursing: Nursing of the Family NUR 431 Leadership and Management: Theory and Practice PHI 380 Ethics of Medicine and Health Care A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at the completion of Level I and Level I1 courses of study are required. Students also must complete Augsburg's residence and general education requirements. The program has been planned so that the major can be completed within two academic years; however, students may pursue their studies at a slower pace. Courses in the nursing major are offered on weekends with practicum courses requiring additional weekday time. More time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with an adviser from the Department of Nursing for program planning. - Nursing 205 Honors Major Admission to the honors major requires: a GPA of at least 3.6 in the major and 3.3 overall, application to the department chair by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1.Admission to Augsburg College: Before you can apply for the nursing program, you must first be admitted to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. 2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate degree or diploma nursing program with a 2.5 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 4. Prerequisite course content: The following content must have been completed with a minimum grade of Z.O-chemistry, anatomy and physiology, microbiology, English composition, introductory sociology, and introductory psychology. These courses may be taken at Augsburg or at another accredited college or university. 5. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, or completion of a nursing refresher course or an acceptable equivalent. 6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing this degree. Nursing courses at Augsburg are available only through Weekend College. Classes usually meet on alternate weekends for one 3 1/2 hour time block. Clinical practice usually occurs on weekdays. However, students also can complete their liberal arts general education requirements by taking courses in day school and Weekend College. It is recommended that most liberal arts courses be taken before starting the nursing major. 210 Nursing - NUR 305 Contemporary Nursing I: Communication Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. NUR 306 Contemporary Nursing II: Paradigms in Nursing An introduction to the idea of theory-based nursing practice. Nursing theory and conceptual models for nursing practice are studied and then utilized in a patientlclient situation. NUR 310 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, and communities. NUR 31 1 Community Health Nursing II: Practicum** Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and basic public health principles with culturally diverse clients. (Prereq.: NUR 310) NUR 330 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 350 Introduction to Nursing Research Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in nursing practice and design a research proposal. (Prereq.: MPG 3 ) . .. .. ...-. .........- - Nursing 211 NUR 403 Contemporary Nursing Ill: Families Provides a theoretical basis for nursing interventions with culturally diverse families and explores theories related to family structure and function throughout the life span. The role of the nurse in family health care is examined. (Prereq.: NUR 311) NUR 423 Practicum in Nursing: Nursing of the Family** Clinical practice offering the student an opportunity to provide complex nursing care to culturally diverse families in selected practice settings. (Prereq.: NUR 403) NUR 431 LeadershipIManagement:Theory and Practice** Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. NUR 432 Topics in Nursing Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Independent Study: NUR 499 Independent StudyIResearch See description on page 86. Note: I f NUR 31 1 and NUR 423 are not taken immediately following their respective theoly courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more thanfive years may be asked to audit courses already taken. There is a fee to audit courses. ** This course involves an additional clinicalfee. T he Department of Philosophy assists students to understand issues raised in the traditional areas of philosophy. We consider questions about what knowledge is and how we know about the nature of reality, about the basis for making moral judgments, and about the rules for correct reasoning. Our goals are to instill in students a love of truth, to inspire a curiosity about the significance and meaning of the world they experience, and to develop the skills of critical analysis and creative synthesis. The department places a special emphasis on the history of philosophy, offering four courses covering the period from the ancient Greeks to the end of the 20th century. In these courses students are taught how to read, understand, and criticize great texts of Western civilization and to see how ideas have developed and matured through the centuries. The department also offers courses where philosophy and its methods and ideas are applied to other disciplines such as religion, science, and the arts. The major has been carefully planned so that students can easily graduate with a major in philosophy and one in another discipline. Though some students continue on to graduate school in philosophy, most use the major to prepare for other professional studies such as law, medicine, or the Christian ministry. Philosophy majors generally perform better than others on graduate entrance examinations in medicine and law. Others enter the work place confident that the study of philosophy has given them the ability to think critically. Philosophy Faculty David Apolloni (Chair), Mark Fuehrer, Bruce Reichenbach Major Nine courses including: PHI 230 Logic PHI 241 History of Philosophy I: The Classical Philosophers PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Enlightenment and 19thCentury Philosophy PHI 344 History of Philosophy IV 20thCentury Philosophy A 400-level course (other than PHI 499) Three elective courses in philosophy Five courses must be upper division. Honors Major Admission to the philosophy honors program is by recommendation of the philosophy faculty Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Minor Five courses, including two from PHI 241,242,343, and 344. - Philosophy 213 PHI 110 Introduction to Philosophy This course introduces students to typical philosophical problems (like how we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex Issues such as the ethics of sex in relation to marriage, pornography, and homosexuality are considered. Then consideration is given to the nature and history of romantic love and its relationship to sex. PHI 215 Philosophy of the Emotions and Passions An examination of several classical and contemporary philosophical essays on the nature of human emotion and passion with the intention of discovering the nature and role on this aspect of human nature. The impact of emotions upon language, music, art, interpersonal relations, and even religion are explored. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. PHI 241 History of Philosophy I: The Classical Philosophers The writings of Plato and Aristotle are the foundations of all philosophical thought in Western civilization. In this course students read and analyze some of the key works by Plato and Aristotle, as well as Stoic, Epicurean, and Neoplatonic writings. 2'4 Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. (Suggested prior course: PHI 241. Spring) PHI 260 Philosophy and the Arts Attempt is made to ask and answer some of the following questions: What is a work of art? Is there such a thing as good and bad taste? What is aesthetic experience? PHI 343 History of Philosophy Ill: Enlightenment and l%h-Century Philosophy This course studies the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant's synthesis of philosophy, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested prior course: PHI 241 or 242. Fall) PHI 344 History of Philosophy IV: 20th-Century Philosophy An overview of the major schools of philosophical thought in the 20th century: analysis, phenomenology, existentialism, pragmatism, structuralism, and deconstructionism. (Suggested prior courses: PHI 241, 242, and 343) PHI 350 Philosophy of Religion We systematically investigate a series of questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? (Suggested: one prior course in philosophy) PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years) PHI 360 Political Philosophy The question, What is just society? is considered with the answers given in the 20th century by utilitarianism, liberalism, Marxism, communitarianism, libertarianism, and feminism. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: PHI 230 or one course in natural science) - Philosophy 215 PHI 370 Existentialism Studies in the writings-both philosophical and literary-f prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care Application of ethical principles to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific area of philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242,343,344, or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See description on page 85. PHI 299 Directed Study See description on page 86. PHI 399 Internship See description on page 85. PHI 499 Independent StudyIResearch See description on page 86. PHYSICAL EDUCATION See listing under Health and Physical Education. T he Augsburg Physician Assistant Program is designed for students interested in careers as health care providers. The physician assistant concept originated during the mid-1960s. Physicians and educators recognized that there was a shortage and uneven distribution of primary care physicians. To combat these problems, the Physician Assistant Program was developed. All PAs must, by law or regulation, have a supervising physician. An important element of the physician assistant education is the emphasis on patient education. The Augsburg Physician Assistant Program is a 27-month program of study for students with at least 64 semester hours of college credit. A new class of 28 students begins each May. Students who intend to enter the Physician Assistant Program must apply by December of the previous year. The program is very competitive and not all students who apply are accepted. Physician assistant students who have not previously obtained a baccalaureate degree will earn a bachelor of arts in physician assistant studies upon successful completion of the program. The Augsburg Physician Assistant Program is currently accreditated from CAAHEP (Commission on Accreditation of Allied Health Education Programs). In order for someone to practice as a physician assistant, one must graduate from an accredited PA program and pass the PA National Certification Examination. Practice regulations differ from state to state. The mission of the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College's mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to undersewed populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Physician Assistant Faculty Dawn B. Ludwig (Chair), David Johnson, Manuel Kaplan, Martha Kelly, Teny Lewis, LuAnn Shay Major First Year (Twelve Months) Twelve courses including: Human Anatomy and PA 3 11 Neuroanatomy PA 321 Human Physiology PA 331 PA Seminar Phannacology I PA 35 1 PA 361 Clinical Medicine I History & Physical Exam PA 371 Skills I PA 341 Current Trends PA 362 Clinical Medicine I1 PA 352 Pharmacology I1 PA 363 Clinical Medicine 111 History & Physical Exam PA 372 Skills I1 PA 380 Emergency Medicine and three supporting courses including: PSY 368 Behavioral Health Care I PSY 369 Behavioral Health Care I1 PHI 380 Ethics of Medicine and Health Care - Physician Assistant 21; Second Year (Fifteen Months) Prerequisite: successful completion of the first year of the PA Program and all courses must be taken as traditional grading. Clinical rotations in prearranged health care facilities including: PA 400 Family Medicine .............6 weeks PA 410 Internal Medicine............6 weeks PA 420 General Surgery ..............6 weeks PA 430 Pediatrics.........................6 weeks PA 440 OBlGynecology ...............6 weeks PA 450 Emergency Medicine ...... 6 weeks PA 460 Psychiatry........................6 weeks PA 470 Electives ..........................6 weeks PA 480 Family Medicine Preceptorship ..................Final 11 weeks of program A minimum grade of 2.0 in each physician assistant and supporting course of study is required. Students in the degree program also must complete Augsburg's residence and general education requirements. The program is planned so that the major will be completed in 27 months. The courses are offered consecutively, with subsequent courses based on material taught in previous courses; therefore, students are accepted for full-time study only. The following steps must be completed to apply for admission into the Physician Assistant Program. 1. Prerequisite course content: The following courses must have been completed at Augsburg (or an approved equivalent course at another accredited institution) with a GPA of 2.0 or better: One year biological sciences for majors Recommended courses include: BIO 113 Introductory Organismal Biology BIO 114 Introductory Genetics, Evolution, and Ecology BIO 355 Genetics BIO 473 Animal Behavior BIO 367 Biochemistry BIO 476 Microbiology CHM 223 Organic Chemistry or CHM 3511352 PSY 105 Principles of Psychology 2. It is recommended students maintain a cumulative and science GPA of 3.0 or better to remain competitive with all potential applicants. 3. All general education perspectiveslskills (except The City, one Writing Skill, Speaking Skill, and Critical Thinking) must have been completed. The above perspectives and skills are included in the physician assistant curriculum. 4. Submit a complete application to the program prior to the deadline, usually the end of December. Call the office for the official deadline each year. A comp!ete application packet includes: the application, three or four letters of reference, an, application fee, and an official transcript from each post-secondary school attended. 5. Application and admission to Augsburg College prior to matriculation to the Physician Assistant Program. Physician Assistant PA 31 1 PA 321 Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course will involve dissection of human cadavers. This course is offered only to students accepted into the PA Program. Human Physiology A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and the special senses. (Prereq.: Admission to the PA Program) PA 331 PA Seminar A seminar exploring the history and role of physician assistants, including the laws and regulations governing their practice and education. (Prereq.: Admission to the PA Program or consent of instructor) PA 341 Current Trends This course educates the student in understanding medical literature, research of literature, and analysis of medical articles. (Prereq.: Admission to the PA Program) PA 351 Pharmacology l This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular, respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA Program and successful completion of summer semester) PA 352 Pharmacology II This course covers drug metabolism, chemotherapy, and prescriptive practices as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351) PA 361 Clinical Medicine I A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and successful completion of summer semester) PA 362 Clinical Medicine II A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the otolaryngologic, ophthalmalogic, and neurologic systems. (Prereq.: PA 361) Phvsician Assistant 21! Clinical Medicine Ill A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the rheumatologic, orthopedic, gynecologic, obstetric, pediatric, geriatric, dermatologic, and immunologic systems. (Prereq.: PA 363) History and Physical Exam Skills I A lecturddiscussion/laboratory course with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to the interviewing and physical examination of patients. (Prereq.: Admission to the PA Program) History and Physical Exam Skills II A lecture/discussion/laboratorycourse with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to the interviewing and physical examination of patients. (Prereq.: PA 371) Emergency Medicine A lecture/laboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362) Family Medicine A six-week required rotation that emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases, and conditions unique to the clinical practice of family medicine. Internal Medicine A six-week required rotation during which the indication, limitation, and methods of performing the necessary diagnostic procedure and therapeutic measures used in the treatment of general medicine disorders are reviewed. General Surgery A six-week required rotation providing an orientation to patients of various ages with surgically manageable diseases, emphasizing preoperative, intraoperative, and postoperative periods. Pediatrics A six-week required rotation designed to emphasize care of the child from birth through adolescence, emphasizing common childhood illnesses, normal growth and development, and abnormal variations. - 220 Physician Assistant PA 440 OB/CYN A six-week required rotation that provides an exposure to the spectrum of problems and issues associated with women's health care, including pregnancy, common gynecological diseases, and preventive care. PA 450 Emergency Medicine A six-week required rotation designed to provide an in-depth exposure to the illnesses and injuries sustained by all ages that necessitate emergency care. PA 460 Psychiatry . A six-week required rotation designed to provide an understanding of the behavioral components of health, disease, and disability with exposure to patients with a variety of psychiatric diagnoses. PA 470 Electives A total of six weeks spent by the student in a department-approved rotation of the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology. PA 480 Family Medicine Preceptorship An 11-week required rotation providing the student an opportunity to utilize all skills and knowledge gained in the program, emphasizing complete patient care in a family medicine setting. (Prereq: completion of the clinical year of PA studies) P hysicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called "natural philosophers," physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weatker, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, computer science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments with some degree of comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor's and advanced degree levels, and administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs (supported by NASA, the National Science Foundation, and other federal agencies) through its Center for Atmospheric and Space Sciences. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solgng skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Jeffrey Johnson, Mark Engebretson, Kenneth Erickson, William Monsma Physics Research Staff Anthony Hansen, William Jasperson, David Venne. Atmospheric Sciences Research Group, Augsburg College Center for Atmospheric and Space Sciences 222 Physics BACHELOR OF SCIENCE BACHELOR OF ARTS Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395,396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, I1 MAT 245,247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics H BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory I1 PHY 486 Quantum Physics I One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, I1 MAT 245, 247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Honors Major A GPA of 3.5 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the first term of the senior year. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the freshman year, and MAT 245 and 247 (or PHY 327) during the sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. - Physics 22: Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics I1 physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, I1 Sigma Pi Sigma Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a , GPA of 3.0 in physics and overall, and rank i n the upper third of their class. PHY 101 Astronomy A descriptive course covering our solar system. stars. and galaxies and tracing development scimtific thoughr from earlv civilization to the present. Night viewing and laboratory sessions are required, (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics Applications, problems, and experiments are selected to illustrate fundamental principles of physics and explore hands-on intuitive approach. (Two threehour lectures/laboratories. Prereq.: MPG 3. Fall, spring) PHY 106 Introductory Meteorology A survey of the basic principles of the Earth's weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) 2" Physics PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modem physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lecl tures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) PHY 320 Introduction to Space Science A survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHYIMAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, Fourier series, series solution of differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, noninertial reference frames, thermodynamics, and statistical mechanics. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace's and Poisson's equations, and electric properties of materials. (Three one- hour lectures. Prereq.: MAT 247 or PHY 327. Fall) - Physics 225 PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory 1 (.5 course) An emphasis on independent laboratory work and participation in physics seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall) PHY 396 Comprehensive Laboratory 11 (-5 course) A continuation of PHY 395. (One three-hour laboratory and one seminar hour per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Y u n d a m e n t a l s of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration) PHY 486 Quantum Physics I A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, and . approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Fall) PHY 488 Quantum Physics II The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics, and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring) Internships and Independent Study Courses: PHY 199 lnternship See description on page 85. PHY 299 Directed Study See description on page 86. PHY 399 lnternship See description on page 85. PHY 499 Independent StudyIResearch See description on page 86. Open to juniors and seniors with departmental approval. F irmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally The role and significance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several sub-fields of political science, the major supplies the breadth appropriate for graduate work in the discipline, as well as in public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other intemships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communication and other information technology, racial and ethnic politics, and American public law. Political Science Faculty Andrew Aoki (Chair), Milda Hedblom, Philipp Fishman, Mary Ellen Lundsten, William Moms, Norma Noonan Major Ten courses: POL 158 Political Patterns and Processes POL 483 Political/Statistics/Methodology POL 484 Political Analysis Seminar Required elective-ne of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Honors Major The honors major in political science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall; the student must take an honors independent study and a seminar, and must submit an - Political Science 227 honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Political Science Areas (I) American Government and Politics, (11) Comparative Politics and Analysis, (111) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major in combination with specified social science courses, in compliance with state requirements. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics The politics of American government including the forms of political ideas; the pattern of participation; the dynamics of congressional, presidential, and bureaucratic policy-making; and current issues in American society POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on actors, structures, and other influences on urban public policy Discussiodecture, case studies of the Tivin Cities metro area, and meetings with public officials and activists. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 325 Public Administration The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor) POL 326 Political Parties and Behavior The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) 228 Political Science POL 342 Mass Communication in Society A study of the effects of new information technology, of new communications networks such as the Internet, and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. Includes issues such as ethics, censorship, and internationalism~.(Prereq.: Sophomore standing.) POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Selected themes, including legislative, executive, or judicial process, and policy process in American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union andlor other communist~post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) - Political Science 229 Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policy Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: four courses in the international relations sequence) IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or consent of insuuctor) POL 371 Topics in Constitutional Law Selected topics in constitutional law, especially civil rights. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) 230 Political Science V. POLITICAL THEORY AND ANALYSIS POL 158 Political Patterns and Processes (See Section I1 for description.) POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 382 Marxist Theory Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on the changing role of Marxist doctrines in society (Prereq.: POL 158 or consent of instructor) POL 383 Political and Social Change Examines cultural, social, and political change, focusing largely but not exclusively on the United States. Also emphasizes understanding the process of political change, and how individuals can participate effectively in that political process. (Prereq.: junior or senior standing or consent of instructor.) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology An introductory survey of the methods of political science with an emphasis on quantitative reasoning and research design including evaluation of existing research in the field. Discussion of experimental designs, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political survey. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. - Political Science 231 nternships and Independent Study Courses: POL 199 POL 299 POL 399 POL 499 lnternship See description on page 85. P/N grading unless internship supervisor grants exception. Directed Study See description on page 86. lnternship See description on page 85. Independent Study/Research See description on page 86. P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. Psychology's scientific method also equips students to understand and use scientific research and to make more informed judgments about claims in the popular media. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with application of knowledge and skills in coursework, research experience, and internships within the community The curriculum's emphasis on problem-solving skills and current information about human development and interaction is also relevant to careers in many related setting* business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional spec i a l i z a t i o ~ l i n i c a lcounseling, , physiological, developmental, social, cognitive, environmental, and industriallorganizational psychology-as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences-within and outside the classroom, with group and individual projects, and through association with Augsburg's active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty Nancy Steblay (Chair), Grace Dyrud, Norman Ferguson, Emily Hause, Duane Johnson, Victoria Littlefield, Bridget Robinson-Riegler Major Ten courses including: PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 200 Psychological Science Laboratory PSY 230 Research Methods: Design, Procedure, and Analysis I PSY 330 Research Methods: Design, Procedure, and Analysis 11 PSY 399 Internship At least one course from the following: PSY 354 Cognitive Psychology PSY 355 Biopsychology PSY 359 Assessment At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues At least three additional psychology courses. (Majors are strongly encouraged to take more than 10 psychology courses; no more than 13 count for graduation. ) Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. WEC psychology courses are offered only on an alternating year basis. All psychology majors must have an adviser in the psychology department. - Psychology 233 Teaching Licensure Major Honors Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. GPA of 3.5 in the major and 3.0 overall, and completion of a high-quality research project culminating the major program. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 102 or 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399, and 499 may be counted. PSY 101 Self-Identity and Values A study of personal life and the role of the individual in the larger social context. Topics include development of identity and gender roles. (This course does not substitute for PSY 105 as a prerequisite to upper division psychology courses.) PSY 102 The Individual in a Social World A scientific investigation of social issues, with analysis of both individual and group factors. Topics include media, prejudice, conformity, legal processes, and consumer issues. Research participation is required. (This course does substitute for PSY 105 as a prerequisite to upper division psychology courses.) PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 200 Psychological Science Laboratory An introduction to the science of psychology through problem-solving. The focus is application of psychological principles to real-world issues. Emphasis on data collection, summary, and communication. (Prereq.: PSY 102 or 105) PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 102 or 105) PSY 230 Research Methods: Design, Procedure, and Analysis I Part I of a two-term sequence. Scientific method as practiced in psychology. Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis, and APA-style presentation of research findings. PSY 230 must precede PSY 330. (Prereq.: PSY 200) 234 Psychology PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 200 or consent of insmctor) PSY 330 Research Methods: Design, Procedure, and Analysis II Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the term immediately following PSY 230. PSY 230 may be taken for one course credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher) PSY 351 Child Development Emphasis on normal development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 102 or 105) PSY 352 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105) PSY 353 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population-the elderly (Prereq.: PSY 102 or 105) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 230) PSY 355 Biopsychology Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psycholo& personality, normal and altered states of consciousness. (Prereq.: PSY 230) PSY 356 Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105) PSY 357 Behavior Analysis Principles of learninghehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 102 or PSY 105) - Psychology 23: PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 230) PSY 361 Personality Theory, research, and assessment of behavior patterns of individuals. Historical and current views of personality with attention to cultural factors. (Prereq.: PSY 102 or 105) PSY 362 Abnormal Psychology An introduction to psychological disorders. (Prereq.: PSY 102 or 105) PSY 368 Behavioral Health Care I (Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.: Junior standing in PA Program or PSY 355 and instructor approval) PSY 369 Behavioral Health Care II (Physician Assistant Program requirement) Continuation of PSY 368. Specific skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368) PSY 371 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 102 or 105) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations: group processes and organizational change, member characteristics and appraisal. (Prereq.: PSY 102 or 105) PSY 381 Historical Perspectives Consideration of psychological questions and theoretical positions as they developed historically Changes from philosophical roots to scientific method and postmodernism. (Prereq.: Two psychology courses) PSY 485 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: Three PSY courses and junior class standing) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 230 and consent of instructor) - 236 Psychology PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students' knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 330 or comparable course approved by instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230 and junior standing) Internships and Independent Study Courses. PSY 199 lnternship See description on page 85. (Prereq.: PSY 102 or 105 and one other psychology course). PSY 299 Directed study See description on page 86. (Prereq.: PSY 102 or 105) PSY 399 Internship See description on page 85. Participation in a concurrent seminar is required. (Prereq.: PSY 330) PSY 499 Independent StudyIResearch See description on page 86. (Prereq.: PSY 330) R eligion asks fundamental questions of life and meaning: Who are we as human beings? Where did we come from? Where did the world come from? What do good and evil mean in this time and place? Students will wrestle with these questions and with responses from the Christian traditions and from the perspectives of the other major world religions. Through this study of religion, students will learn to understand, appreciate, and articulate the Christian faith, as based in the Bible, as lived in the Christian fellowship, as embodied in the Christian Church and its history, and as interactive in the contemporary world and with other world religions. Students will also develop the ability to read and interpret the Bible, other religious texts, and various expressions and practices of faith, so that their meaning for human life in relation to God becomes evident. In addition students will develop skills for becoming leaders in the religious communities to which they belong and for living as responsible citizens with others whose religious views and practices differ from their own. A religion major encourages students to seek their future in the world andlor church through a sense of vocation, serving as pastors, associates in minisq, nurses, youth and family ministry lay professionals in congregations, and as social service and human resource professionals in a wide variety of settings. Religion Faculty Lynne Lorenzen (Chair), John Benson, Bradley Holt, Philip Quanbeck 11, Beverly J. Stratton, Mark Tranvik BACHELOR OF ARTS Religion Major Eight courses including: REL 111 Introduction to Theology REL 221 Biblical Stuclles REL 356 History of Religions REL 481 Contemporary Theology REL 495 Seminar Three additional religion courses, of which two must be upper division courses. Note: Seminar, especially for majors, should be taken in the junior or senior year. Before taking the seminar, each major must have written one formal research paper and placed it on file with the department chair. Only one Interim course may be applied to the major. One New Testament Greek course may be applied to the major. Honors Major GPA of 3.5 in the major and 3.0 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student's senior year. Minor Five religion courses. Not more than one Interim course may be counted for the minor. Note: Not all courses that meet Christian Faith Perspectives are REL courses and do not count toward the religion major or minor. Youth and Family Ministry Major The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This 238 Religion major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training, using resources of the Youth and Family Institute of Augsburg College. Students are accepted into the program through a twostep candidacy process. This major requires an approximately 100-hour internship administered by the Youth and Family Institute in partnership with a congregation. It may be possible for the intern to receive a stipend for this internship. The candidacy process begins with application, normally in the fall of the student's sophomore or junior year. Two of the theology core courses must be completed before making application to the program. An essay, one letter of reference, an assessment instrument called "Self Portrait," and an interview are required for candidacy review. The teaching staff will conduct step one. The second step will be conducted by the Youth and Family Institute staff with help from experienced pastors, a member of the religion faculty, and youth and family ministers. This usually follows the internship in the fall of the senior year. Retaking the "Self Portrait," an essay, an assessment of the internship, and an interview are required. This step is very important for recommending the students for employment. Major Ten courses including: REL 111 Introduction to Theology REL 221 Biblical Studies REL 362 Theology of the Reformers REL 481 Contemporary Theology REL 495 Seminar Youth and family ministry core: REL 235 Basics in Youth and Family Ministry (Interim) REL 232 Peer Ministry: Principles and Leadership (Interim) REL 358 Life and Work of the Church REL 399 Internship Theology elective: choose one of the following: REL 356 History of Religions REL 353 DenoIltkmtions and Religious Groups in America REL 343 Theology of Marriage (Interim) and six supporting courses: EDU 210 Learning and Development in an Educational Setting SOC 121 Introduction to Human Society SOC 231 Family Systems: A CrossCultural Perspective EDU 265 Orientation to Education (with field work) or SWK 406 Social Work Practice 111: With Communities and Policies PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 351 Child Development or PSY 352 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major may not also major or minor in religion. - Religion 23s "" "" Or 331 isprmequisite to all other courses. REL 111 or 221 is expected to be taken in either the freshman or sophomore year at Augsburg. Junior or senior transfer students who are required to take two Christian Faith Perspective courses may take REL 331 as the prerequisite for other courses. Department approval is necessary before courses taken in other colleges can be accepted for aligion department credit. All majors must have an adviser in the department. REL 111 Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world that concerns Christian doctrine. REL 221 Biblical Studies The origin, literary character, and transmission of the biblical documents; the task of biblical interpretation; and the history of Israel and the emergence of the church. REL 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery, and evangelicalism. REL 331 Foundations in Bible and Theology An advanced introduction to the biblical and theological foundations of the Christian faith, focusing on writing and advanced critical thinking skills. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 111or REL 221. REL 353 Denominations and Religious Croups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. REL 356 History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. 240 Religion REL 357 Giants of Christian Faith A survey of Christian history in the early, medieval, Reformation, and modem periods. Some attention to primary sources, in addition to interpretations of the periods in question. REL 358 Life and Work of the Church Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work. REL 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society ,REL 361 The Church in the Fi'rst Four Centuries A study ofthe early Christian Church, including persecution and martyrdom, councils and creeds, and conflict with Gnosticism and mystery religions. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology. - Religion 24' REL 420 The Russian Orthodox Church Theology and history will be studied primarily from the perspective of those Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jews and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 486 Psychology of Religion and Theology A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. 242 Religion REL 490 Topics in Religion Individual study in selected religion courses not addressed in regular course offerings. REL 495 Seminar Selected topics. Required of majors in the junior or senior year; others by permission of instructor. (Fall) Internships and Independent Study Courses: REL 199 Internship See description on page 85. Limited to special cases. REL 299 Directed Study See description on page 86. REL 399 Internship See description on page 85. REL 499 Independent StudyIResearch See description on page 86. See department listing for a description of the following approved elective: RELIPHI 350 Philosophy of Religion (See PHI 350) T his major, offered through the Associated Colleges of the Twin Cities (ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of Central and Eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota one of the Eastern European languages, is required. Russian, Central, and East European studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history language, and literature or political science. Courses are offered at Augsburg College, Hamline University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. Adviser Magda PalecznyZapp Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or equivalent competencies. B. Area Studies Courses: Track 1: Concentration in humanities Five courses: Four courses from the list of approved courses in Track 1,plus one course from Track 2, as approved by adviser. Track 2: Concentration in social sciences Five courses: Four courses from the list of approved courses in Track 2, plus one course from Track 1, as approved by adviser. C. Two other courses selected from either Track 1 or Track 2. D. Students are smongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the Central or East European countries during a semester, Interim, or during the summer is strongly encouraged. All options should be discussed with the student's adviser. - 244 Russian, Central, and East European Studies TRACK 1 HUMANITIES CONCENTRATION HIS 348 Russia and Soviet Union in the 20th Century E L 420 The Russian Orthodox Church TRACK 2 SOCIAL SCIENCES CONCENTRATION E L 420 The Russian Orthodox Church ECO 317 Comparative Economic Systems EC0 495 Topics (Requires permission of adviser) POL 351 Topics in Communisflost Communist Systems (Requires permission of adviser) POL 363 Russian and Chinese Foreign Policy Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See the adviser or contact the ACTC office for further information. Students may not receive credit for the same course taken on different campuses. The following courses are considered to be equivalent to-one another: (Location: A = Augsburg; H = Hamline; M = Macalester; C = St. Catherine; T = St. Thomas.) HIS 60 M = HIS 337 H HIST 333 T = HIST 373 H = HIST 348 A = HIST 351 C *ECO25M=ECO317A= ECO 349 T = ECO 349 C Faculty Advising Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central, and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. The current advisers are: Augsburg, Magda Paleczny-Zapp, 330-1761; Hamline, Karen Vogel, - 641-2973 and Nick Hayes, 641-2314; Macalester, Gary Krueger, 6966222; St. Catherine, Sr. Margery Smith, 690-6553; and St. Thomas, Sr. Mary Shambour, 962-5164. SCANDINAVIAN STUDIES See Nordic Area Studies under Interdisciplinary Studies. s tudents preparing to teach social studies on the high school level must complete, in addition to the professional requirements to be met within the Department of Education, a competencybased program designed to provide a broad foundation in the social sciences. Coordinator Christopher Kimball Social Studies Teaching Licensure Seven courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 222 20th-Century U.S. POL 158 Political Patterns and Processes PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 336 Introduction to Cbltural Anthropology One course in geography (human or cultural) Plus a major in one of five fields-economics, history, political science, psychology or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. T he social work major prepares graduates for entry-level generalist, professional practice in the field of social work. The program is accredited by the Council on Social Work Education and leads to a bachelor of science degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, and communities and to develop and analyze social policy. Courses within the program utilize a student empowerment model for teaching and learning. Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time master of social work degree on a weekend schedule. The College's commitment to the liberal arts is highly compatible with education for professional social work practice. The liberal arts foundation, with its emphasis on breadth of understanding, cultural and ethnic diversity, openness to new ideas, and analysis and synthesis, is ideal for social work education. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Department of Social Work. Unique learning opportunities for field work placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life that is enhanced by the arts, outstanding human services, and a highly-educated populace. The Twin Cities, as the hub for these services, provides both a variety of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves and to be enriched by this opportunity to interact with diverse clients and professionals. The social welfare minor and electives in the department allow students from other majors to gain knowledge about human needs and growth, human s e ~ c e s , and the methods of effective citizenship. Students taking these courses have the opportunity to learn about public issues and develop and nurture a perspective that sees the central importance of diversity to the social fabric of this country Using this knowledge, students are encouraged to use their talents and skills to address the needs of society in the interest of the public good, always emphasizing social justice. Social Work Faculty Glenda Dewberry Rooney (Chair), Anthony Bibus (BSW Program director), Vern Bloom, Laura Boisen (MSW field coordinator), Lois Bosch, Maria Brown, Francine Chakolis, Maria Dinis, Annette Gerten, Rosemary Link, Sharon Patten, Curt Paulsen, Michael Schock (BSW field coordinator), Edward Skarnulis, Clarice Staff, Mary Lou Williams - Social Work 24; Concentration Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 3 17 Field Work 11: Integrative Seminar SWK 401 Research: Evaluation of Practice and Programs SWK 406 Social Work Practice 111: Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV: Integrative Seminar SWK 419 The Social Worker as Professional and seven supporting courses: BIO 101 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A Cross-Cultural Perspective SOC 265 Culture: Ethnicity, Gender, and Race SWK 257 Exploring Human Services SWK 260 Humans Developing A minimum grade of 2.0 is required for each course in the core program and a 2.0 GPA is required in the supporting program. ' Concentrations in aging, chemical dependency, crime and corrections, social ministries, and youth are possible. A concentration consists of courses descriptive of functional, dysfunctional, and programmatic aspects, plus field work placement in the senior year in the special area. For social ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy Social work majors must be granted candidacy status before the beginning of the senior year. Certain 400-level courses list candidacy as a prerequisite. A written self-statement, reference letters, and the completion of all core and supporting program courses below the 400 level are necessary for candidacy review. Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 111: Communities and Polices SOC 265 Culture: Ethnicity Gender, and Race and one course from: SWK 465 Social Policy: Analysis and Development POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration -Social Work 248 School Social Work Licensure Requirements State Department of Education required coursework includes EDU 265, HPE 115, and 400 hours in school social work settings. See adviser for additional specifics. Social Ministries This concentration helps to focus social workers on work in church congregations or church-sponsored social programs and projects. The concentration was designed by the Departments of Religion and Social Work. The concentration is achieved by completing the f0110~ingCourse of study: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups . SWK 317 Field Work 11: Integrative Seminar SWK 401 Research: Evaluation of Practice and Programs SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV: Integrative Seminar SWK 419 The Social Worker as Professional Social Ministries Minor in Religion Required course--choose one: REL 111 Introduction to Theology or REL 221 Biblical Studies Suggested course-hoose four: REL 231,263,342,343,353,360,363, 366,370,415,441, and 483. H ELECTIVE COURSES ARE OPEN TO ALL STUDENTS. SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines that are vital to fostering peace. SWK 257 Exploring Human Services This course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 60 hours of work in a human service agency and must attend the weekly seminar. SWK 260 Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. Social Work *4! SWK 301 History and the Analysis of Social Policy This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental responses to human needs will be explored. (Prereq.: junior standing or consent of instructor) SWK 406 Social Work Practice Ill: With Communities and Policies This course focuses on social change through community organization; community development and social action; with emphasis on history, theories, and issues relevant to social change; the understanding of communities, human service agencies, and practice in the local community. (Prereq.: senior standing or consent of instructor) SWK 465 Social Policy: Analysis and Development This course includes the study of theories of social policy formulation and methods of analysis. Development and implementation will be viewed first hand through work with a public policy agency or official. (Prereq.: SWK 301, 406, and senior standing or consent of instructor) COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 306 Social Work Practice I: With Individuals This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals and small groups, and development of relationship building skills. Includes video-taping laboratory sessions. (Prereq.: Integrative Seminar with SWK 301, junior standing) SWK 307 Field Work I: lntegrative Seminar* Beginning supervised professional practicum experience in a social work agency that focuses on interviewing experience and relationship building. A total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301, junior standing, concurrent with SWK 306. P/N grading only) SWK 316 Social Work Practice [I: With Families and Croups This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on generalist practice in social group and family work. (Prereq.: candidacy status) SWK 317 Field Work II: lntegrative Seminar* Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only) *Can be taken in coordination with cooperative education, which may provide payment for work infield sites. - 250 Social Work SWK 401 Research: Evaluation of Practice and Programs This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use of data-processing equipment for statistical analysis. (Prereq.: MPG 3 ) SWK 407 Field Work Ill: lntegrative Seminar* Field work practicum, a total of 60 or 120 hours plus integrative seminar. (Prereq.: candidacy status. P/N grading only) SWK 417 Field Work IV: lntegrative Seminar* Continuation of SWK 407; a total of 120 hours plus integrative seminar. (Prereq.: candidacy status. P/N grading only) SWK 419 The Social Worker as Professional This course reviews professional ethical practice, bureaucratic survival, job attainment, and strategies for agency change and empowering clients. (Prereq.: candidacy status.) Internships and lndependent Study Courses: SWK 199 lnternship See description on page 85. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 86. SWK 399 lnternship See description on page 85. SWK 499 lndependent StudyIResearch See description on page 86. *Can be taken in coordination with cooperative education, which may provide payment for work infield sites. s ociology is the study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, Interim courses, and field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used their majors as preparation for advanced study in areas such as l a y the ministry, social work, urban planning, and human services. Sociology Faculty Diane Pike (Chair), Gany Hesser, James Vela-McConnell, Gordon Nelson, Michael O'Neal, Rita Weisbrod Major Ten courses including: SOC 121 Introduction to Human Society SOC 349 Complex Organizations SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Modem Sociological Theory and four additional sociology courses. Note: SOC 399 is highly recommended. Concentration in Crime and Community Many of our students are interested in the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on understanding crime in the community with respect to prevention, to solution of problems that lead to crime. Students interested in community crime prevention as well as the traditional aspects of criminal justice+ourts, prisons, probation, and law-will be served by this major. See department chair for specific requirements. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. - 252 Sociology Honors Maior To complete the honors major in sociology, the student must have a minimum GPA of 3.5 in the major and overall. In . addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio of completed papers and projects. See department chair for specific requirements. Lo 0 0 An application for the honors major can be obtained from the department chair. A letter of intent to apply for honors should be received by the chair no later than Nov. 1 of the senior year. The application and portfolio must be submitted for department acceptance by March 1. Minor Five courses including SOC 121 and two upper division courses, at least two of which must be &ken at Augsburg College. o w SOC 121 Introduction to Human Society What is society and how does i t make us who we are? socidlogy offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 21 1 Community and the Modern Metropolis How is community possible in the face of multicultural, economic, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this possibility (Fall, spring) SOC 231 Family Systems: A Cross-Cultural Perspective Diversity in family systems is explored among world cultures and within mainstream and sub-cultures in the United States. Students prepare and deliver oral reports on world and American family topics. (Fall, spring) SOC 265 Culture: Ethnicity, Gender, and Race Who gets what, when, and how? Individuals and groups from diverse backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) - Sociology 253 SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police courts, corrections, and criminal policy. (Fall) SOC 300, 301, 302, 303, 304 Special Topics in Sociology . A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 349 Complex Organizations What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society (Prereq.: SOC 121 recommended. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative a n a l y s k b e it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall) SOC 363 Research Methods Good researchdo you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology How does soceity construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society, as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) 254 Sociology SOC 485 Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) Internships and Independent Study Courses: SOC 199 lnternship See description on page 85. SOC 299 Directed Study See description on page 86. SOC 399 lnternship See description on page 85. SOC 498 lndependent Study-Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 andlor consent of instructor. Fall, spring) SOC 499 lndependent StudyIResearch See description on page 86. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Modem Languages. O ur quality . of life, both personally and professionally, depends in large part upon the quality . of our communication. A communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to improve communication skills. Since communication careers demand a broad educational background, the department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religion, social work, sociology, or theatre arts. The Augsburg communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in their programs. Prospective majors should meet with a departmental adviser as early as possible to design an approved major Program, preferably by the end of the sophomore year. Speech/Communication and Theatre Arts Faculty Martha Johnson (Chair), Deborah Redmond, Julie Bolton, Michael Burden, David Lapakko, George Gaetano BACHELOR OF ARTS Communication Major 12 courses overall-six required core courses and six courses within one of three emphases. For transfer students, at least six of these 12 courses must be upper division courses offered at Augsburg. Required of all communication majors: SPC 111 Public Speaking or SPC 112 Contest Public Speaking SPC 188 Forensics Practicum (non-credit) SPC 351 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 Small Group Communication One of the following: ENG 223, 225, 226. 227. Rhetoric Emphasis Six additional electives from the following: SPC 329,343,345,347,399,495, 499; THR 350,360; LIN 311; PHI 230; PSY 325,371; SOC 362,375. Organizational Communication Emphasis Six additional electives from the following: SPC 329,345,399,495,499; ART 132,225,330; SPC 345; BUS 340,355 or 450; CSC 160; PSY 325,371,373; SOC 265, 349, 375. Mass Communication Emphasis Six electives from the follo&ng: SPC 343,347,348,399,495,499; ART 132, 225,330; ENG 226,241,327,347; POL 342,375; THR 232,325,350,360. substantial independent project of honors quality (SPC 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. For All Three Emphases Communication Minor Six courses including: SPC 111, Public Speaking or SPC 112 Contest Public Speakipg POL 342 Mass Communication in Society or SPC 343 Broadcast Production I SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Majors must participate in Augsburg's Interscholastic Forensics Program by attending at least tw6 interscholastic speech tournaments. Registering for and completing SPC 188 (Forensics Practicum) is required to document participation. Students should be aware that the tournament season is essentially from October through mid-March, and should plan schedules accordingly All majors should plan to include at least one internship (SPC 399) as one of their electives. Students may petition the department to include is part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. Honors Major The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a Note: For transfer students, at least three of these six courses must be upper division courses offered at Augsburg. Prospective minors must obtain prior approval from a c o ~ u n i c a t i o n faculty adviser. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. SPC 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either SPC 111and 112 for credit, but not both. Fall, spring) SPC 112 Contest Public Speaking Theory and practice of speaking in formal contest situations. Students must attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate, speaking to entertain, andlor communication analysis. (Note: Students may take either SPC 111 or 112 for credit, but not both. Fall) SPC 188 Forensics Practicum A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, spring) SPC 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years) SPC 343 Broadcast Production I Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall) SPC 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. (Fall: alternate years) SPC 347 Documentary Video A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. SPC 348 Broadcast Production I1 This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: SPC 343 or 347) SPC 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. SPC 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Spring) SPC 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Fall, spring) SPC 355 Small Croup Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles and conflict management. (Spring) SPC 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. SPC 199 lnternship See description on page 85. SPC 299 Directed Study See description on page 86. SPC 399 lnternship See description on page 85. SPC 499 Independent StudyIResearch See description on page 86. See department listings for the following approved electives: ART 132 Photography PHI 230 ART 225 Communication Design I POL 342 Communication Design II ART 330 POL 375 Human Resource BUS 340 PSY 325 Management PSY 371 Marketing BUS 355 Communications PSY 373 Marketing Management BUS 450 SOC 265 lntroduction t o CSC 160 Computer Science and Communications SOC 362 lntroduction t o Creative ENC 226 SOC 375 Writing THR 232 lntroduction t o Cinema Art ENC 241 THR 325 Advanced Journalism ENC 327 THR 350 Quantitative Journalism ENC 347 THR 360 Theories o f Grammar LIN 311 (see Modem Languages) Logic Mass Communication in Society Media Law Social Behavior Psychology of Cender Industrial/Organizational Psychology Culture: Ethnicity, Gender, and Race Statistical Analysis Social Psychology Acting Playwriting Voice and Diction Interpretative Reading T he study of theatre is firmly grounded in the liberal arts, integrating knowledege and principles from many academic and artistic disciplines, including speechkommunication, art, music, history English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Program offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Augsburg's location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students,) and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, edu- cation, business, communication, and journalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department strongly encourages a second major or minor in such fields as speech/communication, art, English, education, music, or religion. BACHELOR OF ARTS Theatre Arts Major Ten courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 328 Theatrical Design THR 361 Theatre History and Criticism 1 THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Three of the following: THR 116 Creative Drama THR 245 Introduction to Asian and Asian American Theatre THR 325 Playwriting THR 350 Voice and Diction THR 360 Interpretive Reading THR 365 Advanced Acting THR 399 Internship or THR 499 Independent Study in Theatre Ten production units in three or more of the following areas: performance (three required), artistic (one required), and production (four required). Unless you are a transfer student. all six core courses must be taken at Augsburg; therefore, careful, early planning is required. 260 Theatre Arts Freshmen planning to major in theatre arts should begin with courses THR 116, 222,232; sophomores: THR 228,245,361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365,366. Note: Several courses are offered alternate years only Thirteen theatre courses are allowed toward graduation. ' A capstone course, such as an internship, is encouraged, but not required. THR 002,003,004, or 005 is recommended to fulfill lifetime sports requirements.' Majors must participate in two out of three dramatic productions every year. Students must maintain an overall 2.0 GPA to have major participation in productions. Honors Major . Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain. a 3.5 GPA in the major and a 3.0 GPA overall and, as part of their major, complete a substantial independent proj'ect of honors quality (THR 499). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Transfers: Transfer students are required to take three Augsburg upper division theatre arts'courses. ' Theatre Arts Minor Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Five production units in the following areas: performance (two required), artistic (one required), and production (two . required). Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history ~eachingLicensure Major Students interested in the theatre teaching licensure major should consult with the theatre arts faculty for course requirements. Students should also consult with the Augsburg Department of Education to identify current Minnesota teacher license requirements. - Theatre Arts 261 THRIHPE 002, 003 Lifetime Sports-Introduction to Dance (.O course) This course offers an overview of various forms of dance from modem and ballet to Asian and Latin forms. Each class will begin with a rigorous, physical warm-up, mixing yoga, breathing exercises, and modem dance technique. THRIHPE 004, 005 Lifetime Sports-Modern Dance and Improvisation (.O course) Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THR/HPE 002, 00, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002,003,004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama A study of theatrical movement, mime, mask, actipg with an emphasis on active participation and reflective writing. (Fall) THR 222 Introduction to Theatre An introduction to survey of dramatic art including major historical periods, plays, artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) THR 228 lntroduction to Stagecraft Introduction to the backstage world of the theatre; its organization, crafts, magic, and art. Technical production experience, practical projects and theatre tours. Open40 all students. Lab required. (Fall) THR 232 Acting An introduction to the art of acting. Focus on physical, mental and emotional preparation, and exploration of the creative approach to,scene and character study in American drama. Students attend and review live productions. (Spring) THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories,,and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. (Fall: alternate years) THR 325lENC 325 Playwriting An introductory course in writing for the stage, television, and film. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the developmGt of playscripts from idea to finished product. (Prereq.: ENG 111 and one literature course. ENG 226 also recommended. Fall: alternate years) 262 Theatre Arts THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. Class will take theatre tours, have visiting designers, and practical involvement with the Augsburg spring production. (Lab required, materials needed. (Prereq.: THR 228 or permission of instructor. Spring) THR 333 Acting for Camera An exploration of acting principles and techniques as applied to video and film. Since the art of acting enhances skills for on-camera effectiveness, actual TV drama scripts, commercials, and others will be used for video performance. THR 350 Voice and Diction A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall: alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small and large groups. (Spring) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENG 111) Fall or Spring THR 362 Theatre History and Criticism II r An overview of theatre history, dramatic literature, and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Fall or Spring) THR 365 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism,Restorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and THR 232. Fall or Spring) - Theatre Arts 263 THR 366 Stage Direction I Basic directorial techniques: play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of two pieces required, the latter for public recital. Permission from instructor required. (Prereq.: THR 361, THR 362, THR 328. Spring) THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 Internship See description on page 85. THR 299 Directed Study See description on page 86. THR 399 Internship See description on page 85. THR 499 Independent StudyIResearch See description on page 86. See Metro-Urban Studies listing under Interdisciplinary Studies. T he Women's Studies Program provides students with the opportunityto examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women's experiences. The Women's Studies Program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Major Ten courses that must include WST 201 Foundations in Women's Studies, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining seven electives are to be selected from approved women's studies courses. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the women's studies department. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women's studies major must also be completed at Augsburg. Each student's program must have the written approval of the women's studies program coordinator. Minor Women's Studies Faculty Jacqueline deVries (Coordinator), Kristin M. Anderson, Maria Brown, Grace B. Dyrud, Doug Green, Milda Hedblom, Victoria Littlefield, Lynne Lorenzen, Catherine Nicholl, Beverly J. Nilsson, Norma Noonan, Nancy K. Steblay, Beverly J. Stratton, James Vela-McConnell Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written approval of the women's studies programcoordinator. - Women's Studies 265 WST 201 Foundations in Women's Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientation, and class. INS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. WST 265 Women in American Culture Through a discussion of works by women historians and selections from women's journals, speeches, literature, and other aesthetic creations, the class analyzes the position of women in American culture. Emphasis will be placed on the perspectives of women of minority groups. WST 281 Topics in Women's Studies INS 311 The Development Process (See International Studies, Women and Development.) INS 320 American Indian Women (See American Indian Studies for course description.) WST 325 African American Women: Social, Historical, and Creative Perspectives This course examines the historical roots of African American women from Africa to locations in the United States and other parts of the African Diaspora. The effects of slavery and its resulting effect on African women are examined, as well as past and current contributions by African American women. WST 481 Topics in Women's Studies WST 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an independent study (499). It is offered at a different college each year. 266 Women's Studies Internships and Independent Study Courses: WST 199 lnternship See description on page 85. WST 299 Directed Study See description on page 86. WST 399 lnternship See description on page 85. WST 499 Independent Study/Research See description on page 86. Any must be approved in writing by the women's studies coordinator See department listingsfor descriptions of thefollowing approved electives: ART 352 Women and Art ENG 236 or 436 Women and Fiction ENG 480 Criticism HIS 311 Topics in Women's History HIS 380 History o f Women in the West t o 1870 HIS 381 History of Women in the West Since 1870 POL 124 American Women and Politics POL 421 Topics in American Politics POL 459 Topics in Comparative Politics PSY 371 Psychology o f Gender SOC 265 Gender, Race, and Ethnicity REL 441 Feminism and Christianity Chair Barbara C. Gage Secretary Inez Schwarzkopf Vice Chair Norman Hagfors Treasurer Glen Person The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Rev. Gary E. Benson '70 (2002) Directing Pastor, Zumbro Lutheran Church, Rochester, Minn. *Dr. Ruth E. Johnson, '74 (2000) Director, Mayo Breast Clinic, Mayo Clinic, Rochester, Minn. Rev. Roger C. Eigenfeld (2000) Senior Pastor, St. Andrew's Lutheran Church, Mahtomedi, Minn. *The Hon. LaJune Thomas Lange '68 (2001) Judge, Hennepin County Government Center, Minneapolis, Minn. *Ms. Tracy Lynn Elftmann '81 (2002) Attorney, Mackall Crounse & Moore, Minneapolis, Minn. Mr. David J. Larson (2002) Sr. Vice President, Secretary and General Counsel, Lutheran Brotherhood, Minneapolis, Minn. Ms. Barbara C. Gage (1998-11) Vice President, Gage Marketing Group, Plymouth, Minn. *Mr. H. Theodore Grindal'76 (2002) AttomeyRartner, Lockridge Grindal Nouen, Minneapolis, Minn. Mr. Thomas K. Guelzow (1998) Guelzow & Senteney, Ltd., Eau Claire, Wis. Mr. Norman R. Hagfors (2001) President, Norsen, Inc., Minneapolis, Minn. Mr. James E. Haglund (2000) President/Owner, Central Container Corporation, Minneapolis, Minn. Ms. Beverly Thompson Hatlen (1999) Board Chair, Minnesota Life College; President, Hatlen Foundation, Apple Valley, Minn. Mr. Allen A. Housh (2001) Business Consultant, A.A. Housh and Associates, Edina, Minn. *Ms. Julie R. Nelson '83 (2002) Executive Director, The Dwight D. Opperman Foundation, Minneapolis, Minn. *Mr. Ronald G. Nelson, '68 (2002) Vice President and Controller, 3M Center, St. Paul, Minn. *Mr. Glen E. Person '47 (1999) Retired Businessman, Eden Prairie, Minn. Mr. Wayne G . Popham (2000) Senior Attorney, Popham, Haik, Schnobrich & Kaufman, Minneapolis, Minn. Mr. Curtis A. Sampson (2001) President and CEO, Communications Systems, Hector, Minn. *Ms. Inez M. Schwarzkopf '59 (1998) Assistant Vice President of the Mission, Investment Fund-ELCA, St. Paul, Minn. - Board of Regents 269 Mr. Glen J. Skovholt (2000) Vice President, Government and Community Affairs, Honeywell, Inc., Minneapolis, Minn. Mr. Leland N. Sundet (1998) Chairman and CEO, Sundet Companies, Eden Prairie, Minn. *Ms. E! Dawn Taylor, '78 (2002) President, The Iowa Group, Des Moines, Iowa *Ms. Jean M. Taylor, '85 (2000) Vice President of Development, Travel Tags, Eagan, Minn. Mr. Michael W. Thompson (2001) Realtor, Edina Realty Inc., Edina, Minn. Ms. Pamela L. Tibbetts (2000) Chief Operating Officer, Fairview Health System, Minneapolis, Minn. Ms. Kathryn H. Tunheim (1998) Principal and President, Tunheim Sanuizos Company, Minneapolis, Minn. *Mr. William A. Urseth, '71 (1998) Chairman and CEO, Upland Global Corporation, Minneapolis, Minn. *Ms. Joan L. Volz, '68 (2000) Afton, Minn. Ms. May Ka-Yee Yue (2000) President and CEO, Norris Education Innovations, Inc., Edina, Minn. DIVISION FOR HIGHER EDUCATIONAND SCHOOLS THEEVANGELICALLUTHERANCHURCH IN AMERICA (ELCA) Chair The Rev. John G. Andreasen Director for Administration and Finance Sue Rothmeyer Secretary The Rev. S. Philip Froiland Director for Colleges and Universities (vacant) Vice-Chair Mary Hull Mohr Asst. Dir. for Colleges and Universities Cheryl Chatrnan Executive Director The Rev. W. Robert Sorensen 270 AUGSBURG COLLEGE FACULTYAND Beginning year of service is indicated with parentheses. Officers William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of Washington. Marie 0. McNeff (1968). Vice President for Academic and Learning Services and Dean of the College. Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska. Paul R. Carlson (1998). Vice President for Finance and Administration. B.S., University of Nebraska; M.B.A., University of Montana. Ida B. Simon (1998). Vice President for Institutional Advancement and Community Relations. B.A., Lincoln University; M.Ed., University of Illinois-Urbana; M.Div., Union Theological Seminary. Richard J. Thoni (1972). Vice President for Institutional Research and Program Development. B.A., St. Olaf College; Ph.D., University of Minnesota. Administration Richard Adamson (1989). Controller and Director, Business Office. B.A., University of St. Thomas; Certified Public Accountant. Earl R. Alton (1960). Associate Dean for Faculty Affairs. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Stuart M. Anderson (1989). Associate Dean for Library and Information Technology. Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Jose R. Bourget-Tactuk (1997). Director, Center for Global Education. Associate Professor. B.A., Southern College; M.A., Ph.D., Andrews University. Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; MS., St. Cloud State University. Paul Grauer (1979). Men's Athletic Director. B.S.Ed., Concordia College-Nebraska, M.Ed., University of Nebraska; M.A., University of Minnesota; Ph.D., University of Minnesota. Herald Johnson (1968). Director, Student Services Center. B.A., Augsburg College. Benjamin Kent (1996). Academic Advising Coordinator, Academic Advising Center. B.A., University of Wisconsin-Madison; M.S., University of Oregon. William Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College. Ann Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point; M.S., Ohio University. Gaye Lindfors (1993). Assistant to the President. Director, Human Resources. B.S., Mankato State University. Donna McLean (1985). Director, Alumni and Parent Relations. B.A., University of Minnesota. Art Meadowcroft (1985). Director, Facilities Management Services. B.S., University of Minnesota. - Augsburg College Faculty 271 Barbara R. Nagle (1998). Director, Public Relations and Communication. B.S., Ohio University. Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Julie Olson (1991). Program Coordinator, Weekend College. B.A., Augsburg College. Lois Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; MS., Mankato State University. Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee. Lora Steil (1994). Human Resources Manager. B.A., University of St. Thomas. Kathryn A. Swanson (1985). Interim Associate Dean for Student Affairs. Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Don Warren (1978). Director, Academic Enrichment. B.A., M.A., University of Minnesota. David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Faculty A Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts. B.S., University of Wisconsin-Madison. Virginia P. Allery (1993). Associate Professor of Education. Coordinator, American Indian Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D., Unive~sityof Minnesota. Earl R. Alton (1960). Associate Dean for Faculty Affairs. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestem Seminary. Stuart M. Anderson (1989). Associate Dean for Library and Information Technology. Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio ArtistElute, part-time, Music. B.M., Augsburg College; M.M., Northwestem University. Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestem Seminary; Ph.D., University of Minnesota. Salah Ayari (1995). Instructor, part-time, Modem Languages. Maitrise Combinee de Langues, Institut Bourguiba des Langues Vivantes, Tunis; M.A., University of Minnesota. 272 Augsburg College Faculty - B Matthew C. Barber (1992). Studio ArtistE'ercussion, part-time, Music. B.M., University of Michigan. Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota; M.A., San Diego State University; Ph.D., University of Mimiesota. Aroti G. Bayrnan (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A., Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles School of Physical Therapy; Ph.D., University of Minnesota. John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Michael D. Berndt (1997). Instructor, part-time, English. B.A., University of MinnesotaMorris; M.A., Southern Illinois University-Carbondale. Anthony A. Bibus, I11 (1992). Assistant Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State University Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado;-MIA., University of Minnesota. Julie H. Bolton (1975). Professor of Speech/Communication and Theatre Arts. B.S., M.EA., University of Minnesota. Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Jose R. Bourget-Tactuk (1997). Associate Professor. Co-Director of The Center for Global Education. B.A., Southern College; M.A., Ph.D., Andrews University. Nora M. Braun (1997). Assistant Professor of Business Administration/ Accounting1 MIS. B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota. Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. Maria L. Brown (1980). Associate Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed., Boston College. Eric L. Buffalohead (1997). Instructor, part-time, American Indian Studies. B.A., M.A., University of Minnesota. - Augsburg College Faculty 27! Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S., University of Wisconsin-Madison. W. Roger Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., Oklahoma State University; M.A., University of Wisconsin-Madison. Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University of Minnesota. Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University. C William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret M. Cemto (1991). Instructor, part-time, Business Administration/Accountingl MIS. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., State University of New York-Albany; M.S., University of Illinois at Urbana; Ph.D., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Hamline University. Susannah G. Chapman (1997). Studio Artist/Cello, part-time, Music. B.M., Mannes College of Music; M.M., D.M.A., State University of New York-Stony Brook. Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois at Urbana-Champaign; Ph.D., University of Minnesota. David T. Chollar (1997). Instructor, part-time, Social Work. B.S., University of Houston; M.S.W., Fordham University. Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of Wisconsin-Stout; MIA., Minneapolis College of Art and Design. Kurt N. Claussen (1997). Studio ArtistISaxophone, part-time, Music. B.A., St. Olaf College; M.M., University of Minnesota. Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Joseph R. Clubb (1994). lnsmctor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacfic Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. 274 Augsburg College Faculty - D Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St. Catherine; M.EA., Vermont College; Ph.D., The Union Institute. Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Jacqueline R. deVries (1994). Assistant Professor of History Coordinator; Women's Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State University; Ph.D., University of California-Berkeley. Steven G . Dixon (1994). Assistant Professor, Librarian. B.S., Utah State University; M.L.S., University of Arizona. Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College. Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Fran~oiseM. duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite de Bordeaux 111; M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke University. Linda D. Dyer (1995). Assistant Professor of Education. B.S., Bridgewater State College; M.S., Mankato State University; Ph.D., University of Minnesota. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Nancy Edwards (1997). Instructor, part-time, Social Work. B.A., Indiana University; M.A., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; MS., Ph.D., University of Minnesota. Darcey Engen (1997). Instructor, part-time, Speech/Communication and Theatre Arts. B.A., Augsburg College; M.EA., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991). Studio Artist/Trumpet, part-time, Music. B.A., Bethel College; M.EA., D.M.A., University of Minnesota. Rene Escoto (1997). Academic Coordinator. Center for Global Education. M.A., The Institute for Social Studies, The Hague, Holland. Susan E. Everson (1997). Instructor, part-time, English. B.A., Carleton College; M.A., Ph.D., University of Chicago. - Augsburg College Faculty 275 Heidi M. Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Lucie K. Ferrell (1992). Associate Professor of Nursing. B.S., College of St. Catherine; M.N., University of California-Los Angeles; Ph.D., Adelphi University. Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of Montana. Phillip E Fishman (1988). Assistant Professor, part-time, Political Science. B.S., University of Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Eloise I. Fredrickson (1997). Instructor, part-time, Education. B.A., Southwest State University; M.Ed., University of Minnesota. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. C Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. George M. Gaetano (1993). Assistant Professor of Speech/Communication and Theatre Arts. B.A., Hunter College; M.A., Ph.D., University of Minnesota. Richard A. Germundsen (1987). Associate Professor of Education. B.S., Mankato State University; M.A., American University; Cand. Mag., Universitet i Bergen, Norway; Ph.D., University of Minnesota. Annette M. Gerten (1997). Instructor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio ArtistIClarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.A., St. Olaf College; J.D., William Mitchell College of Law. Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University, Jerusalem; M.S.W., Yeshiva University. J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies. B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate School. Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of Minnesota. 276 Augsburg College Faculty Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University. William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Robert C . Groven (1997). Instructor, part-time, Speech/Communicationand Theatre Arts. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Satya P. Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/ Accounting/MIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University, Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas. Panduleni S. Hailonga (1993). Academic Coordinator, Academic Programs in Namibia, Center for Global Education. B.S., Windhoek College of Nurses; M.S., Leeds Metropolitan University, United Kingdom. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University. Dolores V. Hanson (1993). Instructor, part-time, Education. B.S., University of Minnesota; B.S., Moorhead State University. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. M. Anaam Hashmi (1990). Instructor, part-time, Business Administration/ Accounting/ MIS. B.E., N.E.D., University of Engineering and Technology, Karachi; M.B.A, Ball State University; D.B.A., Kent State University. Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., Northern Illinois University. Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. Robert G. Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S., M.Ed., University of Minnesota. Maurice Healy (1996). Academic Coordinator of Guatemala Programs, Center for Global Education. B.A., Maryknoll College; M.Div., M.Rel.Ed., State University of New York-Maryknoll. - Augsburg College Faculty 27: Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA., University of Iowa. Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. James M. Honsvall (1997). Instructor, part-time, Business Administration/Accounting/MIS. B.S., Bemidji State University; M.B.T., University of Minnesota. Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/ Accounting MIS. B.A., M.B.E., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M., Indiana University. Kenneth B. Huber (1989). Studio ArtistRiano, part-time, Music. B.M., M.M., Indiana University. David Hudson (1990). Instructor, part-time, English. B.A., M.A., University of Minnesota. I Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Elena Izaksonas (1996). Instructor, part-time, Social Work. B.A., M.S.W., University of Michigan. J Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Anne C . Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Ross A. Jilk (1997). Instructor of Biology. B.S., University of Minnesota; Ph.D., University of Wisconsin-Madison. Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. 278 Augsburg College Faculty Martha B. Johnson (1988). Associate Professor of Speech/Communication and Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. David R. Jones (1995). Instructor, part-time, Business Administration/Accounting/MIS. B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas. Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College. K Amin E. Kader (1974). Associate Professor of Business Administration/ Accounting/ MIS. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., University of California;J.D., University of Minnesota. Manuel E. Kaplan (1995). Consulting Medical Director, Professor of Physician Assistant Studies. B.S., University of Arizona; M.D., Harvard Medical School. Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College. Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University of Maryland; J.D., University of Minnesota. Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School of Medicine. John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University; M.A., Ph.D., University of Illinois-Urbana. Christopher W. Kimball (1991). Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Elizabeth E! Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies. B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International Studies. Vivian L. Klauber (1996). Instructor, part-time, Health and Physical Education. B.A., George Washington University; M.A., State University of New York-Albany. Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. - Augsburg College Faculty 27! Marilyn A. Kramer (1994). Instructor, part-time, English. B.A., University of WisconsinMadison; M.A., University of Wisconsin-Milwaukee. Paul S. Kriegler (1993). Instructor, part-time, Health and Physical Education. B.S., Mankato State University; M.Ed., University of Wisconsin-Whitewater. Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University; M.A., Xavier University; Ph.D., Case Western Reserve University. Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., M.B.T., M.B.A., University of Minnesota. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. Scott E. Kuster (1994). Academic Coordinator, Academic Programs in Namibia. Center for Global Education. B.A., George Washington University; M.A., American University. L Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Assistalit Professor of Speech/Communication and Theatre Arts. B.A., Macalester College; M.A., Ph.D., University of Minnesota. William W. Latimer (1996). Instructor, part-time, Psychology. B.A., Hobart College; M.A., Columbia University; Ph.D., University of Rhode Island. Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Lynn Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University; M.S., North Dakota State University. Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton; M.Sc., London University; Ph.D., University of Minnesota. Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University. Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota. Lejeune Yolande Lockett (1997). Academic Coordinator, Mexico, Center for Global Education. B.A., University of California-Davis; M.S., University of California. Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS. B.A., M.B.A., Ph.D., University of Minnesota. Christoffel Lombard (1996). Academic Coordinator, Namibia, Center for Global Education. B.A., B.Th., University of Stellenbosch; M.Th., D.Th., University of Western Cape. J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The Claremont Graduate School. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado-Denver; M.S., PA. Certification, University of Colorado Health Science Center. 280 Augsburg College Faculty Steven P. Lund 1982). Studio Artist~Trombone,part-time, Music. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. Ann Lutterrnan (1993). Academic Coordinator, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale Divinity School. Beth M. Mackey (1996). Instructor, part-time, Education. B.S., M.S., Indiana University. Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of California-Berkeley Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota. Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.A., Augsburg College; M.B.A., Northern Arizona University. Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A., M.Ed., Macalester College. Diane M. Mikkelson (1997). Instructor, part-time, Modem Languages. B.A., California State University; M.A., California State University-Northridge. Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social Academy, Groningen, Netherlands; M.S.W., University of Minnesota. Kinney G. Misterek (1989). Instructor, part-time, Business Administration/Accounting/ MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary; Ph.D., University of Colorado. Thomas E Morgan (1983). Professor of Business Administration/ Accounting /MIS. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland University; Ph.D., Carnegie-Mellon University. Patricia A. (Patty) Murphy (1991). Assistant Professor of Health and Physical Education. B.S., M.S., Mankato State University. - Augsburg College Faculty 281 Patricia E (Trish) Murphy (1996). Instructor, part-time, Education. B.A., Mount Mary College; M.Ed., University of Minnesota. N Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Jack Nelson-Pallmeyer (1984). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., Union Theological Seminary, Catherine C. Nicholl(1973). Professor of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High School (music concentration); private study Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota. Norma C . Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. 0 Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Hamline University. Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Wayne L. Olhoft (1993). Assistant Professor of Business Administration /Accounting /MIS. B.A., Metropolitan State University; M.B.A., University of Minnesota. Sandra L. Olmsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Stephen T. Olsen (1992). Instructor, part-time, Speech/Communication and Theatre Arts. B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University. Lila J. Olson (1990). Studio ArtistNoice, part-time, Music. B.M., University of Kansas; M.M., University of Nebraska. Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A., Augsburg College. Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of Wisconsin-Eau Claire; M.M., Eastrnan School of Music. 282 Augsburg College Faculty - P ' Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration/ AccountingfMIS. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Paul E. Pender (1985). Instructor, part-time, Business Administration /Accounting /MIS. B.A., M.B.A., University of Wisconsin. Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. William A. Perkins (1995). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., University of Detroit. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A., United Theological Seminary. P a r - Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Michael D. Powers (1997). Instructor, part-time, Biology. B.A., University of MinnesotaMorris; M.S., University of Minnesota. Q Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Luther Theological Seminary. R Lany C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas-Austin. 0. Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., University of Minnesota. - Augsburg College Faculty 283 Deborah L. Redmond (1981). Assistant Professor of Speech/Communication and Theatre Arts. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of Minnesota; M.A., Ph.D., University of California-Berkeley. Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A., University of St. Thomas. John L. Rohwer (1997). Instructor, part-time, Health and Physical Education. B.A., Concordia College-River Forest, IL; M.A., University of Minnesota; Ed.D., University of Northern Colorado. Glenda D. Rooney (1992). Associate Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Kenneth A. Root (1996). Instructor, part-time, Social Work. B.A., St. Olaf College; M.S.S.W., University of Wisconsin; M.A., Ph.D., University of Iowa. Dan Eagle Boy Rowe (1997). Instructor, part-time, American Indian Studies. B.A., Montana State University-Billings; M.A., Purdue University. S Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Patricia Hume Santa Coloma (1997). Academic Coordinator, Center for Global Education. M.A., Instituto Norteamericano de Relaciones Culturales. Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Merlyn E. Satrom (1995). Instructor, part-time, Religion. B.A., Luther College; M.Div., Luther Theological Seminary; D.Th., Philipps-Universitat, Marburghhn, Germany. Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Assistant Professor of English. Paideia Program Director. B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Costume Designer, part-time, Speech/Communication and Theatre Arts. B.A., M.A., M.EA, University of Minnesota. David G. Schwain (1995). Instructor, part-time, Business Administration/Accounting/ MIS. B.B.A., University of Cincinnati; M.B.A., Haward University. Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/Accountingl MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. 284 Augsburg College Faculty Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan State University; MS., Ph.D., University of Minnesota. Ryan Rae Sheppard (1994). Instructor, part-time, Sociology. B.S., University of Minnesota; M.A., University of Southern California. Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A., M.Ph., Delhi School of Economics; Ph.D., Louisiana State University. Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W., Ph.D., University of Nebraska. Roman Soto-Feliu (1993). Assistant Professor of Modem Languages. Profesorado en Espafiol, Universidad de Concepcion, Chile; Ph.D., The Catholic University of America. Robert Spector (1997). Instructor, part-time, Chemistry. B.S., City College of New York; PbD., University of Pennsylvania. Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Assistant Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John F! Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting MIS. B.S., M.S., Long Island University. Jean R. Strait (1994). Assistant Professor of Education. B.S., University of Pittsburgh; M.S., Moorhead State University; Ph.D., University of Minnesota. Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Grace K Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Kathryn A. Swanson (1985). Professor of English. Interim Associate Dean for Student Affairs. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. William Swenson (1989). Instructor, part-time, MAL Program. A.B., Ph.D., University of Chicago. Jeffrey T. Symstad (1997). Instructor, part-time, Biology. B.S., St. John's University; M.S., University of Minnesota. - Augsburg College Faculty 28s T Rose M. Theisen (1997). Instructor, part-time, Business Administration /Accounting /MIS. A.A., Anoka-Rarnsey Community College; B.A., Augsburg College; M.B.A., University of Minnesota. Karen Brown Thompson (1997). Instructor, part-time, Political Science. B.S., Georgetown University; M.A., Ph.D., University of Minnesota. Philip J. Thompson (1959). Professor of Art. B.A., Concordia College-Moorhead; MIA., University of Iowa. Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota; M.M., The Juilliard School. James V. Tolar (1997). Instructor, part-time, Philosophy. B.A., University of Texas-Pan American; M.A., Bowling Green State University. Mark D. Tranvik (1995). Assistant Prof-or of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of CaliforniaSanta Cruz; Ph.D., University of Minnesota. Michael E Troy (1997). Instructor, part-time, Psychology. B.A., Lawrence University; Ph.D., University of Minnesota. U-v Rebekah N. Valdivia (1995). Assistant Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. John W. Van Cleve (1996). Associate Professor of Modem Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin-Madison. James A. Vela-McConnell (1997). Assistant Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. W Anthony R. ~ a g n e (1993). r Instructor, part-time, Social Work. B.A., M.S.W., University of Minnesota. Donald M. Warren (1980). Instructor, part-time. Director, Academic Enrichment. B.A., M.A., University of Minnesota. David B. Washington (1997). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., B.L., J.D., University of Pittsburgh. Charee M. Watters (1990). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A., College of St. Thomas. Rita R. Weisbrod (1991). Associate Professor of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. 286 Augsburg College Faculty Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North CarolinaChapel Hill. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Gary S. Whitford (1994). Instructor, part-time, Social Work. B.S., University of WisconsinPlatteville; M.Div., Wartburg Theological Seminary; M.S.W., Ph.D., University of Minnesota. Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W., University of Pennsylvania. Michael S. Wilson (1996). Instructor, part-time, Business Administration/Accounting/MIS. B.A., University of St. Thomas; M.B.A., University of Minnesota. Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University; M.S., Winona State University; Ph.D., University of Minnesota. Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St. Olaf College. Robert D. Wykstra (1989). Instructor, part-time, Business Administration/Accounting/MIS. B.A., Calvin College; M.B.A., Western Michigan University. Fidel Xinico (1995). Academic Coordinator, Guatemala, Center for Global Education. B.A., Francisco Marroquin in Guatemala; M.Div., St. Paul Seminary, University of St. Thomas. Ruth Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary. Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College-Moorhead. Raymond E. Anderson. Professor Emeritus of Speech/Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia, University of Latvia. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Carl H. Chrislock. Professor Emeritus of History, B.A., Augsburg College; M.A., PbD., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Robert W. Clyde. Professor Emeritus of Sociology. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech/Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of Brooklyn; Ph.D., New York University. Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. 288 Faculty Emeriti Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Einar 0.Johnson. Professor Emeritus of Education. B.A., Concordia College; M.A., Ph.D., University of Washington. James D. Johnson. Professor Emeritus of Music. M.S., Juilliard School of Music; Ph.D., University of Minnesota. Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., smith College; M.A., Columbia University; M.A., University of Minnesota. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Cenmal Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA., Augsburg College; M.Ed., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia CollegeMoorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College-Moorhead; M.S., Ph.D., University of Nebraska. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Ith Avenue S. DOWNTOWN MINNEAPOLIS DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the NorthTake Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at Zlst Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. Pay parking is available at the FairviewUniversity Medical Center across Riverside Avenue. For major events on campus during evenings and weekends, parking is also available in the facultylstaff and commuter lots. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 2lst Avenue South. I-35W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue. turn left at Zlst Avenue South. A C About Augsburg 9, 267 Academic Advising Center 52 Academic Affairs 6, 64 Academic Calendar 4, 5, 50 Academic Information 50 Academic Internships 61 Academic Policies and Procedures 64 Academic Progress, Probation and Dismissal 80 Academic and Learning Services 42 Academic Skills Enrichment 42 Accessibility 16 Accounting 98, 104-106 Accreditation and Memberships 10, 15, 16 Activities 40 Admissions 12, 18-22 Administrative Officers of the College 270 Advanced Placement Program Test (AP) 78 African American Student Services (see Pan-Afrikan Student Services) 44 Air Structure 41 Alumni Center 12 American Indian Studies 43, 158-159 American Indian Student Services 43 American Sign Language 181 Anderson Hall 12, 47 Anderson-Nelson Athletic Field 12 Anishinabe Library Project 44 Application Procedures 18, 29 Arabic 180-181 Art 87-91 Art History 87, 90 Asian American Student Services (see Pan Asian Student Services) 44 Asian Studies (see East Asian Studies) 120-121 Assessment of Previous Learning (APL) Program 77 Associated Colleges of the Twin Cities (ACTC) 57 Associated Support Organizations 14 Athletic Affiliation 16 Athletics 41 Audit Fee 24 Auditing Courses 77 Augsburg Echo 41 Augsburg Seminar 52, 69, 92 Augsburgian, The 41 Calendar 4, 5, 50 Campus Location 11, 16, 289-290 Campus Map 289-290 Campus Ministry 40 Campus Tours 18 Canadian Program 63 Career Services 62 Center for Global Education 12, 58, 166-167 Center for Global Education Courses 58-60, 166, 168-171 Center for Learning and Adaptive Student Services (CLASS) 42 Center for Service, Work, and Learning 60 Chemistry 110-115 Chinese 180-181 Choir 41, 197, 204 Christensen Center 12 Class Confirmation 64 Class Schedule 84 Classification (Class Year) 77 Coaching Endorsement 149 College Costs 1998-99 24 College Level Examination Program (CLEP) 78 College of the Third Age 63 Commencement 81 Commons 47 Communication 255-258 Community and Public Service Scholarships 31 Community Internships in Latin America 60, 173 Community Service-Learning 61 Computational Economics 117 Computer Resources 51 Computer Science 116-119 Concert Band 41, 197, 204 Continuing Education Program 63 Cooperative Education 61 Counseling 45 Counseling and Health Promotion 45 Course Descriptions 84-266 Credits 84 Crime and Community Concentration (Sociology) 251 B Biology 93-97 Board of Regents 268-269 Books and Supplies 25 Business Administration 98-103 Business Administration and Economics Major 100, 123 D Dean's List 80 Degrees Offered 8, 15, 50 Departmental Comprehensive Exams 78 Departments and Programs 48, 84-266 Deposits 25,46 Development 6 Directory 6 Disabled Student Program 42 Index 293 Dismissal 80 Discrimination Complaints 48 Divisions and Departments 52 Dormitories 12, 46 Dual Degree Programs 54, 138-1 39 E Early Admission of Freshmen 19 East Asian Studies 120-121 East European Studies 53, 54, 243-244 East Hall 12 Echo 41 Economics 92, 100, 122-126 Education 127-137 Education for Service 10 Elderhostel 63 Elementary Education 128-131 Employment 33, 60 Engineering 138-139 English 140-146 English as a Second Language (ESL) Program 79 English Placement Test 141 English-Language Arts Teaching Major 141 Enrollment 16 Enrollment Deposit 25 Ensembles 197, 204 Entry-level Skills 69 Ethnic Studies 159 Evaluation and Grading 75 Evangelical Lutheran Church in America (ELCA) 16, 269 Experiential Education Programs 60-61 Explanation of Grades 75 F Facilities and Housing 12, 46 Facts and Figures 16 Faculty 16, 50, 271-286 Faculty Emeriti 287-288 Family Educational Rights and Privacy Act (FERPA) 48, 81-82 Federal Work Study Program 33 Fees 24-25 Finance Specialization (Business Administration) 100 Financial Aid 16, 28-33 Financial Policies 26-28 Fine Arts 41 Fitness Center 45 Food Service 47 Foreign Languages 75, 180-190 Former Students 21, 65 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 12 Four-Year Assurance Program 81 French 180, 181-183 Freshmen 18 C Gage Family Academic Enrichment Center 42 General Education Curriculum 66-71 General Education Requirements 66-71 General Studies 147 German 180,183-1 85 Gift Assistance 31-32 Global Education Center 12, 58, 166-167 Global Education Program Courses 58-60, 166, 168-171 Grade Point Average 69, 77 Grading 75-77 Graduate Programs Office 64 Graduate Programs 62 Graduation Level Skills 70 Graduation Requirements 66-71 Graduation With Distinction 81 Grants 32 Gymnasium (Melby Hall) 13 H Health and Physical Education 148-152 Health Promotion 45 Health Service 45 HECUA Courses 59-60, 171-174 Higher Education Consortium for Urban Affairs (HECUA) 57, 167 ~is~anic/Latino student Services Program 44 History 153-157 History of Augsburg College 9 Honors Program 56 Housing 12, 25, 46 Hoversten Peace Scholarships 31 I Ice Arena 13 Incomplete Grade 76 Independent Studies 86 Information Technology Resources 51 Inter-Institutional Programs 56-57 Inter-Race 14 Intercollegiate Athletics 41 Interdisciplinary Studies 158-164 lnterim 50 lnterim Abroad 60 lnterim Office 64 lnternational Baccalaureate Program (IB) 77 lnternational Business Minor 101 lnternational Business Specialization (Business Administration) 100 lnternational Partners 167 294 Index lnternational Programs 46 lnternational Relations 165-166 lnternational Student Services 22 lnternational Students 46 lnternational Studies 166-174 Internships 61, 85 Intertribal Student Union 43 Intramural Athletics 41 J Japanese 180, 186 K MIS Courses 107-109 Mission Statement 9 Modern Languages 180-190 Mortensen Tower 13,43 Murphy Place 13 Murphy's 47 Music 191-205 Music Education Major 191, 194 Music Ensembles 197, 204 Music Hall 13 Music Performance Major 192, 195 Music Repertoire Tests 199 Music Therapy Major 192, 196, 203-204 KCMR Radio 41 L Language Courses 180-190 Leadership Scholarships 31 Learning Disabilities Program 42 Learning Laboratory 42 Leave of Absence 65 Liberal Arts Perspectives 71-75 Library and Information Technology Center 12, 16, 51, 56 Licensure Veaching) 54 Lifetime Sports 71 Lindell Library 12, 51 Linguistics 186 Loan Assistance 32-33 Location 11-12, 289-290 Lutheran Leader Scholarships 31 M Majors and Minors 8, 53-54, 84-266 Management Information Systems 107-109 Management Specialization (Business Administration) 100 Maps 289,290 Marketing Specialization (Business Administration) 100 Mastefs Degrees 50, 62 Math Placement Group (MPG) 70 Mathematics 175-179 Medical Refund 28 Melby Hall 13 Memberships 15, 16 Memorial Hall 13 Merit Scholarships 30 Metro-Urban Studies 160-161 Minnesota Indian Teacher Training Partnership (MNITTP) 43 Minnesota Minority Education Partnership (MMEP) 14 Minnesota Work Study Program 33 Minority Studies 158-164 Minors 54, 84-266 N Natural Science 206-207 No-Credit Grades 75 Nordic Area Studies 162-164 Nordic Center 14 Norwegian 180, 186-187 Notification of Admissions Decision 18 Number Grades 76 Numbering of Courses 78 Nursing 208-21 1 0 Off-Campus Programs 16 Officers of the College 270 Ojibwe 180, 188 Old Main 13 Orchestra 41, 197, 204 Orientation (AUG) 52, 69, 92 p, Q Paired Resources in Ministry and Education (PRIME) Awards 30 Pan-Afrikan Student Services 44 Pan Asian Student Services 44 Part-Time Students 24 PassINo Credit 75-76 Pastor 40 Payments 26 Performance Studies 197, 205 Performing Arts Scholarships 31 Perspective Requirements 66, 71-75 Perspectives (Rationale) 71-73 Philosophy 212-215 Phi Theta Kappa Scholarships 30 Physical Disabilities Program 42 Physical Education 148-152 Physical Science Teaching Licensure 111 Physician Assistant Program 216-220 Physics 221-225 Piano Proficiency Test 199 Policies 14, 16, 47, 81, 291 - Index 295 Political Science 226-231 Portfolio Assessment Program 78-79 Pre-Professional Programs 55-56 Pre-Registration 64 Prerequisites 84 President's Greeting 2 President's Scholarships 30 Probation 80 P~ychology232-236 Public Relations and Communication 13 R Refunds 26-28 Regents 268-269 Regents' Scholarships 30 Registration 64 Religion 237-242 Religious Affiliation 16 Residence Life Program (see also Housing) 46-47 Residence Requirements 69 Room and Board 24 ROTC 57 Russian 180, 188 Russian, Central, and East European Studies 243-244 5 Scandinavian Studies 162-164 Scandinavian Urban Studies 59, 171-1 72 Scholarships 30-31, 34-38 School Year 4, 5, 16 Science Hall 13 Secondary Education 131-1 35 Service-Learning 61 Sigma Pi Sigma 223 Skills Requirements 69-70 Social, Cultural, Recreational Activities 40 Social Studies 245 Social Welfare Minor 247 Social Work 246-250 Society of Physics Students 223 Sociology 251-254 Space Physics 222 Spanish 188-190 Special Education 137 Special Interest Housing 47 Special Students (Non-Degree) 21 Speech/Communication and Theatre Arts 255-262 Sponsored Scholarships 34-38 Sports 41 StepUP Program 43 Student Activities 40 Student Affairs (see Academic and Learning Services) 42 Student Educational Loan Fund (SELF) 33 Student/Faculty Ratio 16 Student Government 40 Student Life 40-48 Student Newspaper 41 Student Project for Amity Among Nations (SPAN) 16 Student Publications 41 Student Rights 47, 48 Student Standards of Behavior, Complaints, Records 47 Student Teaching Abroad 60, 127 Studio Art 87-90 Study Abroad 57-60, 166-174 Summer School Office 64 Support Programs 4 3 4 4 Sverdrup Hall 13 Sverdrup-Oftedal Memorial Hall 13 T Teaching Licensure (see also Majors) 54, 127, 128, 131,132 Test Scores 18 Theatre Arts 259-262 Transcripts 18 Transfer Scholarships 30 Transfer Students 19-21, 66-67, 70 Tuition, Fees, Room and Board 24-25 Tutor Center 42 u Upper Midwest Association of Intercultural Education (UMAIE) 16 Urban Studies 161-162 Urness Tower 13, 47 v Veterans 81 W Weekend College 62 Withdrawal From College 28, 65 Women's Hockey 41 Women's Studies 263-266 Work Study Program 33 x, y, z Yearbook 41 Youth and Family Institute 14 Youth and Family Ministry Major 237-238
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from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you fee...
Show more from the President I hope you are looking a t this catalog because you've enrolled at Augsburg College. If so, welcome to the College! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of the profession and role to which you feel called, and a confident sureness that you have rightly chosen Augsburg as the community in which to spend the next several years of your life. If you're dipping into this volume to figure out who and what Augsburg College is and what education it offers, welcome to these pages! May they convey the fundamental character of our mission: to provide an education especially serviceable in the contemporary world because it has been designed in the midst of and in full contact with the critical social, economic, Y religious, and political phenomena of the modern 3 city. This education, however practical and pro6 fessional, will be serviceable over the long haul only to the degree that it respects and pursues certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is offered for the sake of improving both its students and the world itself. O .? h The study you are undertaking at Augsburgdr thinking of undertaking-will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. k you join the enterprise, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and in which new destinations are reachable. Bon voyage! William V. Frame President 5 2000-2001 ACADEMIC CALENDAR, DAYPROCRAM Fall Term 2000 Summer........................................Freshman registration Sept. 3-5/Sun.-Tues. .................... New student orientation Sept. 6Ned. ................................ Upper-class validation Sept. 6Ned. ................................ Classes begin Sept. 1UTues. ........................... Last day to register Sept. 1UTues. .............................. Last day to add a class, drop a class without notation on record Mid-term break (one day only) Oct. 27/Fri. .................................. Nov. 3/Fri. ....................................Last day to designate grading option Last day to withdraw from class Nov. 10/Fri. .................................. Nov. 13-Dec. l/Mon.-Fri. ............Interim registration Nov. 13-Dec. l/Mon.-Fri. ............Spring term registration Nov. 23Rhurs. ............................ Thanksgiving recess begins Nov. 27/Mon. .............................. Classes resume Dec. 15Eri. .................................. Classes end Dec. 18-21/Mon.-Thurs. ..............Final exams Interim Term 2001 .... ....... h t e r i m classes begin Jan. 3 N e d ..................... Jan. 41Thurs. ................................ Last day to register, add a class, or drop a class without notation on record Jan. 1UFri. ................................. Last day to designate grading option, or withdraw from a class Jan. 15/Mon. ................................ Martin Luther King, Jr. Day (holiday) Jan. 26/Fri. ................................... Classes end Spring Term 2001 Jan. 30Rues.. ................................ Classes begin Feb. 5/Mon................................. Last day to register Last day to add a class or drop a class without notation Feb. 5/Mon................................... on record Mar. 19/Mon. ............................... Mid-term break Mar. 26/Mon. ............................... Classes resume Apr. 6Eri...................................... Last day to designate grading option Apr. 1UThurs............................... Last day to withdraw from a class Apr. 13/Fri..................................... break Apr. 171Tues. ................................ Classes resume Apr. 23-May 4/Mon.-Fri. .............Early registration for fall May 11Eri.................................... C l a s s end May 14-17/Mon.-Thurs. ..............Final exams May 2O/Sun. .................................BaccalaureatdComencement TENTATIVE-CONSULT THE 2001-2002 ACTC CLASS SCHEDULE OR AUCSBURC REGISTRAR'S OFFICE FOR CHANCES Fall Term 2001 Summer.. ....................................Freshman registration Sept. 2-4/Sun.-Tues. .....................New student orientation Sept. 51Wed. .................................Upper-class validation Sept. 51Wed. .................................Classes begin Sept. 1l/Tues. ...............................Last day to register Sept. llnues. ............................... Last day to add a class, drop a class without notation on record Oct. 26/Fri....................................M i d - e m break (one day only) Nov. UFri. ....................................Last day to designate grading option Nov. 9/Fri. ....................................Last day to withdraw from class Nov. 12-Nov. 30A4on.-Fri. ......... ..Interim registration Nov. 12-Nov. 30A4on.-Fri............Spring term registration Nov. 2 n h u r s . .............................Thanksgiving recess begins Nov. 26A4on. ...............................Classes resume Dec. 14/Fri. ..................................Classes end Dec. 17-2OA4on.-Thurs. ..............Final exams Interim Term 2002 Jan. N e d . ................................. ..Interim classes begin Last day to register, add a class, or drop a class without Jan. 3nhurs. ................................ notation on record Jan. 11/Fri. ................................... Last day to designate grading option, or withdraw from a class Jan. 21/Mon. ................................ Martin Luther King, Jr. Day (holiday) Jan. 25/Fri. ...................................Classes end Spring Term 2002 Jan. 291Tues................................. .Classes begin Feb. 4/Mon. .................................. Last day to register Feb. 4Mon ................................... Last day to add a class or drop a class without notation on record Mar. 25Non. ...............................M i d - t e r m / break begins Apr. n u e s . ................................. .Classes resume Apr. 8/Mon................................... Last day to designate grading option Apr. 1UFri....................................s t day to withdraw from a class Apr. 22-May 3/Mon.-Fri. .............Early registration for fall May 10/Fri....................................Classes end May 13-16/Mon.-Thurs. ..............Final exams May 19/Sun. ................................. BaccalaureatdCommencement Fall Term 2000 June 12 ....................................... Aug. 18 ........................................ Registration begins Remote registration ends (must register in person after this date) Sept. 15 ........................................Registration ends Last day to add class, last day to drop a class without Sept. 18 ........................................ notation on record Last day to change grade option Oct. 16 ................ Last day to withdraw from class Oct. 30 .................................... Class weekends: Sept. 15-17, Sept. 29-Oct. 1, Oct. 13-15, Oct 27-29, Nov. 3-5, Nov. 17-19, Dec. 1-3. Dec. 15-17 Winter Term 2001 Nov. 6 ....................................... Dec. 8 .......................................... Jan. 5 ........................................... Jan. 8 ........................................ Feb. 5 ........................................ Feb. 19 ..................................... Registration begins Remote registration ends (must register in person after this date) . . Registration ends ..Last day to add class, last day to drop a class without notation on record Last day to change grade option Last day to withdraw from class Class weekends: Jan. 5-7, Jan. 19-21, Feb. 2-4, Feb. 16-18, Mar. 2-4, Mar. 16-18, Mar. 30-Apr. 1, Apr. 6-8 Spring Term 2001 Feb. 12 ........................................ Mar. 30 ........................................ Registration begins Remote registration ends (must register in person after this date) .Restration ends Apr. 20 ....................................... Last day to add class, last day to drop a class without Apr. 23 ....................................... notation on record May 21 ..................................... . a day to change grade option June 4 .......................................... L a day to withdraw from class Class weekends: Apr. 20-22, May 4-6, May 18-20, June 1-3, June 8-10, June 22-24, June 29-July 1 T e n t a t i v ~ o n s u lthe t 2001-2002 weekend college class schedule or Weekend College program office for changes Fall Term 2001 Class weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18, Nov. 30-Dec. 2, Dec. 14-16 Winter Term 2002 Class weekends: Jan. 4-6, Jan. 18-20, Feb. 1-3, Feb. 15-17, Mar. 1-3, Mar. 15-17, Mar. 22-24, Apr. 5-7 Spring Term 2002 Class weekends: Apr. 19-21, Apr. 26-28, May 10-12, May 17-19, May 31-June 2, June 14-16, June 28-30 Area Code 612 Academic Advising..................................................................................................... .330.1025 Academic and Learning Services ................................................................................ 330-1024 Undergraduate Admissions .........................................................................................330-1001 Toll-free number ...............................................................................( 8 0 0 ) 788-5678 AlumniParent Relations ....................................................................................3 3 0 - 1 178 Toll-free number .......................................................................................8 0 0 ) 260-6590 Athletics ......................................................................................................................330-1243 Career Services .................................................................................................... 3 3 0 - 1162 College PastorICampus Ministry ................................................................................330-1732 Public Relations & Communication ....................................................................... 3 3 0 1 180 ConferencdEvents Coordinator ........................................................................... 3 3 0 - 1 107 Development (financial gifts to the College) .............................................................330-1613 Toll-free number ........................................................................................( 8 0 0 273-0617 Enrollment and Financial Service Center ...................................................................330-1046 Facilities Management .............................................................................................. ..330-1104 Financial Aid (scholarships and other aid) ............................................................<... 330-1046 General Information (other office numbers; business hours only) ........................... 330-1000 Master of Arts in Leadership Program ........................................................................330-1786 Master of Arts in Nursing .........................................................................................330-1204 Master of Social Work Program ,................................................................................. 330-1307 Human Resources ....................................................................................................... 330-1058 Interim Office ............................................................................................................. 330-1 150 Lost and Found ......................... . . . ....................................................................... 330-1000 President ...................................................................................................................... 330-1212 Registrar ...................................................................................................................... 330-1036 Residence Life (Housing)........................................................................................3 0 1 0 9 Student Activities ..................................................................................................... 330-1111 Student Government ................................................................................................... 330-11 10 Summer School .......................................................................................................... .330-1787 Weekend College ........................................................................................................ Mailing Address: 221 1 Riverside Avenue Minneapolis. MN 55454 Web Site: www.augsburg.edu 330-1782 A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is your best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Upon graduation, you will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively Emphasis on values, perspectives, experience, and skills The heart of an Augsburg education is the Augsburg cuniculum-the College's general education program, which structures your liberal arts studies through challenging and thought-provoking courses requiring students to consider important issues and examine values questions. These Liberal Arts Perspectives include Western Heritage, Intercultural Awareness, Human Identity the Social World, Christian Faith, The City, Aesthetics, and the Natural World. At the same time, courses across all disciplines stress the skills that will serve you for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 majors Augsburg offers more than 50 majorsor you can create your own major either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 55 for a complete list of majors and minors.) This five-college consortium allows students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Through the Weekend College Program, 14 majors are offered. MISSION STATEMENT Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. - About Augsburg 1 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 125 years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 18905, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. - 2 About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a cuniculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William \! Frame became president in August 1997. He has initiated a strategic planning process intended to idennfy the distinguishing marks of the Augsburg education-in both pedagogy and substance-and a restructuring effort intended to improve operating efficiencies and open access for the College to new sources of capital. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. In 1999, a new apartment-style student residence opened. Major renovation of Sverdrup Hall created space for the Enrollment and Financial Services Center, the Women's Resource Center, and the Honors Program Suite; a skyway link to Lindell Library was constructed. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great memopolitan center. There are now almost 16,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences Augsburg offers master's degree programs in social work, leadership, nursing, and physician assistant training (after May 2001). WEEKEND COLLEGE Augsburg's Weekend College program provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a baccalaureate degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more areas of the liberal arts. - About Augsburg 1 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with more than 1,000 students enrolled each term and 14 majors, Augsburg's Weekend College is the largest program of its kind in the state. Faculty in Weekend College are full-time Augsburg professors as well as adjunct professionals. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations. A Community of Learners Augsburg Weekend College continues to develop to meet the needs of the adult and nontraditional student. The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional and a variety of research activities, but these support and are secondary to their teaching. They are actively involved in a dynamic faculty development program that introduces them to current thought in many fields, but especially in teaching and learning techniques and theories. The Adult as Learner Augsburg Weekend College is based on the assumption that students who enroll in the program will be mature, self-disciplined and motivated learners who seek a combination of classroom experience and individual study. Each course is divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and one-half hours on either Friday evening, Saturday morning, Saturday afternoon or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. Essential to the goals of Augsburg's Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fai~ew-University Medical Center-are adjacent to Augsburg, with - 4 About Augsburg the Mississippi River and the Seven Comers theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunneVramp1skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Office of Undergraduate Admissions-The central Office of Undergraduate Admissions is located at 628 Zlst Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. Offices of the American Indian Student Services Program and PanAfrikan Student Services ProgramLocated in Murphy Place, these programs provide support services and information to American Indian and African American students. Anderson Hall (1 993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students and the Physician Assistant Program. Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing yearround use. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. East Hall-Houses the Minnesota Minority Education Partnership (MMEP) and the Center for Atmospheric Space Sciences at 2429 S. Eighth Street. Foss, Lobeck, Miles Center for Worship, Drama and Communication (1 988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theatre, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry and the drama and communication offices. The Foss Center's lower level is home to the Academic Skills Center, which includes the Learning Skills Office, the Center for Learning and Adaptive Student Services (CLASS) Program, the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory. The JeroyC. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center houses the Office of Alumni and Parent Relations and is located at 624 Zlst Avenue South. - About Augsburg 1 Ice Arena (1 974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. The JamesC. Lindell Family Library (1997)-This four-level brick structure opened during the 1997-98 academic year. As the library and information technology center, it houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 2lst Avenues, and by Riverside Avenue and Seventh St. Melby Hall (1961)-Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the fitness center, and general auditorium purposes. Mortensen Hall (1 973)-Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1 964)-This facility provides offices for the Center for Global Education and a resource room for those interested in global issues. The Office of Academic Programs Abroad is also located here. Music Hall (1978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. New Hall (1999)-A three-story apartment complex along 20th Ave., between 7th and 8th Sts. housing juniors and seniors in units from efficiencies to two-bedroom suites. Old Main (1900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Public Relations & Communication House-The public relations and publications offices for the College are located at 709 23rd Avenue South. Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the registrar's office, student financial services, and the business offices. In 1960 the Lisa Odland Observatory on the roof was completed. Sverdrup Hall (1955)-Named in honor of Augsburg's fourth president, it contains the Academic Advising Center, Weekend College, and the Office of Continuing Education as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Hall (1967)-Named in honor of Mr. and Mrs. Andrew Umess, this tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. - 5 About Augsburg W YOUTH AND FAMILY INSTITUTE OF AUGSBURG COLLEGE The institute is designed to help churches better serve the changing needs of youth and families. The institute offers an undergraduate academic program, as well as seminar/workshops, a resource tenter, and counseling services locally, nationally, and internationally. W ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. In addition to the programs listed below, the College is also home to the College of the Third Age. Richard R. Green Institute for Teaching and Learning-Named for the late Augsburg alumnus Richard Green, who served as superintendent of schools in both Minneapolis and New York City, the Green Institute is a collaboration between Augsburg College and the Minneapolis and St. Paul school districts. Its goal is to improve the outcomes of students, especially in urban areas, through systemic changes in K-12 education practices as well as higher education teacher training programs. Inter-Race: The International Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (M MEP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. The MMEP office is located in East Hall. H POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454, (612) 330-1023. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. - About Augsburg 1; ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Council on Social Work Education (B.S.W. and M.S.W.) National Association for Music Therapy, Inc. National League for Nursing Committee for Accreditation of Allied Health Programs (Physican Assistant Program) Augsburg College is an institutional member of the: National Association of Schools of Music (NASM) Council of Independent Colleges (CIC) American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *North Central Association of College and Schools Commission on Institutions of Higher Education, (312) 263-0456; <www.nca-cihe.org> IsAUGSBURG COLLEGE FACTSAND FIGURES Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 9 percent represent other Protestant denominations, and 19 percent represent the Roman Catholic Church. Accreditation-North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Committee for Accreditation of Allied Health Educational Programs. Approved by the American Chemical Society. Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the National League for Nursing. Member-Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Higher Education Services Office, as described on page 17. W Financial Aid--Over 84 percent of the students receive some form of financial aid from the College and many other sources. W Library-Over 175,000 items, direct access to over 1,300,000through CLIC, the Twin Cities private college library consomum. The James G. Lindell Family Library opened in September 1997. W School Year-Semesters from September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg Graduate Program-trimesters, September to June. W Majors-More than 50 majors in 23 departments. W Off-Campus Programs-Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA), lnternational Partners, Upper Midwest Association of Intercultural Education (UMAIE), and extensive cooperative education and internship programs. W Athletic Affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. W Policy--Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Enrollment (Fall 1999-2000)-3,053 students from 41 countries. Graduates-16,000 undergraduates from 1870 through August 1999. Student/Faculty Ratio-16 to 1. Undergraduate class size averages 15-20. Campus-17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. Accessibility-Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 10 major buildings without going outside. Degrees Granted-B.A., M.A., M.S., M.S.W. B.S.. B.M., n w n n n 4 0 , 3 4 3 V) - UNDERGRADUATE ADMISSIONS !O A ugsburg College is looking for students with intelligence and character. We want people whocan benefit from and contribute to their community, the College community, and the community at large. Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.-(612) 330-1001 or toll-free (800) 788-5678. We'll answer your questions and arrange a tour for you (including Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the comer of Seventh Street and 2lst Avenue South in Minneapolis. (Please call first.) For Weekend College Admission information, call (612) 330-1743. BPPLICATION PROCEDUR~ DAY PROGRAM FREbHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. T r a n s c r i p S A n official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test Scores-Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT are also accepted. It will suffice if test scores are recorded on the official high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Two academic recommendations are required by the Admissions Committee before an admissions decision is made. - - - Undergraduate ~dmissions 2' On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions D e c i s i o b Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $100" tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $loo* tuition deposit. Those students who wish to live in College housing must also submit a $200 housing deposit. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants, submit two academic recommendations from their high school faculty, and arrange a personal interview with the director of undergraduate admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Office of Undergraduate Admissions for specific information. WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 nonrefundable application fee to the Augsburg Weekend College Admissions Office. Transcripts-Have official transcripts from all previous postsecondary institutions sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous tranferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed peronally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admis- - ' 2 Undergraduate Admissions sion decision is made. On occasion, the Admissions Committee may also defer a candidate's admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or w-riting samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ALL TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. Augsburg College limits transfer coursework from two-year colleges once a student has reached junior status. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches junior status, no additional credits will transfer from two-year institutions toward the minimum of 33 credits required for a baccalaureate degree. These courses can, however, be used to meet liberal arts and major requirements. A cumulative grade point average (GPA) of 2.2 (on a 4.0 scale) or better is required on previous college work for admission to the College. Acceptance of courses submitted for transfer is done by the registrar's office based upon the official student transcript(s). Acceptance of courses presented for a major or minor also requires approval of the department. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transfemng from the Minnesota State University and College System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1. Admission will be with junior standing following the MN Transfer Curriculum. A maximum of 17 Augsburg equivalent courses (64 semester credits or 96 quarter credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. 2. All Augsburg general education requirements will be waived except: The City Perspective Two courses in Christian Faith (any two areas) The language requirement as stated One course that meets the Quantitative Reasoning Graduation Skill requirement - Undergraduate Admissions 23 One graduation skill writing course in the major College algebra or Math Placement Group 3 One lifetime sport 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Also, the physician assistant major requires a cumulative GPA higher than 2.5. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or January 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. - 24 Undergraduate Admissions INTERNATIONAL STUDENTS Augsburg welcomes students from countries around the world. (See International Student Advising on page 48.) International students should contact the Office of Undergraduate Admissions for an international student application and information on the application procedure. Applications must be completed two months prior to the start of the semester: June 1for fall, Dec. 1 for spring. For more information, call (612) 330-1001 or (800) 788-5678 (toll free), or write to: International Student Admissions Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA A, 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Audit Fee (for part-time students) per course................................$ Room Rent (includes telephone and basic service) ....................$ 2,680 (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) The Board of Regents has approved the costs listed below for the 2000-01 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$ 15,974 This rate applies to all full-time students attending in September 2000. Students are considered full-time when they take three or more courses during the semester. The charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 1,726 This rate applies to students taking fewer than three courses in a semester andlor an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. 630 Full-time students may audit a course without charge. Part-time students taking lifetime sports are charged the audit rate for that course. ..................$ 2,640 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 2,566 ....................$ 2,336 Student Activity Fee ................$ 150 Flex 5 point plan ACTC Bus (full-time students only) ..................$ 16 Information Technology Fee ..$ 200 OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ..................................... Late Registration (per day after classes begin) ..................... Registration Change after first five days (cancel/add/change/grade option, or combination at one time) ................................ Music Therapy Internship (one-half course credit) .............. - Financial Information 2; Private Music Lessons, per semester (14 lessons) ................. ,3324 Student Teaching (per course for full-time students) .................. $ 66 Student Teaching (per course for part-time students) ................. $130 Study Abroad (in approved non-Augsburg programs) .............$250 Fees Payable by CheckICash Application (new and/or special students) ........................$ 25 Nursing Comprehensive Exam ........$ 16 Nursing Credit Validation ................ $ 150 Locker Rental (commuters) .............$ 40 Student Parking Lot Permit -ar ........................................... $ 108 -motorcycle ............................ ..$ 50 Transcript Fee (per copy after first, which is free) ............ $ 5 Special Examinations, Cap & Gown Costs (Schedule on file in registrar's office) W BOOKS AND SUPPLIES These costs are estimated to be $900 per year. W DEPOSITS Enrollment Deposit (non-refundable) .................... $ 100 Required of all new students after acceptance. The enrollment deposit is credited to the students' account only when their enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to June 1 for fall semester or December 1 for spring semester, the $200 deposit will be forfeited. After these dates, the student shall forfeit the full amount of the damage deposit and shall be assessed an additional $450 for termination. Application Fee (payable once, non-refundable) ...................... .$ 20 Tuition (per course) ....................... .$1,258 Tuition (per summer course 2000) ..$ 950 Technology Fee (per course) ............ .$ 25 Activity Fee (per trimester) ............. $ 9.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) ..................... $ 630 Lifetime Sports: Fee for Weekend College Course ........................... $ 188 Lifetime Sports: Fee for Assessment of Previous Learning .................. $ 100 Nursing Clinical Fee ........................ $ 214 Supplementary Student Teaching Fee (per course credit) .............. $ 462 Late Confirmation Fee (per day) .....$ 35 Registration Change after first class meeting (cancelladd) ........$ 10 5 Transcript Fee (first is free) ............. $ - '8 Financial Information PAY MENTS-DAY PROGRAM Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment and Financial Services Center is sent to the student from the Business Office. Payment Options-Day Program(1) Semester payments, due August 15 and January 15 as billed; (2) Payment PlanUpon application and after College approval, a three-month plan is available each semester. Details are included with the bill for each term. PAYMENTS-WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options-(1) Payment in full at the start of each term. (2) Threepayment plan: first one-third payment is due at the start of the term; second and third payments are due in the second and third months of the term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees may pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 50 days after the last day of the term. Students on this plan must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse for any reason. FINANCIAL POLICIES A finance charge is applied at a simple rate of one percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Leave of Absencnithdrawal from College form available in the Academic Advising Center or the Enrollment and Financial Services Center. It must be filled out completely, signed and turned in to the EFSC. Students who properly withdraw or change to parttime, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs). Students are responsible for canceling courses through the Enrollment and Financial Services Center in order to be - Financial Information 2! eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the dropladd form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the dropladd form is processed. Augsburg College Day Program Refund Policy: Applies to day program students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Refund Amount Refund Period 100% Through the first five days of classes (less $100 administrative fee) 90% From the sixth day through the tenth day of classes 80% From the 1l t h day through the 15th day of classes 70% From the 16th day through the 20th day of classes 60% From the 2lst day through the 25th day of classes 50% From the 26th day of classes through the midpoint of the term. Augsburg Weekend College Program Refund Policy: This policy applies to new and returning Weekend College students who drop a portion of their scheduled course load. It also applies to students who completely withdraw from college and do not receive financial aid. Refund Amount 100% Refund Period Through the first class weekend (less a $75 administrative fee if withdrawing from the current term entirely) 80% Prior to the second scheduled class meeting 60% Prior to the third scheduled class meeting No refund after the third scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Pro-Rata Refund Policy: Applies to all Augsburg students who withdraw from all courses during their first term at Augsburg and receive Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). Tuition, fees, and room costs will be calculated based on the pro-rated portion of the term completed. The student may be eligible for a pro-rata refund up to the 60 percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will use federal government guidelines. - 10 Financial Information Federal Return of Funds Policy: This policy applies to returning students who have completed at least one full term, withdraw from all courses for the current term, and receive federal Title IV financial assistance (including Pel1 Grant, SEO Grant, Perkins Loan, Stafford Loan, Parent PLUS Loan). The Return of Funds Policy is based on a percentage derived from the number of days attended divided by the number of days in the term. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Petition Committee. MEDICAL REFUND If a student is forced to withdraw from all courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Office of Student Life in Christensen Center. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Enrollment and Financial Services Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its EFSC, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 1999-2000 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as - Financial Information 3' current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. FAFSA forms are available from the Enrollment and Financial Services Center at Augsburg College or from high school guidance counselors. Renewal FAFSAs will be mailed to those students who applied for assistance during the prior school year. Be sure to include the Augsburg College code, 002334, on your application. Mail your application to the processing agency after Jan. 1. Applications must be mailed by April 15 for priority consideration. 3. Complete the Augsburg Financial Aid Application and submit it to EFSC. H WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility Subsidized~UnsubsidizedFederal Stafford loan application Students complete and return one copy of their award letter to the EFSC. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. H KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Educational Assistance for Veterans, Educational Assistance for Veterans' Children. and other sources. Honor Scholarships President's Scholarship-President's Scholarships are awarded based upon competition. The applicant must be in the top 15 percent of high school rank and top 20 percent ACT/SAT score. Separate applications are required. The application deadline is February 15. Regents' S c h o l a r s h i p T h e Regents' Scholarships are awarded to all qualified new freshmen in the top 30 percent of either high school rank or test score who apply and are accepted before May 1. - 12 Financial Information Transfer Regents' S c h o l a r s h i p Transfer Regents' Scholarships are awarded to all qualified transfer students with a minimum 3.0 GPA who apply and are accepted for admission by May 1. Transfer Honor S c h o l a r s h i k Transfer Honor Scholarships are awarded to selected transfer students with a minimum 3.0 GPA and 84 quarter (or 56 semester) credits in transfer from a Minnesota community college or Lutheran junior college, who apply for and are accepted for admission by May 1. A separate application is required by April l. Legacy Scholarship-These scholarships provide tuition benefits to full-time day students who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors; or children, grandchildren, or spouses of long-term Augsburg employees. Phi Theta Kappa ScholarshipThese scholarships are awarded to selected transfer students with a 3.5 GPA and 84 minimum quarter (56 semester) credits from a community college. A separate application is required by May 1. Science Scholarship-These scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Youth and Family Ministry Partner Scholarship-These scholarships are awarded by the partner congregation to a full-time Augsburg student who is majoring in Youth and Family Ministry. Augsburg ArneriCorps Scholarship-These scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is August 1. PRIME Scholarship-This is a cooperative program in which Augsburg matches scholarships with Lutheran congregations. Separate application is required and church funds must amve at Augsburg by October 1. Leadership Scholarships M. Anita Hawthorne Leadership Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Bonnie Wallace Leadership Scholarship-Recognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. ASIA-Recognizes incoming freshmen and transfer Asian American students with a demonstrated record of and/or potential for leadership. Limited to full-time day students. HispanicILatino Leadership Scholarshi p-Recognizes incoming freshmen and transfer HispanicLatino students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. - Financial Information 3: Faculty Leadership S c h o l a r s h i p Awarded to selected incoming freshmen who participate in the President's Scholarship competition. Performing Arts S c h o l a r s h i p Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 15. Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook and career plans show promise of contributing to the cause of peace. Separate application is required by February 15. Community and Public Service Scholarship-Awarded to incoming freshmen and transfer students who have a demonstrated commitment to public and community service. Separate application is required by February 15. Lutheran Leader S c h o l a r s h i p Awarded to incoming freshmen in the top 30 percent of their high school rank or ACT1 SAT test score who have demonstrated leadership within their Lutheran congregation and have the recommendation of their pastor. A separate application is required by February 15. NASA Scholarship-Awarded to freshmen (only) who have excelled in the areas of science, mathematics, and technology and who have demonstrated a high potential in careers related to aerospace science, technology, and allied fields. Lutheran Brotherhood a n d Aid Association for Lutherans-Awarded on financial need, participation in the Lutheran church and available funds. The AAL scholarship recipients must also have an AAL policy. Gift Assistance (Need Based) Augsburg Tuition Grant-These awards are based on financial eligibility, academic record, and participation in extracumcular activities in school, community, and church. Minnesota State Scholarship and Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment and Financial Services Center for accepted enrollment patterns. Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 2000-01 is $3,300. Bureau of Indian AffairsITribal and State Indian Scholarship--Bureau of Indian Affairsnribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairsnribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Support Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. - 14 Financial Information Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000 ($40,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1. The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus other aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College EFSC or the lending institution. - Financial Information 3! The Student Educational Loan Fund (SELF)-SELF is administered through the Minnesota Higher Education Services Office. Applications are available from the Enrollment and Financial Services Center. Undergraduate freshmen and sophomores may borrow up to $4,500 per year, juniors and seniors up to $6,000 year. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $500. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begin the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students. Assignment is based on need and potential competence in performing the duties assigned. Parttime work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program a n d Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. Note: For a complete description of Augsburg scholarships, request a copy of the Scholarship Catalog Supplement from the Office of Undergraduate Admissions. *Indicates endowed scholarships GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship* Charles and Ellora Alliss Educational Foundation Scholarships American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* John and Martha C. Fahlberg Scholarship* E. W. Hallet Scholarship Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* The Jostens Foundation, Inc. Kopp Investment Advisors Presidential Scholarship Memorial Scholarship Foundation Scholarships* Financial Information Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Northern States Power Company Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Rutherford L. and Audrey M. Sander Scholarship* Senior Challenge Endowment Fund* Rosemary J. Shafer Scholarship* Russel and Virginia Smith Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Edward Yokie Memorial Scholarship* SPECIAL SCHOLARSHIPS John Andrew Adam Memorial Scholarship* Aid Association for Lutherans Scholarship Alne-Swensen Scholarship* American Indian Scholarship* Charles and Catherine Anderson Diversity Scholarship* Charles and Kate Anderson Endowment Fund* Phyllis M. Baker Memorial Scholarship* Jeroy C. and Lorraine M. Carlson Scholarship* Carl C. and Kathleen A. Casperson Scholarship* Mildred Ryan Cleveland Memorial Scholarship* Dain Rauscher Scholarship* Laura Ann Erickson Memorial Scholarship* Pastor Bob Evans Scholarship* David J. Formo Memorial Scholarship* Julian F! Foss Scholarship* The Grace Scholarship* Kay Halverson Scholarship* Hanwick Thanksgiving Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hormel Foods Company Scholarship Hoversten Peace Scholarship* Catha Jones Memorial Scholarship* King Harald Scholarship Torgney and Valborg Kleven Memorial Scholarship* Harold B. and Laura M. Lanes Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Power Company Scholarship Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Nonvest Foundation Scholarship Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0. Olson Memorial Scholarship* Pederson Samuelson Scholarship* Rev. John and Ingeborg Peterson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship ReliaStar Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* John and Agnes Siverson Scholarship* Financial Information 3; Short-Term Programs Endowed Scholarship Genevieve E. Stelberg Memorial Scholarship* Student Government Alumni Scholarship Dr. James L. Tuohy Scholarship W MULTlCULTURAL/INTERNATIONAL STUDENT SCHOLARSHIPS Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship CBS Foundation Scholarship General Mills Foundation Scholarship Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* Kerridgehlueller American Indian Scholarship James M. Kingsley American Indian Scholarship* Little Six, Inc. Scholarship* McKnight Foundation Scholarship* Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarships* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul companies, Inc. Teaching Assistants Scholarship Students of Color Scholarship Fund* James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA Native Women's Achievement Award* PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship* Kleven Public Service Scholarship Fund Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund* Martin and Sylvia Sabo Scholarship for Leadership in Public and Community Service* Joel and Frances Torstenson Scholarship in Urban Affairs* W DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Alfred and Margaret Syring Scholarship Biology Biology Scholarships Robert Ellingrod Memorial Scholarship* Dr. Paul R. and Maxine Fridlund Biology Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* Business Administration/Accounting/ Economics Allianz Life Insurance Company Scholarship Marianne Anderson Entrepreneurial Scholarship* - 18 Financial Information Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Famers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Minnesota Mutual Foundation Scholarship Clifford A. Peterson Scholarship* David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship* Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Robert Ellingrod Memorial Scholarship* Carl Fosse Chemistry Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* Dr. Einar 0 . Johnson Scholarship* S. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* Barbara Tjomhom and Richard K. Nelson Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Nancy Joubert Raymond Scholarship* David Winsor Memorial Scholarship* English Dagny Christensen Memorial Scholarship* Murphy Square Literary Award* Anne Pederson English Scholarship* Prof. l? A. Sveeggen Memorial Scholarship* Foreign Language Emil M. Fossan Modem Language Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* Health-Education Roy and Eleanor Krohn Scholarship* Robert D. and Carolyn W. Odegard Scholarship* Health-Related Augsburg Nurses Alumni Association Scholarship* Blue Cross and Blue Shield of Minnesota Scholarship Eleanor Christensen Edwards Memorial Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Dr. Kristofer and Mrs. Bertha E. Hagen Memorial Scholarship* History Rev. and Mrs. 0 . J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bemhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics and Computer Science Allianz Life Insurance Company Scholarship Floyd V and Ruth M. Case Scholarship* Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Robert Wick Scholarship* - Financial Information 3 Music Beth Halverson Violin Scholarship* Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* David Gronner Memorial Scholarship* Majorie and James R. Gronseth, Jr. Memorial Music Scholarship* Mabeth Saure Gyllstrom Scholarship* Lynn Halverson Cello Scholarship* Carol Halverson Hearn Violin Scholarship* 0 . I. Hertsgaard Scholarship* Orville and Gertrude Hognander Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Susan and Dean Kopperud Scholarship for Excellence in Music* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . Lower-Nordkap Male Chorus Music Scholarship* Susan Halverson Mahler Viola Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Grace Carlsen Nelson Scholarship* Edwin W. and Edith B. Norberg Scholarship* Noms Memorial Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P. Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* Sampson Music Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships Alfred and Margaret Syring Scholarship* John and Vera Thut Scholarship* Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship* Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physical Education Paul Dahlen Memorial Scholarship* David Gronner Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Hoyt Messerer Athletic Scholarship* James P. Pederson Memorial Scholarship* Stan Person Memorial Scholarship* Physics Floyd V and Ruth M. Case Scholarship* Robert Ellingrod Memorial Scholarship* Theodore J. Hanwick Physics Scholarship* NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Myles Stenshoel Scholarship* Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship 10 Financial Information Religion and Christian Service Scholarships C. A. L. and Esther J. E. Anderson Scholarship* Kyle A. and Sandra L. Anderson Scholarship Augsburg College Associates Scholarship* Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Corinne and Herbert Chilstrom Scholarship* Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* Joel and Mary Ann Elftmann Scholarship* Luthard 0 . Gjerde Scholarship* Rev. Dr. Harald D. and Jonette T. Grindal Scholarship* Dave Hagert Memorial Scholarship* Elias E Harbo Memorial Scholarship* Arnold and Neola Hardel Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Iver and Marie Iverson Scholarship* Pastor George J. Kundson Memorial Scholarship* Rev. Arnold J. Melom Memorial Scholarship* Gerda Mortensen Memorial Scholarship* Pastor Carl 0 . and Edith W Nelson Memorial Scholarship* Onesirnus Scholarship* Philip and Dora Quanbeck Scholarship* Russell and Helen Quanbeck Scholarship* Johan H. 0 . Rodvik Memorial Scholarship* Rev. Olaf Rogne Memorial Scholarship* Ronholm Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Roy C. and Jeanette Tollefson Scholarship Moms G. C. and Hanna Vaagenes Missionary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Blanca-Rosa Egas Memorial Scholarship* Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo E Suemnig Memorial Scholarship* Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Cornrnunication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre ArtsReligion Scholarship* 5 3TUDENT LIFE E xperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student Government is organized into the executive branch, the legislative branch, and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. The Student Activities Program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations that serve the student community Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. SOCIAL, CULTURAL, RECREATIONAL Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment, and visiting personalities in various fields. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (the gameroom and student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Echo; the yearbook, The Augsburgian; Student Government; and the Augsburg Student Activities Council. KCMR, a student-operated nonprofit radio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Urness Tower. FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. H INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MLAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, track and field, and golf. During 1999-2000, Augsburg men's and women's athletics marked the 75th anniversary of intercollegiate competition. Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. SPORTS AND RECREATION At Augsburg, sports are for the average student as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 47.) - 14 Student Life Augsburg's mission focuses on student learning in the broadest sense. As an indication of the emphasis placed on student learning, the student and academic affairs offices work to bring together the student learning found in the classroom with the activities of experiential education and work, residence life, and the learning resources of the library and information technology. The following sections elaborate on facets of student life. The formal academic programs and requirements are described on page 55. ACADEMIC SKILLS CENTER The Academic Skills Center, located in Room 171 of Foss Center, is designed to offer students study-skills assistance so that they may achieve academic success. The center assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies, and learning styles. The staff will assist students in developing effective and efficient study skills. The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for content tutoring in most freshman- and sophomore-level courses. The center also notifies students of tutoring labs available and coordinates supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. The John Evans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing, and mathematics through the use of computer software, as well as to review and prepare software for tests such as PPST, MCAT, LSAT, and GRE. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. PROGRAM FOR STUDENTS WITH DISABILITIES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) Program serves over 200 students and is recognized as a leader in supporting college students with disabilities. The CLASS Program exemplifies the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning, physical, and psychiatric disabilities who demonstrate the ability and willingness to participate in college-level learning. The CLASS staff includes five learning disabilities specialists and a physical disabilities specialist who meet individually with students to assist them with advising and registration, academic support services, learning strategies, self-advocacy skills, organization and time management, and determining appropriate accommodations. The accommodations specialist coordinates testing accommodations, notetaking services, taped textbooks, adaptive technology, such as dictation and voice recognition software, a scanner, CCW, Braille printer, adaptive keyboards, and computer assistance. This level of individualized, academic support is possible through an endowment from the Gage Family, which allows the CLASS Program to provide specialized services to its students, especially those with learning disabilities. - Student Life 4. The Groves Computer Lab is designed for students with disabilities and contains computers and adaptive equipment to assist them in their academic progress. The campus is accessible to students with physical disabilities and includes a skyway tunnel elevator system that connects 10 major buildings. Modified and accessible rooms are available in all residence halls. For more information, please contact the CLASS Program at (612) 330-1053 to request a copy of the CLASS brochure and video and/or to schedule an appointment with a specialist. STEPUP PROGRAM The mission of the StepUP Program at Augsburg College is threefold: (1) it strives to affirm the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing study and living skills that support them in their academic progress toward a degree; and (3) it supports students in their commitment to sobriety. TUDENT SUPPORT PROGRAb AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to navigate successfully Augsburg's policies, procedures and expectations. The program Assists with application process Helps students secure financial aid Nurtures students' identification as an American Indian Provides opportunities for students to learn about their heritage Provides opportunities for the campus community to learn about American Indian culture Provides academic advising and assists in the development of individual education plans Other components of the program are: Intertribal Student Union: ITSU serves as a peer support group for incoming and currently-enrolled American Indian students. ITSU also organizes and co-sponsors cultural events. Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis Public School District, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one fifth of the loan will be forgiven. - 45 Student Life Anishinabe Library Project: Over 1,000 books, a variety of journals and scholarly publications, research materials, American Indian magazines and newspapers, and over 125 VHS videos are housed in the Lindell Library and at the American Indian Student Services office. The library project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States. PAN ASIAN STUDENT SERVICES support services, performs academic advising, personal and career counseling and advocacy for students of Afrikan descent and enables their learning experience to be interactive. PAC supports and advises the Pan Afrikan Student Union (PASU), the Hawthorne House (a Pan-Afrikan residence life community), and the Pan-Afrikan Alumni Council (PAAC). PAC is a clearinghouse for information regarding the Afrikan Diaspora and maintains a network with the Pan-Afrikan community. The Pan Asian Student Services Program was created in 1992 to recruit and retain Asian American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The Pan-Afrikan Student Union (PASU) provides support to students, including a schedule of social and cultural activities. The headquarters is in the Pan-Afrikan Student Services office, as is the PanAfrikan Center. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic difficulties, and employment and placement referrals. The HispanicLatino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. The Pan Asian Student Association (PASA) is affiliated with the program. The association carries out various activities during the academic year to increase the network of friendship and support for Asian and other students at Augsburg. PAN-AFRIKAN STUDENT SERVICES The program is committed to enhancing the education and personal development of students of African descent. The Pan-Afrikan Center (PAC) serves by supporting the learning of students of Afrikan descent and utilizing their diversity and history to enhance the educational experience of the Augsburg community. PAC provides recruiting, builds retention, offers HISPANIC/LATINO STUDENT SERVICES Students find assistance in admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic1 Latino students and provide awareness of the unique aspects of Hispanic culture. - Student Life 4: HEALTH INSURANCE CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Augsburg College does not require that students have or show proof of health insurance, with the exception of international students and students who participate in intercollegiate athletics. Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. The College offers basic health care services to students with or without health insurance through a contract with UFPSmiley's Clinic. These services are limited. Emergency services of any kind are not covered through the contract between Augsburg and Smiley's Clinic. If a student is not covered by a health insurance plan, they may purchase a student policy. Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, family problems, motivation, transitions, breaking away from family, self-image, difficult decisions, eating concerns, etc. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Located on the lower level of Melby Hall, the Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. FITNESS CENTER 8 Student Life International students receive assistance in meeting their educational objectives through advising on academic concerns, immigration and visa requirements, tax information, practical matters, and personal concerns. New international students participate in an orientation program before the beginning of the term that provides practical information on housing, banking, using local transportation, and course registration. Students also learn about the U.S. educational system, intercultural communication theory, and how to adjust to life at Augsburg. (Also see English as a Second Language on page 81.) The Cross Cultural Club works to utilize the cross-cultural perspectives of its international students and students with experience overseas to engage the college community on world issues. This is done through faculty, staff, and student development programs that include intercultural communication seminars, International Student Week, and sponsorship of forums and international issues. (Also see Study Opportunities Abroad on page 60 and Student Teaching Abroad on page 63.) Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center and Christensen Center. With just under 900 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to complete their degrees. Residence life staff are on hand to help students become acquainted with life at Augsburg thorugh social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun and leadership. Research indicates that students living in residence halls earn higher grades and gain greater satisfaction during their college career. Numerous events are planned to welcome students to the community, including dances, movie nights, coffee house concerts and weeks devoted to special themes or issues. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers and Internet access. A skyway connecting the lobby of Urness and Mortensen Halls to Christensen Center keeps students out of the weather on the way to class. In order to secure housing, students are urged to make their enrollment deposit by - Student Life 4s June 1,as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after June 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall-All new students and some upper-class students live in Urness Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms are available. Mortensen Hall-This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted, air conditioned, and contains kitchen units. It is furnished with beds and dressers. Anderson Hall-Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, and desks. who are interested in creating a livingearning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-Up. FOOD SERVICE Commons-Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle and Murphy Square. Food portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's-Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. New Hall-Opened in 1999, this apartment residence includes studios and two and four bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, grievances, and grade appeals. These are in the Student Guide. Special Interest Housing-Special Interest Housing is available to students The College operates in compliance with the Family Educational Rights and STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS - 50 Student Life Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar's office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available from the Office of Academic and Learning Services. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 83 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. Complete information about Augsburg's procedures with regard to FERPA are available from the registrar's office. DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, Ground Floor, Memorial Hall 19, (612) 330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin). Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on sex or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 221 1 Riverside Avenue, Minneapolis, MN 55454. Formal grievance procedures are described in the Student Guide. Copies are available from the Office of Academic and Learning Services. ,- Ili -, e r r ~ u l u ~ t I -' u m ~ a < , ,,, ,Quick Check ~ - ACADEMIC 'L INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cuniculum introduces students to the breadth and complexity of knowledge and culture. Required courses in Christian Faith are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. DECREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts in leadership, master of arts in nursing, the master of science in physician assistant studies, and the master of social work degrees. ters of approximately 14 weeks, separated by a four-week January Interim. Full-time students normally take four course credits each semester and one course during Interim. Day school freshmen are required to take an Interim course their first year. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term. (See Registration on page 66 and Calendars on pages 4-7.) January Interim is particularly intended to be a time for both students and faculty to employ different styles of teaching and learning, and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunities within the United States and abroad. Weekend College classes meet on alternate weekends and the program follows a trimester calendar. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for three and one-half to four hours. Students may take from one to four classes each term. H ACADEMIC CALENDAR Courses and majors offered through Weekend College are the same as their day program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. The Augsburg day program follows the 4-1-4 calendar, with fall and spring semes- ~ u ~ s b offers u r ~two summer school sessions. A maximum of three course credits - Academic lnformation 5: can be earned in the two summer sessions each year, one of four weeks and one of six weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School. Augsburg graduate programs follow a trimester calendar (see Graduate Programs on page 65.) FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activity. Faculty are involved in social, professional, and a variety of research activities, but see these activities as supporting their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot facility houses all library and information technology functions of the College. In addition to the 175,000 volume main collection, the Lindell Library includes the Gage Family Art Gallery, special collections and archives, a curriculum library and instructional technology lab, library instruction classroom, and facilities for media viewing and listening. A bridge links the new building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment and Financial Services Center, as well as additional computer labs and multimedia classrooms, a lounge and vending area. Library Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. Appropriately equipped laptop computers can be connected to any of several hundred data ports throughout the building to access these resources. lnformation Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit Augsburg's Web site <www.augsburg.edu> for more on IT at Augsburg. Computing Students have access to over 180 oncampus personal computer systems. There are desktop machines in two computer - ;4 Academic Information labs and five computer classrooms, as well as 100 laptops that can be checked out at the IT Service Center for use in the library. Other machines are available for student use within academic departments. A campus-wide network offers a full range of network services including printing, e-mail, newsgroups, the World Wide Web, and access to resources available via Gopher, Telnet, and FTP Appropriately equipped student-owned machines can also be connected to the network to provide access from dormitory rooms. (Also see Honors Computing and Communications Lab under Honors Program on page 59.) Media Resources Lindell Library provides a large collection of sound recordings, video tapes and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law is available. The library supplies TV sets, VCRs, video cameras, video editing, tape recorders, microphones, slide-, overhead-, filmstrip-, and movie projectors as well as screens and carts. Facilities for classes in broadcasting are located near the communications department in Foss Center. Telecommunications A campus-wide telecommunications system enables easy and convenient voice communication between students, faculty, and staff. Students can leave voice mail messages with any member of the faculty, administration or the staff; voice mail or call waiting are available to resident students at a modest cost. Long-distance service, billed to individual students, can be arranged for any on-campus residence phone. ACADEMIC ADVISING CENTER (AAC) The Academic Advising Center advises all incoming students with undeclared majors, provides information on matters of general education, administers and tracks all entry level skills assessments, interprets catalog and graduation skills requirements, and advises students who have been placed on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials for organizing and recording student academic progress. The center also coordinates assessments and advising for the summer orientation program, and provides in-service training and development for faculty advisers. AUGSBURG SEMINAR (AUG 101) The Augsburg Seminar is a first-year success course. It reflects the College's commitment to a meaningful introduction to college for our students-an enriching beginning for a college career. To provide focus for this introduction, the Augsburg Seminar is linked to one or more content courses to form a cohort of learners. Course content is reflected in and expanded upon in readings, discussions, and other seminar activities. Diversity, tradition, change, ways of knowing, and what it means to be an educated person are common themes. (Also see page 94.) - Academic Information 5: e day program if they wish. They may ~ l t as e many courses as possible through DIVISIONS AND DEPARTMENTS The College cumculum is offered by 23 departments that are grouped into four divisions for administrative and instructional purposes. Humanities-Joan Griffin (Chair). Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians. Natural Science and Mathematics-Ken Erickson (Chair). Biology, chemistry, mathematics, computer science, physics, physician assistant studies. Social and Behavioral SciencesGany Hesser (Chair). Business administration/accounting/MIS, economics, history, political science, psychology, sociology. Professional Studies-Rosemary Link (Chair). Education, health and physical education, music, nursing, social work. MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Students may contact the registrar about creating a student-designed major. 1 Majors shaded in blue are offered through both the day program and Weekend College. Weekend College students may choose a major offered only in Weekend College, then finish the major a a day program student. A change of program is allowed once each academic year. Transdisciplinary Majors Students wishing to develop their own major by combining appropriate portions of two majors may consider the transdisciplinary major. This major enables students to respond to a particular career interest. While such an individually developed major may satisfy the particular interest of a student, broad majors may not be suitable for those wishing to pursue graduate study or pre-professional programs in some academic fields. Students wishing to develop a transdisciplinary major are to observe the following: A. The major program should include at least two-thirds of the courses required in the normal major programs of two major fields offered at the College. B. The student should design and sign a contract for such a major prior to the end of his or her sophomore year. Contract forms are available in the registrar's office. C. The contract must be approved by the student's adviser, the department chairs of the two majors to be combined, and the Committee on Student Standing. AccountiG - . --..-. . General Accounting Managerial ~ c c o u r i i i g Public Accounting Art Art History Studio Art ''1 ~~~s Administration - EconomicsA3usiness Administration - ;6 Academic Information Chemistry (B.A. or B.S.) Communication General Communication Studies Mass Communication Organizational Communication Public Relations and Advertising Marketing Communications Human Relations Supervisory Management )mputer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) East Asian Studies Economics Applied Economics Computational Economics Economics Economics/l3usiness Administration Economics/Political Science Teaching Major Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) - - - Kindergarten-Elementary (licensure) Secondary (non-major, licensure only) Engineering English Health Education History International Relations Management Information s y s t e 4 Mathematics Metro-Urban Studies Modern Languages l French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) I Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.-Weekend College only) Philosophy Computational Philosophy Physical Education Physician Assistant (becomes a graduate program in May 2001) Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Political SciencelEconomics teaching major Psychology Social Psychology Religion Youth and Family Ministry Russian, Central and East European Area Studies 1 Social Work (B.S.) Sociology Crime and Community Social Psychology Theatre Arts Transdisciplinary Women's Studies' mm Accounting gmericanmian Studies Art Art History Studio Art Biology Business Administration Chemistry Communication Computer Science East Asian Studies Economics English Film Health Education History International Business - Academic Information 57 International Relations Linguistics Management Information Systems Mathematics Metro-Urban Studies Middle East Studies Modern Languages 1 French German Norwegian Spanish Music Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Reli Soci y Social Welfare Russian, Central, and East European Area Studies Special Education Theatre Arts Theatre Arts Theatre History and Criticism Women's Studies It is possible for day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department. Weekend College is not part of the ACTC consortium, and Weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. =Dual-degree programs with the University of Minnesota Institute of Technology, Washington University School of Engineering and Applied Science, and Michigan Technological University. H OTHER STUDY PROGRAMS Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middle school education with a subject area concentration in one of the following: math, science, communication artsfliterature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the area of concentration. Students seeking this licensure obtain an elementary education major with a subject area concentration. Licensure is also available in the following middle schoolhigh school fields: biology, chemistry, communication artsfliterature, health, mathematics, physics, social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music (K-12), instrumental music (K-12), and physical education (K-12). This license prepares people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information) - 58 Academic Information Students seeking elementary licensure have advisers in the education department. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the Academic Advising Center early in their freshman year to arrange for help from the appropriate faculty adviser. Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 113,114,215; PHY 121,122; CHM 115, 116 (or 105, 106), 351, 352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering-See engineerifig degree and major requirements on pages 136-137. Pre-Law-Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many students with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition courses, including ENG 111; CHM 115, 116 (or 105, 106); CHM 351,352; BIO 113, 114,215,367; MAT 145, 146; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476; CHM 361. Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical Therapy-Coursework in preparation for these training programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy-Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114,215,476; CHM 115, 116 (or 105, 106), 351,352; ECO 113; ENG 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary-A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111, 221; at least two semesters of history (Western civilization); one or more - Academic Information 59 courses in the history of philosophy, and Greek in the junior andlor senior year. Pre-Veterinary Medicine-To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following science courses are required: MAT 114 or 145, CHM 105/106 or 115/116, CHM 351/352, BIO 113, BIO 367, BIO 355, BIO 476, PHY 121/122. Other non-science courses are also required. HONORS PROGRAM The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, but students may enter the program as late as the beginning of the junior year. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript. That notation provides an advantage for both employment and graduate school application. The Honors Program at Augsburg was awarded a National Science Foundation Grant from 1995-1997 to establish an Honors Computing and Communications Lab, and to put the program on a computational footing. Students entering the program as freshmen are required to take an honors version of CSC 160 Introduction to Computer Science and Communications, which establishes crisp computing and communications skills at the outset of their collegiate careers. Other courses in the program make use of these computing skills in lab-oriented sequences exploring literature, writing, history, religion, philosophy, and social and natural science. During the junior and senior years, stu- dents take four mini-seminars (one full course credit upon completion), one each semester, and participate in a six-week Monday Forum Program each term. Seniors take a senior seminar during Interim, which satisfies a perspective requirement, and are obliged to complete an approved honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal that publishes outstanding student papers. Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct inquiries to Dr. Joan Griffin, director of the Honors Program, (612) 330-1045. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media CenterThrough CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 1,300,000 volumes. Associated Colleges of t h e Twin Cities (ACTC)-Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. The colleges have coordi- - 60 Academic Information nated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January Interim. Weekend College students may not participate in the ACTC consortium program. Higher Education Consortium for Urban Affairs (HECUA)-Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 62.) Air Force ROTC-Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the registrar's office. Army ROTC-Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Naval ROTC-Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine Scandinavian perspectives on world peace in Norway, or thrill to the sounds of The Magic Flute at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures, and gain knowledge about the increasingly interdependent world. Academic Requirements a n d Credit Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as if studying on campus. Courses abroad can fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs before departure. Students receive advice on selecting programs that best fit their academic, career, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. - Academic Information 61 Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus. Although foreign language skills are an asset, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The deadline for application is Sept. 30 for off-campus study during spring term and March 1 for off-campus study during fall term. Costs and Financial Aid The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying overseas. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center's study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other participants in a community house, spending several days in a rural setting, and several weeks living with host families. They also travel together on two-week seminars-from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)Fall This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, interdisciplinary studies, political science, and Spanish. Augsburg application deadline: March 1. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)-Fall or Spring This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Course credit may be earned in Spanish, religion, interdisciplinary studies, and economics. Augsburg application deadline: March 1 for fall, Sept. 30 for spring. Multicultural Societies in Transition: Southern Africa Perspectives (Namibia)-Fall This intensive program of travel and study is designed to introduce participants to the central issues facing southern Africa. Namibia is a nation that has recently gained independence and is making a tran- 62 Academic Information sition from colonialism to independence. Credit is available in history, religion, political science, and interdisciplinary studies. Augsburg application deadline: March 1. Gender and Environment: Latin American Perspectives (Mexico)Spring This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Credit is available in Spanish, sociology, political science, and religion. Augsburg application deadline: Sept. 30. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)Spring This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today's world, the challenges posed by under and unequal development, and the long-term project of decolonizing the mind. Augsburg application deadline: Sept. 30. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, Ecuador, or ' Colombia. All programs emphasize the impact of the social change and cross-cultural factors on the human community. HECUA programs emphasize intense Ianguage experience, internships, and field trips. For more information on international HECUA programs, see the listings under International Studies; and for non-intemational programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway-Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, and language and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: March 15. South American Urban Semester: Guatemala and Ecuador-Fall This interdisciplinary program, with travel to Guatemala and Ecuador, provides an overview of history, culture, economy, and politics of these regions. Students study theories and models of development and explore their usefulness in understanding the regional and global context. Augsburg application deadline: March 1. Community Internships in Latin America: Ecuador-Fall This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives - Academic lnformation 63 of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadlines: Nov. 1. Environment, Economy, and Community in Latin America: Guatemala and Cuba-Spring Through fieldwork and hands-on projects, students explore the impact of global development on local culture and environment and the response of indigenous communities in Guatelmala, with travel to Cuba or another Latin American country. Augsburg application deadline: Sept. 30. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through Moorhead State University or the University of Minnesota-Moms. Students have options for student teaching in dozens of countries through the International Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. Augsburg also offers student teaching opportunities in Norway For additional information, contact the Department of Education student teacher coordinator. Interim Abroad Each January, 25 to 30 courses are offered around the world by Augsburg professors and through the Upper Midwest Association for International Education (UMAIE). Course registration is held during the spring and fall terms for the following January. Application deadline: Oct. 25. THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service and workbased learning experiences. The center helps students take advantage of Augsburg's metropolitan location through the highly successful experiential programs that link the College's academic programs to Twin Cities employers and organizations. Through internships, cooperative education, and community servicelearning, Augsburg students enrich and expand their liberal arts education by embracing the worlds of work and service and integrating this learning with their education, career, and vocation plan. Experiential education opportunities are closely related to a student's major, coursework, or career interest. Placement opportunities may be in small and midsize companies, large corporations, nonprofit organizations, schools, government agencies, and community-based organizations. The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work and Learning includes the following programs: Academic Internships An academic internship is a carefully planned, service or work-based learning experience where a student focuses on specific academic and individual learning 64 Academic Information objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships are numbered 199 (see page 87). Internships are available in all majors and can be taken during a semester (or Weekend College trimester), Interim, or summer session. Interdisciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 77. A maximum of four courses of internship may count toward the total courses required for the degree. Cooperative Education Cooperative education is a college-supported, paid, work-learning experience that is closely related to a student's major or career objective. The goal is to combine theory with practice in work or servicebased settings. Students also earn money to help defray educational costs while gaining important on-the-job experience. Job opportunities typically are part-time during the academic year andlor full-time in the summer. Co-op jobs are flexible and can begin and end anytime. Co-op ed is not accredited in and of itself, but a non-credit cooperative education transcript notation is highly recommended during the academic terms the student is employed. Co-op ed students are encouraged to register for at least one internship for credit in conjunction with their cooperative education participation. Co-op ed is available to Augsburg students who have completed their freshman year and are in good academic standing. Community Service-Learning Augsburg's Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Augsburg students learn from the community in which they live by participating in service activities combined with learning components such as orientation sessions, seminars, and class discussions. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service examples include tutoring at schools and community centers, volunteering at homeless shelters, building housing for low-income people, or working with environmental groups. Service-learning experiences can also include service-based internships, and a wide range of extracurricular volunteer options. The service-learning program also works closely with the student-directed Augsburg LINK, residence hall directors, and campus ministry. Career Services Career Service is committed to assisting all students with their career planning. - Academic Information 65 This process is an important part of a student's development while attending college. To aid students in this process, Career Services offers students the opportunity to actively participate in career seminars, career assessments, one-on-one counseling, self-paced computer career planning modules, and use of the Alumni Resource Network for informational interviews. Services are available to all students, but some programs are sponsored especially for seniors. Seniors are encouraged to attend the annual private college job fair with recruiters representing business and the nonprofit and government sectors, or the education job fair. ROCHESTER PROGRAM Augsburg offers courses leading to a B.S. in nursing and the Master of Arts in Nursing in Rochester, Minnesota. Courses meet weekday evenings, but otherwise follow the Weekend College format. Introductory courses in other majors are also offered. The Rochester Program began in the fall of 1998 under the leadership of Dr. Rick Thoni, who founded Augsburg's Weekend College program. Students in the Rochester Program are required to have Internet and e-mail access, and make extensive use of electronic communication to support their course work. GRADUATE PROGRAMS Augsburg College offers four graduate degree programs: the Master of Arts in Leadership (MAL), the Master of Social Work (MSW), Master of Arts in Nursing, and the Master of Science in Physician Assistant Studies. Catalogs for each degree program should be consulted for complete information. The Master of Arts in Leadership is based on the subject matter and approaches of the traditional liberal arts. This crossdisciplinary program directs its academic content and pedagogical approaches at situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays and alternate Thursday evenings. The Master of Social Work (MSW) prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. 66 Academic Information The program development, policy, and administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. The Master of Arts in Nursing offers a program designed to prepare Advanced Practice Nurses for population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. Graduate nursing classes meet on an every other week or one weekend a month basis in Rochester and Minneapolis. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the inlnortance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. For more information contact Milda K. Hedblom, Canadian program coordinator. College of the Third Age OTHER PROGRAMS Continuing Education Program The mission of the Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the College. Adult students who wish to earn traditional course credit should contact the Weekend College Office. The Office of Continuing Education is currently developing a series of non-credit programs to offer through the Center for Professional Development. These seminars will focus primarily on leadership, management, communications, and information technology for businesses and nonprofit organizations. Call the office for information on current course offerings. Augsburg demonstrates its commitment to lifelong learning through its College of the Third Age Program. For more information, contact the Office of Continuing Education. REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester and one course during Interim. Students registered for three or more course credits in a semester are classified as full-time students. To register for more than 4.5 course credits, students must contact the registrar's office to petition the Committee on Student Standing for permission. Weekend College students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. - Academic Information 67 Although a day student may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Weekend College students must register no later than the Monday following the first class weekend of the term. Special fees are charged for late registration. Special fees are also charged for cancelling or adding courses or changing the grading option after the first five days of a semester. Crossover Registration Policy A joint class schedule is published each spring by the Associated Colleges of the Twin Cities, listing courses and their locations at the five colleges for the following academic year. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. It is expected that students will complete most of their degree requirements through their "home" program; either day or Weekend College. However, students may register for one course per term in the opposite program if space allows. Consult the Enrollment and Financial Service Center for information on designated times and procedures for crossover registration. Students taking courses in both the dav and Weekend College programs that total three course credits or more on any given date will be charged comprehensive day program tuition. A Weekend College student taking one day schedule course and who has fewer than three total course credits will be charged the current part time tuition for day school. Interim, summer school, Weekend College, and graduate program courses are published in separate schedules. Weekend College students may not cross over to attend ACTC (Associated Colleges of the Twin Cities) courses. Specific information on registration and help with registration on other campuses are available from these offices: Courses offered on weekday evenings that are published in both the Weekend College schedule and day program schedule are open to both groups of students and are not subject to the crossover policy. u Enrollment and Financial Services Center-(612) 330-1046 Interim Office-(612) 330-1150 Office of Summer School-(612) 330-1000 Office of Weekend College-(612) 330-1743 MAL Graduate Program Office(612) 330-1786 MSW Graduate Program Office(612) 330-1763 MA Nursing Graduate Program Office-(612) 330-1204 Physician Assistant Program(612) 330-1039 Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. All currently enrolled day students may pre-register during the fall for the spring term and during the spring for the fall term. Weekend College students may pre-register during the designated time prior to the start of each term. 68 Academic Information HECKLIST AND SUMMARY OF ENERAL EDUCATION REQUIREMENTS R GRADUATION This quick-reference checklist is an abbreviated version of the general education cumculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 71. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Ci Complete the fall orientation and seminar (see page 94). (Sophomore transfer students are exempt.) Ci Satisfy entry level skill requirements in: Mathematics Writing Critical Thinking Ci Two different lifetime sports. Ci Achieve a Math Placement Group score of three. Ci Complete 33 course credits. Of these: 11 must be upper division (numbered 300 or above) Two must be Interim courses (Weekend students are exempt) No more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . .17 Music Performance (B.M.) . . . . . . .20 Music Therapy (B.S.) . . . . . . . . . . . .17 Physician Assistant (B.A.) . . . . . . .19.5 Social Work (B.S.) . . . . . . . . . . . . . .15 Other maximums are described on page 71. Cl Complete a major. Ci Maintain minimum grade point average. Ci Complete courses that fulfill the following perspective requirements. No students will be permitted to count more than three courses from the same department in meeting perspective requirements. Three Christian Faith Perspectives? from different areas One City Perspective Two Western Heritage Perspectives' from different departments One Human Identity Perspective One Aesthetic Perspective Two Social Work Perspectives, from. . different departments One Intercultural Awareness Perspective Two Language Perspectives, other ' . than your natural language Two Natural World Perspectives, from different departments unless a yearlong sequence is taken Ci Complete courses designated to fulfill the following Graduation Skills with a minimum grade of 2.0 or F! (These requirements may be met with courses in the major or perspectives.) Two courses with Writing components (one within the major) One course with a Critical Thinking component One course with a Speaking component , . I - One course with a Quantitative Reasoning component All transfer students (entering with 14 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Q Satisfy entry level skill requirements in writing Q Two different lifetime sports C3 Achieve a Math Placement Group score of three. I Complete 33 course credits. Of these: 11 must be upper division (numbered 300 or above) ; 1 ' a . . No students will be permitted to I lcount more than three courses from - t h e same department in meeting per, - - ' spective requirements. lr I. - = No more than 13 courses may be in any one department, with the followI ing exceptions: II Accounting (B.A.) . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . .17 ., a Music Performance (B.M.) . . . . . . . .20 Music Therapy (B.S.) . . . . . . . . . . . .17 Physician Assistant (B.A.) . . . . . . .19.5 Social Work (B.S.) . . . . . . . . . . . . . .15 ., . Other maximums are described on page 7 1. a .+- -- >+ Academic * information' 69 Complete a major. 0 Maintain minimum grade point average Q Complete courses that fulfill the following perspective requirements: Two Christian Faith Perspectives (one Christian Faith Perspective for transfer students entering with 24 or more course credits) One City Perspective One Western Heritage Perspective One Human Identity Perspective One Aesthetic Perspective One Social World Perspective One Intercultural Awareness Perspective Two Intercultural Awareness (language) Perspectives, other than your native language One Natural World Perspective Complete courses that fulfill the following Graduation Skills with a minimum grade of 2.0 or F! (These requirements may be met with courses in the major or perspectives.) One course with a Writing component within the major One course with a Critical Thinking component One course in Speaking One course in Quantitative Reasoning - 70 Academic Information Class Confirmation (payment of fees) All students must confirm their registration with a signature and final payment arrangements prior to the start of classes. Students who do not confirm their registration by the first day of classes (unless special arrangements have been made) will have their registration cancelled. They may register and confirm during the drop/add period, but special late fees are assessed and added to their account. Withdrawal from College Students are urged not to abandon courses for which they are registered because this may result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the registrar's office. A Leave of AbsenceNithdrawal from the College form may be obtained in the Academic Advising Center or in the registrar's office. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Committee on Student Standing. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar's office. Leave of Absence Students may request a leave of absence for academic or personal reasons. A Leave of AbsenceNithdrawal from the College form must be picked up in the Academic Advising Center or the registrar's office. It must be signed by advising center staff or an authorized representative. The completed form must be submitted to the registrar's office. A leave of absence may be granted for one term or one academic year. If an extension is needed, an updated leave of absence form must be submitted to the registrar's office prior to the expiration of the previous leave of absence period, or an application for re-admission will be required. Students are responsible for keeping the registrar's office informed of their mailing addresses. All deadlines for financial aid and housing must be observed by the returning student. A leave of absence does not defer payment of loans or extend incomplete course deadlines. Former Students Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. Some departments will not accept coursework taken more than a specified number of years ago. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements. - Academic Information 71 Requirements For Undergraduate Graduation: GRADUATION REQUIREMENTS The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic advisers, the Academic Advising Center staff, department chairs, and the registrar are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the registrar's office about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in Undergraduate Admissions-Special Students (Second Degree). Each student must apply for graduation. Students should apply at the start of their last academic year to confirm remaining graduation requirements. Application forms are available in the registrar's office. All degree and course requirements must be completed and verified in the registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Degree requirements include completion of a minimum number of credits, a major, the Augsburg Seminar (AUG), a minimum GPA, residence, and general education courses, including lifetime sports. 1. Completion of 33 course credits-At least 11 course credits must be upper division, numbered in the 300s and 400s. Not more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music performance (B.M.) - 20; music therapy (B.S.) - 17; physician assistant (B.A. until May 2001) - 19.5; and social work (B.S.) - 15. This course total must include two Interims for students who enter with fewer than 14 courses. Students transferring with 14 or more courses are not required to take the Interim courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. No more than these maximums may be applied toward the 33 total course credits required: four Interim courses; two courses by independentldirected study; four courses of internship; and eight course credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two in the major except elementary education (two in the major plus student teaching), social work (two in the major plus field work practicums) . 2. Completion of a MajorRequirements for each major are listed under the departmental headings. - 72 Academic Information 3. Augsburg Seminar (AUC 101)All students who enter the College as freshmen in the weekday schedule program must satisfactorily complete fall onentation and the Augsburg Seminar. See the program section on the Augsburg Seminar for a full description. 4. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, arid certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. 5. Residence-The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the registrar if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the department H SKILLS COMPONENT Entry Level Skills Requirements The entry level skills tests are inventory assessments in: Writing Mathematics Critical thinking Placement in writing courses, math courses, and critical thinking courses is determined by the assessments. Freshmen (all students entering Augsburg with fewer than seven college credit courses) and sophomore transfer students with fewer than 14 courses: Take entry-level skills assessments and satisfy requirements. If skill levels are deficient, students will be enrolled in the appropriate course or advised on preparation for retaking the math placement assessment. Students may retake the Math Placement Assessment once during their first term of enrollment. Students are required to take the assessments before registering for the second term and to have demonstrated removal of deficiencies by the end of their first year at Augsburg. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year. - Academic Information 7: Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Freshman and sophomore transfer students will be required to satisfy all of the Graduation Skill course requirements. Advanced Transfer Students Transfer students who enter with 14 credits or more are exempt from critical thinking assessments. Those who have not passed the equivalent of ENG 111Effective Writing course must take the entry level test in writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course. Advanced transfer students are required to satisfy all the Graduation Skill course requirements, except only one of the writing courses is required. Mathematics Requirement Students must achieve Math Placement Group (MPG) 3 or higher prior to graduation. In addition, many courses require MPG 2, 3, or 4 as prerequisite and so students are encouraged to advance their MPG as soon as possible. All students are required to have their MPG determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar's office. All other students must take the Augsburg Math Placement Exam, which is administered by the Academic Advising Center. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from the Academic Advising Center. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Review help is available from the Academic Enrichment Center. Graduation Level Skills General education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite courses with a minimum grade of 2.0 or P is required for graduation. Students are required to have two courses with Writing Skill components (at least one within the major) and one course each with Critical Thinking, Speaking, and Quantitative Reasoning Skill components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major or general education perspectives. All Writing Skill courses have the prerequisite of ENG 111, all Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment. - Academic Information '4 Lifetime Sports Two different lifetime sports are required. Students in the day program who are not health and physical education majors or in intercollegiate athletics may test out of one lifetime sport. Students may demonstrate proficiency in one of a selected list of lifetime sports. There is a fee to take the lifetime sport proficiency test. Students must satisfy the second lifetime sport requirement by enrolling in a lifetime sport course. Lifetime sports are non-credit courses, are not counted as meeting Interim course requirements, and are not included in the 33-course requirement. GENERAL EDUCATION The General Education program consists of the first year Augsburg Seminar for day freshmen, the liberal arts perspectives and the graduation skills. A primary objective is to develop lifelong learning in the context of the liberal arts and the mission of the college. The goal of the Liberal Arts Perspectives is to help students think systematically about what it means to be a human. Perspectives courses should: Extend knowledge in liberal arts, especially outside of one's major disciplinary field. This is done by 1) reflecting on the importance and meaning of spirituality in their lives and the distinctiveness of Augsburg as a college of the Lutheran Church in the city; 2) reflecting on diversity through intercultural awareness; 3) reflecting on areas associated with liberal arts, including aesthetics, human identity, the social world, natural world and westem heritage. Demonstrate connections between liberal arts and the major field of study. Develop an appreciation of the role of service to society. The General Education program should also teach students the skills expected of a college graduate in writing, critical thinking, speaking and quantitative reasoning. LIBERAL ARTS PERSPECTIVES The general education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The goals of the perspectives are achieved through a variety of courses that have been approved as meeting the criteria established for each perspective. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available from the registrar's office. These choices are controlled by the following policies: 1. A student will choose a minimum of one course from each required perspective category. 2. No single course can fulfill the requirements in two or more categories. 3. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: Up to three courses in religion may be used to meet the perspective, The Character and Mission of Augsburg College: The Christian Faith. Up to two courses in a year-long sequence of approved natural science courses may be used to meet the perspective, The Natural World. - Academic Information 7: Up to two courses of the same mode m language may be used to meet part of the perspective, Intercultural Awareness. THE EIGHT PERSPECTIVE REQUIREMENTS Perspective: The Character and Mission of Augsburg College: The Christian Faith This perspective focuses on Augsburg as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. Perspective: The Character and Mission of Augsburg College: The City This perspective focuses on the College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and critically reflect upon the city with its diverse populations, cultural, govemmental and economic institutions, and opportunities and challenges. In addition, students should experience the community and should explore opportunities for service in the community. This requirement must be covered either by specific courses, by internship and education experiences, or by designated or college-approved non-credit experiences (such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209 seminar related to the Perspective. The City (C) Christian Faith (CF 1, 2, and 3) Area 1is biblical studies, Area 2 covers Christian theology, and Area 3 includes the study of values or religions outside the Christian faith. Three course credits are required to meet this perspective except for the following: Transfer students entering with 14-23 course credits will be required to take two courses in the Christian Faith Perspective while registered at Augsburg. Transfer students entering with 24 or more course credits will be required to take one course in the Christian Faith Perspective while registered at Augsburg. One course credit or experience is required to meet this Perspective. Perspective: Western Heritage This perspective is intended to help students critically examine themes (found, for example, in literature, philosophy, and the arts) and events that have historically shaped Western civilization. Attention should be paid to the contributions of and to critiques of Western thought by women and ethnic minorities. - '6 Academic Information Western Heritage @lH 1 and 2 ) Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 14 or more course credits. Perspective: Human Identity This Perspective is intended to help students view themselves as people with unique abilities, values, beliefs, experiences. and behaviors. Human ldentity (HI) One course credit is required to meet this perspective. Perspective: Aesthetics Aesthetic creations convey fundamental insights and values, express beauty, and enhance life. This perspective focuses on aesthetic qualities in artistic expressions by oneself and others. Aesthetics (A) One course credit is required to meet this perspective. Perspective: The Social World This perspective is intended to help students learn to identify, examine, and critique social, economic, or political systems: to understand how and why such systems develop, to see the connections among these systems, and to use this knowledge as a participant in society. Social World (SW 1 and 2 ) One course must focus on current theories and methods of a social science. Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 14 or more course credits. Perspective: Intercultural Awareness This perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students critically reflect upon ways their own cultural biases operate when confronting other cultures. They should become better able to communicate with persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream North American cultures. In addition, students are to gain entry into another culture by learning to speak and read a language other than their native language. For this part of the perspective, students are required to have demonstrated proficiency in a modem language, or American Sign Language for hearing students. The modem language requirement will be determined by assessing previous experience and subsequent placement. Intercultural Awareness (IA 1 ) The study of a specific, non-Western culture and how that culture has shaped the world. One course credit is required to meet this part of the Intercultural Awareness Perspective. - Academic Information 7 Intercultural Awareness (IA 2 and 3) Perspective: The Natural World Study of a modem language other than the native tongue. For a language previously studied, consult the table below for the requirement. For a language not previously studied, successful completion of 111, 112 is required. Students with previous language study should contact the modem languages department if there are questions. There is a seven-year time limit on courses presented for transfer and automatic waiver. Students whose native language is not English should contact the Academic Advising Center. This perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers, and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts, and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. H.S. Semesters Augsburg Placement Required Courses 111 & 112 Natural World (NW 1 and 2) Two course credits from different departments are required to meet this perspective unless an approved one-year sequence is taken. One course is required to meet this perspective for transfer students entering with 14 or more course credits. 111 & 112 111 & 112 112 112 or 211 211 211 or 212 212 exempt Students who are required to complete two semesters of modem language must complete the requirement with sequential courses in the same language. Hearing students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled IA 2 and IA 3 Perspectives. EVALUATION AND GRADING I t A r L A N H I I U N Ut bKALJtS Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading option-traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the P/N option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. - 3 Academic Information P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. See P/N limitations under Graduation Requirements, page 71. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime sports are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. All changes in grading option that are made after initial registration require the signature of an adviser or the instructor. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. If the course is not complete, a grade of 0.0 will be assigned. Performance below basic course standards Unacceptable performance (no credit for the course) A course in which a grade of 0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher 0.5 0.0 An incomplete grade (I) may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission from the course instructor, stating the reasons for the request, the work required to complete the course, the plan and date for completing the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. 1.5 1.0 Grades of P (Pass) or N (No credit) are not computed in the grade point average. - Academic Information 7 grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 27. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of courses taken." "Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Sophomores-7 courses completed. Juniors-16 courses completed. Seniors-24 courses completed. International Baccalaureate Program (1 B) Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the registrar's office. ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. - 0 Academic Information The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: Advanced Placement Program Test (AP)-The Advanced Placement program may allow students who have scores of 3, 4, or 5 on the CEEB Advanced Placement Test to receive college credit for selected courses. A score of 4 or 5 is required on the AP Language and Composition examination for credit for ENG 111 Effective Writing. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the registrar's office. The College Level Examination Program (CLEP)-This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the registrar's office and the Academic Advising Center. Departmental Comprehensive Exams-These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental instrument available for the subject area in question. There is a faculty member designated by the department to administer the exam. The registrar approves the student's request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program-This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the registrar's office. In completing the evaluation of a student's previous learning, the faculty team applies the following criteria: There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed andlor systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses/credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used - Academic Information 81 when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of course credits applied to graduation. These credits will be recorded with the course number of APL 2xx. Application of this credit toward the Liberal Arts Perspective requirements, upper division requirements, and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning-While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the four assessment processes available in the APL Program: AP exams, CLEP exams, departmental comprehensive exams, and credit granted through portfolio assessment. English as a Second Language (ESL) Students who declare a language other than English to be their primary language or who are citizens of another country must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental Writing, or ENG 111 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. All students whose native language is not English must stay enrolled in ENG 217/218 until such time that they pass the ESL placement test at 85 percent or higher. The ESL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation. 82 Academic Information ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.0 cumulative grade point average (GPA). It should be noted that a minimum GPA of 2.0 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.0 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reaches 2.0. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.0. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Student class years are based on the number of courses taken: Freshman-fewer Sophomore-fewer Junior-fewer than seven courses than 16 courses than 24 courses Senior -24 or more courses Dean's List The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incomplete~in courses offered for credit. Courses taken outside of a program's calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean's List. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. Graduation with Distinction Augsburg recognizes those students who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous college honors and applies to all students who complete degree requirements after Jan. 1,2000. Students achieving Graduation with Distinction will have an overall GPA of 3.5 and will have completed - Academic Information 83 an outstanding project as determined by the student's major department. Students wishing to be considered for Graduation with Distinction should consult with their major department no later than the fall semester of their junior year. Qualification for Commencement Augsburg College has one commencement ceremony per academic year in the month of May. Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement if: (1) no more than three course creditshequirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. Candidates for graduation who will complete summer or fall terms will be noted as such in the commencement program. Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the Enrollment and Financial Services Center about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. FOUR-YEAR ASSURANCE PROGRAM This program applies to students who enter the day school schedule as full-time freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years--if they maintain continuous full-time enrollment for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program guidelines-or they will receive the remaining required courses free of additional tuition. A few majors are excluded from this program. Students must complete a formal Four-Year Assurance Degree Plan with the College before the end of their sophomore year (16 course credits must be earned) in order to qualify. Contact the Academic Advising Center for details. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review educahave the right to tion r e c o r d ~ Y o u review and inspect substantially all of your education records maintained by or at Augsburg College. Right to request amendment of education record5-You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information -You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, A, a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered fall andfor spring terms unless otherwise indicated. The Schedule of Classes published each spring by the Associated Colleges of the Twin Cities (ACTC) lists offerings and locations for fall and spring terms. Weekend College classes are published each spring in a separate booklet and online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Interim, Summer Session, the Master of Arts in Leadership, the Master of Social Work, the Master of Arts in Nursing, and the Master of Arts in Physician Assistant studies courses are published in separate catalogs. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. - Departments and Programs 87 NOTE: Not all courses are offered in all schedules. Refer to the current ACTC Joint Class Schedule or the Weekend College class schedule for information on when specific courses are offered. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. INTERNSHIPS Registration for internships consists of the following steps: Service, Work, and Learning and secure the signatures of the faculty supervisor and director of internships and cooperative education. 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 1. Obtain the internship registration permission form from the Center for 199 lnternship A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning regarding requirements and permission to register. 399 Internship A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning regarding requirements and permission to register. - 38 Departments and Programs DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent StudyIResearch An opportuniy for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. See listing under Business Administration, Accounting, and Management Information Systems. See listing under Interdisciplinary Studies. A rt is important as a field of study for our time. Our survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity does involve manual skill, although to become broadly significant it should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Art Faculty Kristin Anderson (Chair), Tara Christopherson, Norman Holen. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Senior studio majors must participate in at least one exhibit during their final year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art history courses including: ART 240 Art History Survey ART 388 19th- and 20th-Century Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I -Art +U Departmental Honors Art History Minor GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one be in art history. up to four courses taken in one studio area or in art history. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. STUDIO ART FOUNDATIONS Note: All studio courses require work outside of class sessions. ART 102 Design A study of design as the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 107 Drawing Drawing in various media, including graphite pencil, ink, pastel pencil, and charcoal. Subjects include still-life, figures, perspective, and experimental work. STUDIO ART ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the department. ART 106 Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. ART 118 Painting I Introduction to painting media and technique in acrylic and oil. ART 132 Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. - Art 91 ART 221 Sculpture I An introduction to sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, and Plexiglas. Learn to model, carve, cast, weld, or assemble the respective media. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design, with emphasis on the computer. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 Graphic Design I An introduction to the principles and techniques of graphic design using page layout software. Emphasis on designing with text and image. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints. ART 306 Calligraphy I I Advanced work in calligraphic media and design. ART 330 Graphic Design II An advanced study of the graphic design of typography and visual imagery for print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225) ART 351 Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and glazing. (Prereq.: ART 250) ART 355 Painting II Advanced study of painting. (Prereq.: ART 118) ART 360 Watercolor Painting Design concepts using descriptive and experimental techniques in transparent watercolor. ART 368 Print Making I I Advanced work with color and composition in various media, e.g., silk-screen, etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223) - 92 Art ART 478 Sculpture I1 Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221) ART HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modem times. Includes reading, research, viewing of slides, and visits to museums. Note: The following courses are offered intermittently, usually two or three sections a year ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts, and the work of Native American women. (Prereq.: ENG 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENG 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) ART 388 19th- and 20th-Century Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENG 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 lnternship See description on page 87. ART 299 Directed Study See description on page 88. ART 399 Internship See description on page 87. ART 499 Independent StudyIResearch See description on page 88. See listing under East Asian Studies. T he Augsburg Experience: Arriving at Augsburg ... The initial months after entering college as a first-year student are an exciting period of change. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community Through the summer orientation program, the fall orientation weekend, and the Augsburg Seminar, students are introduced to the character of the College, its heritage as an urban, liberal arts college of the Church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being students. Augsburg Seminar At registration, all first-year students in the day program enroll in a selected content course, such as Effective Writing and a parallel Augsburg Seminar. These 'linked' courses integrate disciplinary content with AUC 101 various learning strategies and communitybuilding opportunities beneficial to all beginning students. The content course usually meets three hours per week for the entire semester and is valued at 1.0 course credit, and the Augsburg Seminar meets once a week for 8 weeks for .25 course credit. The Augsburg Seminar offers the opportunity for further discussion of topics from the paired content course, along with presentations on campus life, academic resources and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood. While the content course is graded on a traditional point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar. Students must successfully complete the entire 8-week Augsburg Seminar in order to fulfill the requirement, even if they drop the linked content course. Permission to complete the seminar after withdrawal from the content course is at the discretion of the instructor. Augsburg Seminar (.25 course) A series of fall-term meetings with an Augsburg seminar adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the connected content course and other disciplines and sources. (P/N grading only) Biology Faculty )logy is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. Dale Pederson (Chair), Karen Ballen, William Capman, Robert Herforth, Esther McLaughlin Major Nine courses including: B10 113 Introductory Organismal Biology B10 114 Introductory Genetics, Evolution, and Ecology B10 215 Introductory Cellular Biology In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, agriculture, and food science. and at least one from each of the five following groups: An understanding of biological systems depends, in part, on the principles of physics and chemistry; thus a firm background in the physical sciences is also important in the study of biology. 2. BIO 361 Plant Biology BIO 440 Plant Physiology For many, an undergraduate major in biology serves as a basis for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. 1. BIO 351 Invertebrate Zoology B10 353 Comparative Vertebrate Morphology BIO 473 Animal Physiology 3. B10 355 Genetics BIO 481 Ecology 4. BIO 471 Advanced Cellular and Molecular Biology BIO 474 Developmental Biology 5. BIO 367 Biochemistry BIO 476 Microbiology The ninth course may be any of the upper division biology courses listed above or BIO 340 Marine Biology of the Florida Keys. BIO 491 Seminar (non-credit) is required of all juniors and seniors. 36 Biology 7 Required Supporting Courses CHM 1051106 Principles of Chemistry or CHM 1151116 General Chemistry A semester course in organic chemistry or CHM 3511352 Organic Chemistry department. BIO 113 and 114 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and Introductory Cellular Biology and Organic Chemistry in the second year. Students should complete their math requirements early in their college careers. PHY 116 Introduction to Physics or PHY 1211122 General Physics MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145 Calculus I or MAT 163 Introductory Statistics Transfer course policy for majors and minors All transfer courses must be approved in writing by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, no more than two upper division courses from other institutions may be applied toward the major. Departmental Honors GPA of 3.5 in biology and 3.0 overall, active participation in seminar, one course of approved independent study with an oral defense of the research report. Application should be made no later than the start of the first term of the senior year. Minor A course in general chemistry and five biology courses including BIO 113, 114, 215, and two upper division courses. Biology for Pre-Medical Students Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Students should consult members of the biology faculty for information specific to medical school application. Graduate and Professional Training Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed with an adviser in the department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Cooperative Education In planning their courses of study, students are encouraged to work closely with members of the biology faculty Biology majors must have an adviser in the biology The department works with the Office of Cooperative Education in identifying and defining co-op ed experiences in laboratories and other settings in the Twin Cities. - Biology 97 BIOLOGY COURSl A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a sequenced course in registering for the second term. BIO 101 Human Biology An introduction to basic biological principles with a human perspective. Includes discussion of the molecular and cellular basis of life, genetics, organ systems, and human impact on the environment. (Three one-hour lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Three one-hour lectures, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three one-hour lectures, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Spring) BIO 105 Biology and Society The biological basis for problems facing society, such as pollution, genetic engineering, AIDS, extinction, global warming, hunger, cancer. (Three onehour lectures. Does not apply to the major or minor. Spring) BIO 113 Introductory Organismal Biology First of a three-semester sequence. An introduction to organismal biology for science majors, including diversity, physiology, and structure. B10 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105. Fall) BIO 114 Introductory Genetics, Evolution, and Ecology Second of a three-semester sequence. An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring) BIO 185 The Biology of Aging At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate on the biological aspects of such changes. 98 Biology BIO 215 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in CHM 223 or CHM 35 1. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years) BIO 353 Comparative Vertebrate Morphology Comparative anatomy, functional morphology, and evolutionary morphology of the vertebrate. (Three one-hour lectures, three hours laboratory, one hour tutorial. Prereq.: B10 113, 114. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Fall) BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring) BIO 367 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three one-hour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall) BIO 440 Plant Physiology A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor. Fall) - Biology 99 BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three one-hour lectures, three hours laboratory, one hour tutorial. Prereq.: BIO 215, CHM 352. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three one-hour lectures, four hours laboratory, some Saturday field trips. Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall) BIO 491 Seminar (0.0 course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) Internships and lndependent Study Courses: BIO 199 Internship See description on page 87. (Prereq.: B10 113, 114) BIO 299 Directed Study See description on page 88. BIO 399 lnternship See description on page 87. (Prereq.: B10 215) BIO 499 Independent StudyIResearch See description on page 88. (Prereq.: B10 215) - BUSINESSADMINISTRA~TION, ACCOUNTING, AND MANAGEMEN lNFORMATION SYSTEMS-BUS,ACC, MIS 0 ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a cumculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty John C. Cemto (Chair), Nora M. Braun, Amin E. Kader (International Business Coordinator), Ashok K. Kapoor (Finance Coordinator), Steven J. LaFave (Accounting Coordinator), Lori L. Lohman (Marketing Coordinator), Fekri Meziou, Thomas F: Morgan, Magdalena M. Paleczny-Zapp (Management Coordinator), Milo A. Schield (MIS Coordinator), Kathryn A. Schwalbe, Stuart M. Stoller. Majors The Department of Business Administration, Accounting, and MIS offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS). Specializations Within the business administration major there are four specializations: marketing, management, finance, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Graduation Requirements To graduate without intentionally taking courses in excess of the minimal number required (see page 71), students must avoid taking too many electives or exceeding the 13-course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, and MIS are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Advising Students who plan to major in business administration, accounting, or MIS are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to - Business Administration 10' advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. International Business Internships Students are strongly encouraged to work with the Office of Cooperative Education and department faculty to obtain an internship (BUS/ACUMIS 399) during their junior or senior year. Although an internship counts as part of the 13 courses allowed in the major, students may petition for an exception. An internship may satisfy the The City Perspective if taken in conjunction with GST 209. Internships can provide students T he major in business administration prepares students for professional careers in business administration or for graduate studies. The four specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. The international business department actively supports international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business. Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 370 Advanced Computing for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics BUS 301 Business Law BUS 331 Financial Management 02 Business Administration Specialization in Marketing Business core plus 3 courses: BUS 352 Marketing Research and Analysis BUS 355 Marketing Communications BUS 450 Marketing Management Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I BUS 433 Financial Theory: Policy and Practice BUS 438 Investment Theory and one of ECO 3 11 ECO 3 12 ECO 313 ECO 315 MIS 479 the following: Public Finance Intermediate Macroeconomics Intermediate Microeconomics Money and Banking Intermediate Quantitative Methods for Business and Economics Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management BUS 466 International Marketing Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Combined Major in Business Administration and Economics 11 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 3 13 Intermediate Microeconomics and one other upper division economics course ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics or BUS 331 Financial Management and one other upper division business administration, accounting, or MIS course. Graduation with Distinction To qualify, a major must have a 3.5 GPA, must be an Honors Program senior who qualifies for Graduation with Distinction in that program, and have completed all courses appropriate for the proposed project. Departmental Honors and one additional upper division course in either international business (BUS 368 or 468) or international economics. To qualify, a major must have a 3.7 GPA in the major, a 3.5 GPA overall, and have completed all courses appropriate for the proposed project. Business Administration 10: Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242 and 252, BUS 331 or MIS 379. This minor is automatically completed while completing a major in accounting or MIS. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. 'D BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing channel, and pricing decisions. BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully Examines the construction of a viable business plan with attention to the resources needed for success. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 302 Business Ethics Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing) BUS 331 Financial Management Topics related to theory of acquisition, fund allocation and management, sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3) !04 Business Administration BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) BUS 352 Marketing Research and Analysis Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of instructor) BUS 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note: Either BUS 355 or 357 can be taken for graduation credit, but not both. BUS 357 Advertising An introduction to print, broadcast, and web-based advertising and promotion as important elements in modem marketing and communications. Note: Either BUS 355 or 357 can be taken for graduation credit, but not both. BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or 252, consent of instructor) BUS 368 Responding to the Challenge of Japan An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor) BUS 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 252, 331; MIS 175,379) BUS 433 Financial Theory: Policy and Practice A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material. (Prereq.: All core courses and ACC 322, or consent of instructor.) BUS 438 Investment Theory Appraisal of the riskheturn relationships of various types of securities and extensive coverage of capital markets and portfolio management. (Prereq.: all core courses or consent of instructor) - Business Administration 10 BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss-its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) BUS 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of market plans. (Prereq.: BUS 352 and BUS 355) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Pre-req.: BUS 242. BUS 362 is recommended) BUS 466 International Marketing This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: BUS 252, 362) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: BUS 199 lnternship See description on page 87. BUS 299 Directed Study See description on page 88. BUS 399 lnternship See description on page 87. BUS 499 Independent StudyIResearch See description on page 88. T he major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has three tracks: general accounting, professional accounting, and managerial accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidly-growing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. Accounting Core ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business BUS 242 Principles of Management BUS 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 MIS 379 Quantitative Methods for Business and Economics BUS 301 Business Law BUS 331 Financial Management ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice 11 ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students are encouraged to take the courses in the sequence given above. Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Departmental Honors GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the department chair. Minor in Accounting Six courses including: ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175, 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. - Accounting 10 ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to business activities and accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation conceits, FASB statements, and other relevant issues as applied-to liabilities and stockholders' equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting ~ c c o u n t i ntools ~ for heavy manufacturing systems as well as for managerial decision-making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS 379, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPAk role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal and Operational Audit To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252, 331, MIS 175 or 320,379) 08 Accounting 7 ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 lnternship See description on page 87. ACC 299 Directed Study See description on page 88. ACC 399 lnternship See description on page 87. ACC 499 Independent StudyIResearch See description on page 88. T he major in management information systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, and accounting as well as from MIS. EGREE AND MAJOR REQUIREMENTS I Management Information Systems Major A. 12 courses in business, accounting, and MIS: BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 MIS 175 Principles of Computing for Business MIS 370 Advanced Computing for Business MIS 375 Management Information Systems in the Organization MIS 376 Project Management MIS 379 Quantitative Methods for Business and Economics MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects B. Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 340 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Minor in MIS Seven courses including: MIS 175, ACC 221, BUS 242 or BUS 252, MIS 370, MIS 375, ECO 113, and one of the following: MIS 376 or ECO 318. Honors Major GPA of 3.7 in the major and 3.5 overall, complete a scholarly paper or paper from a substantial work of applied consulting, and present the final paper. Interested juniors or seniors should contact their department adviser. Graduation with Distinction To qualify, a major must have a 3.5 GPA, must be an Honors Program senior who qualifies for Graduation with Distinction in that program, and have completed all courses appropriate for the proposed project. 10 MIS MIS 175 Principles of Computing for Business An introductory course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with strong competency in all software mentioned should take MIS 370 instead of MIS 175. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 370 Advanced Computing for Business This course provides more in-depth use of business software like Excel, Access, and the World Wide Web. Students will also learn to program Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175 or CSC 160, or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175) MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the technology architecture. (Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS 175,370, or CSC 160) MIS 376 Project Management Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242, and either MIS 175 or 370) MIS 379 Quantitative Methods for Business and Economics An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation, and hypothesis testing with emphasis on applied problems in business and economics. (Prereq.: MIS 175 or 370 and either MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are required, usually on a weekday evening.) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 375 and either MIS 370 or CSC 352) - MIS 11 MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 370, 375. 376, and 475) MIS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 lnternship See description on page 87 MIS 299 Directed Study See description on page 88. MIS 399 lnternship See description on page 87. MIS 499 Independent StudyIResearch See description on page 88. c hemistry is the science of the changes in matter, examining those changes, and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science because matter includes the entire physical world such as the things we use, the food we eat, and even ourselves. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education cumculum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: *To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. *To provide programs of study for professional goals in addition to the traditional positions as chemists. *To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. *To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. *To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Sandra L. Olmsted (Chair), Ron L. Fedie, Arlin E. Gyberg, Joan C. Kunz BACHELOR OF ARTS Graduation Major in Chemistry CHM 115, 116 General Chemistry or CHM 105, 106 Principles of Chemistry CHM 351, 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar and two additional courses from: CHM 364 Physical Chemistry I1 CHM 367 Properties of Polymers CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry - Chemistry 111 CHM 482 Advanced Inorganic Chemistry CHM 470 Principles of Medicinal Chemistry BIO 367 Biochemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, 11 Calculus I, I1 Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Medical Students Pre-medical students should plan to take at least two courses (and usually more) in biology. Students should consult members of the chemistry department for assistance in planning a course program early in their college career. W BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 115, 116 General Chemistry or CHM 105, 106 Principles of Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory CHM 364,365 Physical Chemistry and Laboratory CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course from: CHM 367 Properties of Polymers CHM 483 Quantum Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, 11,111 PHY 121, 122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modern Physics, additional mathematics, research experience, reading ability in German, and computer proficiency. Graduation with Distinction in Chemistry Overall GPA of 3.5 or higher, and completion of an approved research project in the junior or senior year. Departmental Honors Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351,352, and CHM 353. Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. - 114 Chemistry A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a two-term course in registering for the second term. CHM 100 Chemistry for Changing Times I Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 2. Fall) CHM 101 Chemistry for Changing Times II Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM 100, MPG 3. Spring) CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. Fall) CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 3. Fall) CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) CHM 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modem theories of chemical bonds, energy relations, and reaction mechanism. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) Chemistry 11! CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 CHM 364 Physical Chemistry Laboratory 1 (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration and ENG 111) Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory 11 (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistly relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Some reading knowledge of German is helpful. Fall) CHM 470 Principles of Medicinal Chemistry. Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: BIO 367, or consent of the instructor. Spring) 16 Chemistry CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.O course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon analytical, physical, and organic chemistry. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: CHM 199 lnternship See description on page 87. CHM 299 Directed Study See description on page 88. CHM 399 lnternship See description on page 87. CHM 499 Independent StudyIResearch See description on page 88. (Prereq.: junior or senior standing) COMMUNICATION See listing under Speech/Communication and Theatre Arts. T he Augsburg computer science department & v k to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications, and the use of computers as an information access tool. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. CSC 451 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I or MAT 122 Calculus for the Social and Behavioral Sciences and two electives from CSC courses above 200 at least one of which is above 300 PHY 261 Electronics MIS 475 Systems Analysis and Design. At least one elective must be an upper division course. BACHELOR OF SCIENCE Computer Science Major Computer Science Faculty Charles Sheaffer (Chair), Larry Crockett, Noel Petit, Larry Ragland, Karen Sutherland. BACHELOR OF ARTS Computer Science Major 12 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I 16 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 145 Calculus I MAT 146 Calculus I1 Two courses from: MAT 245 Calculus I11 MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations - 118 Computer Science MAT 271 Discrete Mathematical Structures (recommended) and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design At least two electives must be upper division courses. Computational Economics The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science and six from economics with a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Lany Ragland, Department of Computer Science. Major in Computational Economics 13 courses including: MAT 145 Calculus I or MAT 122 Calculus for the Social and Behavioral Sciences CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 3 13 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or ECO 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires six courses from computer science and six from philosophy with a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy. Charles Sheaffer, Department of Computer Science. Major in Computational Philosophy 13 courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Computer Science: An Alternative Scheme I1 PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Modem Philosophy PHI 365 Philosophy of Science - Computer Science 1I! PHI 385 Introduction to Formal Logic and Computation Theory PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Departmental Honors GPA of 3.5 in computer science and mathematics, GPA of 3.1 overall, and an independent study project. CSC 160 CSC 170 Computer Science Minor Six courses including CSC 160, 170, 210,345; and one upper division computer science course, and one of MAT 171 or MAT 145 or MAT 122.. Prerequisites: A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a computer science course. Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3) Structured Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 122 or 145 or 171) CSC 240 lntroduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 270 FORTRAN Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) 20 Computer Science CSC 273 CSC 320 Computer Science: An Alternative Scheme I Study of an alternative approach to some of the most important concepts of computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently with CSC 373. (Prereq.: None) Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 122 or 145 or 171) csc 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) csc 373 Computer Science: An Alternative Scheme II Continuation of CSC 273, and offered concurrently with CSC 273. Majors who have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273) csc 440 Advanced Networking and Operating Systems Network management; client/server databases and workstations; TCPAP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 340 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 320 and PHI 385 or concurrently) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and PHI 385) - Computer Science 12' CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 lnternship See description on page 87. CSC 299 Directed Study See description on page 88. CSC 399 Internship See description on page 87. CSC 499 Independent StudyIResearch See description on page 88. A major in East Asian studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program that is available as a result of the cooperation and cross-registration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China, and other East Asian nations, and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian studies include government service, international business, journalism, language instruction, Asian arts, and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology, and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. East Asian Studies Faculty Martha Johnson, Director DECREE AND MAJOR REQUIREMENTS Major in East Asian Studies Nine courses are required for the major. Courses in the major must be approved by the campus adviser and are distributed as follows: four courses in an East Asian Ianguage; four additional courses, two of which must be upper division (strongly recommended that one of these be a history course on China or Japan); and an East Asian studies seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea, and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Language Courses Hamline University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. East Asian Studies 12: Minor in East Asian Studies Five courses, no more than two of which may be in the language. A minor in East Asian studies provides exposure to an area of East Asia that would complement other disciplines. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian studies committee who can assist students. The current advisers are: Augsburg-Martha Johnson, (612) 330-1715; Hamline-Richard Kagan, (651) 641-2433; Macalester-Yue-him Tam, (651) 696-6262; St. Catherine-Helen Humeston, (651) 690-6651; St. ThomasYoung-Ok An, (651) 962-5621. Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses): BUS 368 Responding to the Challenge of Japan ENG 282 Topics: Introduction to AsianAmerican Literature HIS 104 The Modem Non-Western World PHI 355 Asian Philosophy POL 363 Russian and Chinese Foreign Policy REL 356 History of Religions THR 245 Introduction to Asian and Asian American Theatre Students may also take independent studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and approval of program director. T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the rapidly growing computer science field. The combined economicshusiness administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management infor- mation systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Economics Faculty Jeanne Boeh (Chair), Satya P Gupta DECREE AND MAJOR REQUIREMENTS Major in Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics and three other upper division courses also required: MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions or MAT 121 Finite Mathematics Calculus for the Social or MAT 122 and Behavioral Sciences - Economics 12! Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 311 Public Finance or ECO 312 Intermediate Macroeconomics Money and Banking or ECO 315 ECO 313 Intermediate Microeconomics ECO 360 International Economics EC0318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI120 Ethics or PHI 125 Ethics and Human Identity Teaching Licensure Major Major in Computational Economics Minor in Economics The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science, page 224. Departmental Honors GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Combined Major in Economics and Business Administration ECO 112, 113,312,313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Five economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. and one other upper division economics course, and six accounting/business administration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management or MIS 379 Quantitative Methods for Business and Economics In addition to the courses listed on the following pages, these topics have been offered under ECO 295 or 495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making With Finite Markov Chains, Soviet Economy, Economics of Mutual Funds, and Health Economics. See Computer Science, page 118. and one other upper division business course. - 126 Economics ECO 110 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools, e.g., crime prevention, education, discrimination. (This is a basic course designed for those students who do not plan to major in economics, business administration, or MIS.) ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 219 History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113) ECO 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. ECO 31 1 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years) ECO 312 lntermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring) - Economics 12; ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall: alternate years) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: on demand) ECO 318 Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. On demand) ECO 41 3 Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 414 Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years) 28 Economics ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 lnternship See description on page 87. ECO 299 Directed Study See description on page 88. ECO 399 lnternship See description on page 87. (Prereq.: Completion of 50 percent of major or consent of instructor) ECO 499 Independent StudyIResearch See description on page 88. T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendations for licensure by the State of Minnesota for elementary (grades K-8), a variety of secondary subject areas (grades 5-12), and K-12 licenses in art, health, physical education, and music. Degree and/or licensure programs are available in both weekday and weekend formats. Weekend College degree and licensure programs are limited to elementary, communication artsAiterature, and social studies. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except critical issues seminar and student teaching are available on a weekend or weekday late afternoonlevening schedule. Fieldwork for the seminar and for student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are expected to obtain an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching abroad program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. Note: Major changes in Minnesota teacher licensure will be implemented in the fall of 2000 and beyond. All students who will complete degrees and/or licensure programs after August 31, 2001 fall under the new licensure rules and must complete the program outlined in this catalog. Students who entered the College under a previous catalog and who will complete their licensure after August 3 1, 2001 must comply with the new program. No one will be licensed under programs described in previous catalogs after August 3 1, 2001. Education Faculty Vicki Olson (chair), Virginia Allery, Mary Ann Bayless, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Jensen, Lynn Lindow, Susan O'Connor, Ron Petrich, Barbara West Elementary Major and Licensure Requirements: Elementary education majors are required to complete the following pre-requisite courses, core courses in math and science, and major courses in education. To be licensed they must also complete an approved concentration and student teaching. Non-departmental pre-requisites: ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) INS 105 Intro. to American Indian Studies or INS 260 Contemporary American Indians (IA 1) Math and Science Core MAT 131 Math for the Liberal Arts ( W C T ) (if math concentration: MAT 331) MAT 132 Numeracy for Contemporary Society (QR) (if math concentration: MAT 122 or 145) PHY 103 Conceptual Physics or PHY 116 Introduction to Physics (NW 1). -, PHY 114 Earth Science for Elementary Teachers BIO 102 (NW 2) (If science concentration, check with education department) Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) Foundations Block I1 (courses beyond this point require admissions to the department) EDC 310 Learning and Development (HI) EDC 315 Critical Issues Seminar (.5) (registration continues through Capstone Block) Methods Block I EED 310 K-6 Methods: Health/PE EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language ArtsKhildren's Literature Methods Block I1 EED 340 K-6 Methods: VisuaVPerforming Arts (.5) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies~ThematicStudies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 Special Needs Learners EDC 480 School and Society (Wl) Student Teaching Block EDC 481, 483,485 Student Teaching (3.0) Student teaching is completed for licensure. It is not part of the major in elementary education. (S) Beginning September 1, 2001, the state of Minnesota will require specific supporting concentrations of study as a part of all elementary teacher licenses. Teachers will be able to teach at the middle school level in their area of concentration. Students must complete a coursework program in one of the following concentration areas: communication artsAiterature, mathematics, science, or social studies. In the future an early childhood concentration may become available through the ACTC consortium. Contact the education department for further information. A minimum GPA of 2.5 overall, 2.5 in the major, 2.0 in the concentration, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, concentration, and education major courses. The equivalent of - Elementary Education 131 two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major. Graduation with distinction or departmental honors is available to elementary education majors who maintain a 3.5 over- I t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry, communication artsAiterature, health, mathematics, music, physical education, physics, and social studies. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Non-departmental Prerequisites ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) INS 105 Intro. to American Indians or INS 260 Contemporary American Indians (IA 1) PROGRAM REQUIREMENTS I Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) all GPA and a 3.75 overall GPA in the major. An honors project must be completed, beginning in spring of the junior year. Guidelines for graduation with distinction are available in the education department. EDC 220 Educational Technology (.5) Foundations Block I1 EDC 310 Learning and Development (HI) EDC 315 Critical Issues Seminar (.5) (Registration continues through Capstone Block) Methods Block I ESE 300 Readinwriting in the Content Area ESE 325 Creating Learning Environments Methods Block I1 ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 Special Needs Learner EDC 480 School and Society (Wl) Student Teaching Block ESE 481, 483, 485,487 Student Teaching (3.0-4.0). (S) A minimum GPA of 2.5 overall, 2.5 in education, 2.5 in the teaching major, and P in student teaching are required for licensure. All required major, pre-requisite, and education program courses must have a grade of 2.0 or better. Art, Health, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary educa- - 132 Secondary Education tion program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. Art, health, and physical education teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band and classroom music (5-12); (2) Orchestra and classroom music (5-12); (3) Vocal and classroom music (K-9); (4) Vocal and classroom music (5-12). Students may no longer license in a minor field of study. EDC 200 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Fieldwork experience. (Prereq.: ENG 111, sophomore standing) EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachingearning situations. Computer training will be included in this course. EDC 310 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 315 Critical Issues Seminar (.5 course) Reflective process to discuss field experience and critical issues in education. Assistance with program portfolio. Registration continues until completion of EDC 480. (Prereq.: PPST and admission to department) EDC 410 The Special Needs Learner The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) - Elementary Education 13: EDC 480 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership and professional development. Serves as final theoretical preparation for student teaching. Fieldwork experience. (Prereq.: PPST and admission to department) EED 310 K-6 Methods: HealthIPhy Ed Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department) EED 330 K-6 Methods: Language Arts1 Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 340 K-6 Methods: Visual/Performing Arts (.5 course) Examination and preparation of materials and resources for visual/performing arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social StudiesIThematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EED 481,483,485,487 Student Teaching Three to four courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of degree program and program portfolio. 134 Secondary Education SECONDARY EDUCATION - ESE ESE 300 ReadingIWriting in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 320 5-12 Methods: TheatreIDance Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to the department) ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary concentration in communication artsfliterature. Fieldwork experience. (Prereq.: PPST and admission to department. NOTE: Students seeking 5-12 communication artsAiterature license do not need to take ESE 300). ESE 356 5-12 Methods: Communication Arts Introduction to the teaching of speaking, listening, and media in middle and high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementary concentration in communication artsAiterature. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience.(Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 481, 483, 485, 487 Student Teaching Three to four courses of full-time, supervised student teaching required for licensure. Secondary licenses require three courses. K-12 licenses require four. Occurs upon satisfactory completion of licensure program and program portfolio. The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability The minor is designed to fit the needs of students in various disciplines interested in disability issues. Required courses: EDC 410 The Special Needs Learner EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 102 or PSY 105 EDC 410 EDU 491 Choose one from the following: PSY 351 Developmental Psychology: Child PSY 352 Developmental Psychology: Adolescent and Young Adult PSY 353 Developmental Psychology: Middle and Older Adult Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Psychological assessment Interested students should contact the director of special education at the outset of coursework. The Special Needs Learner (see EDC course descriptions) Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) A ugsburg College has cooperative arrangements with three universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of ArtsIBachelor of Engineering (B.A.1B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A.B.E. cumculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A.N.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A.M.E. program are not guaranteed admission to the Institute of Technology. Washington University (Three-Year Plan) Michigan Technological University (Dual-Degree Plan) These two programs enable students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university Students accepted into the program will be considered for admission to the engineering school if they corn- - Engineering 13 plete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics I1 Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351,352. T hose who study. English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English as a Second Language (ESL) students, tutoring in the writing lab, or participating in the Cooperative Education Program. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Kathryn Swanson (Chair), Candyce Clayton, Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin, Dallas Liddle, Roseann Lloyd, Carter Meland, John Mitchell, Capper Nichols, Ronald Palosaari,John Schmit, Joan Thompson Major Nine courses above ENG 111, including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: The Romantics and the Victorians One upper division course in American literature: ENG 350 American Literature Before 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives - English 1 3 Majors are encouraged to consult their departmental adviser regularly. A student with a double major or special program that involves considerable work in ~ h c English department should also work closely with an adviser in the department. Communication ArtsILiteratuni , Teacher Licensure Major Prerequisite: ENG 111 I Major Requirements (12 courses) I ENG 225 Intermediate Equpnsito* Writing ENG 226 Creative Writing I or ENG 227 Journalism I or one additional upper division literature course from ENG 331, 336, 337. 350, 351, 338/438 ENG 245 Introduction to Literature ENG 271 or 272 European Literature ENG 345 Introduction to the EilgIBh Language ENG 361 Studies in Modem Fiction ENG 399 Internship in Teaching \%'riting ENG xxx Upper division literaturn course from ENG 331,336, 331,350, 351, 338/438. Note: If students choose two literamre courses, one must be in American lilernture (ENG 350 or 351) and one musi be in British literature (ENG 331, 336, 337. 338/438). SPC 112 Contest Public Speaking SPC 343 Broadcast Production I SPC 352 Persuasion SPC 354 Interpersonal Cnrnmunica~ion Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to department approval) Special Methods (two courses) ESE 350 Adolescent Literature and Reading ESE 356 Speech/Communications/Media Literacy Methods Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 220, 310, 341, 343,441, 443; ESE 300; EDC 410, 480; student teaching. Contact an education department adviser for information. This major is only for those who seek to be licensed in communication artsAiterature. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or a speech major. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. Students in this program must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by Oct. 15 in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). Minor Five courses above ENG 111, including ENG 245; an upper division literature course; and an additional writing course. Concentration in Writing Five courses in writing (above ENG 11l), including ENG 225 and one upper division course in writing. - English 40 Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skillssuch as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences-are required to enroll in ENG 101 Developmental Writing where they receive more individual instruc- tion than is possible in ENG 111 Effective Writing. These students must pass ENG 101 Developmental Writing with a grade of 2.0 or higher before enrolling in ENG 111 Effective Writing. Students in Effective Writing (ENG 111) and Developmental Writing (ENG 101) can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permissionfpetition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENG 101 or 111 a second time and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. Prerequisites ENG 111 Effective Writing is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division literature course is ENG 245 Introduction to Literature andlor consent of the instructor. ENG 101 Developmental Writing A preparatory course for ENG 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENG 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. ENG 216 American Indian Literature A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature reflects and illuminates American Indian culture and traditions. (Spring) English ENC 217,218 English as a Second Language Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in ESL until the requirement is completed but can receive credit for only two courses (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing (ENG 111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111) ENC 226 lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print and broadcast media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) ENG 236 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experiences in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. ENC 241 ENC 245 Introduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected esthetic movements. (Spring) lntroduction to Literature An initiation into the formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. 14 - - 12 English ENC 251 Readings in American Literature An introduction to selected texts of literary and historical importance that yield an understanding of our Western heritage and contemporary American world views. Themes could include the emergence of a national identity, the shaping of a collective American memory, and the contributions to American thought by women and people of color. ENG 271 European Literature: Homer to Dante Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) ENC 272 European Literature: From the Renaissance to the Modern Period Study of masterpieces of literature, chiefly European, from the medieval to the modern period, including such authors as Moliere, C e ~ a n t e sRabelais, , Voltaire, and Ibsen. (Spring) ENG 282 Topics in Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. ENG 331 British Literature: Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature: 17th and 18th Centuries Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual, and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENG 337 British Literature: the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENG 338 Shakespeare Study of the bard's major plays-comedies, histories, tragedies, and romances -for their literary, dramatic, and cultural significance. Taught in conjunction with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the instructor. Spring) ENG 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) - English 1 4 ENG 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, and the development of the English language. (Prereq.: ENG 245 or consent of instructor. Fall) ENG 347 Quantitative Journalism:Computer-Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 3.) ENG 350 American Literature Before 1920 Reading of selected writers from colonial times to the beginning of the 20th century. Attention given to the intellectual, social, and literary movements that stimulated the writers. The writers' continuing influence on our modern sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall) ENG 351 American Literature Since 1920 Writers are selected to represent the literary variety and the regional, ethnic, and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENG 361 Studies in Modern Fiction Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 382 Topics Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) All 400-lmel courses will involve some reading and study of literaly criticism ol: in the case of writing classes, ofwhat writers andlor composition theorists have to say about writing. ENG 423 Studies in the British Novel A survey of the development of the novel in England from its 18th-century beginnings to the 20th century. Novels studied are selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENG 436 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Reading of theoretical essays. (Prereq.: consent of instructor) M English I ENC 438 Shakespeare Taught in conjunction with ENG 338 (see above). Includes exposure to Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivatedwriter, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENG 225 and consent of instructor. Alternate years) ENC 480 Criticism The course focuses on a variety of recent critical theories and approaches with which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 482 Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: consent of instructor) See department listingfor a description of thefollowing approved elective: THR 325 Playwriting Internships and Independent Study Courses: ENC 199 lnternship See description on page 87. ENC 299 Directed Study See description on page 88. ENC 399 lnternship See description on page 87. Note: The internship in Teaching Writing requires completion of ENG 225 and approval of the department chair. ENC 499 Independent StudyIResearch See description on page 88. Open to junior or senior English majors with an overall GPA of 3.0 and consent of department chair. See listing under Interdisciplinary Studies. See listing under Modem Languages. See listing under Modem Languages. (;ENERAL bTUDIES-GST s ome courses help to integrate leaming around topics in ways that are different from the more traditional disciplines. CST 009 Cooperative Education General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating faculty. (.O course) A non-credit notation recognizes the academic learning inherent in an approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center for Service, Work, and Learning. No course credit. CST 100 Critical Thinking A course to enhance the ability of students to analyze, synthesize, and evaluate claims, this course is designed specifically to strengthen critical thinking skills of entering students who are determined to need such skill enhancement by the entry critical thinking assessment. CST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. CST 200 Quantitative Reasoning/StatisticaI Literacy Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs, and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 ) CST 209 City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of internship/service/cooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students participate in a required seminar, completing five reflective assignments designed to introduce them to a systematic, ecological way to understand how cities function. The seminar enables the student to meet the objectives of The City Perspective. Permission of instructor. No course credit. GERMAN See listing under Modem Languages. "a HEALTH AND lJHYSICAL -tually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional participant will find ample opportunity for athletic and developmental activities. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. All health and physical education majors seeking licensure must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. HEALTH EDUCATION Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Interim: odd years) HPE 390 Instructional Methods and Materials (Interim: even years) HPE 410 Administration and Supervision of the School Health Program (Interim: odd years) HPE 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult BIO 220 Microbiology (at St. Catherine's) Must have instructor's certification for CPR and first aid. Recommended: HPE 355 Tests and Measurement Teaching Licensure Major Health and Physical Education Faculty Marilyn Florian (Chair), Brian Ammann, Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri Ludeman, Patricia Murphy, Jack Osberg, Joyce Pfaff, Missy Strauch The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. - Health and Physical Education 14; Minor Minor HPE 101, 110, 114, 115,316,320, 390, 450, BIO 103. HPE 101, 115,210,223,231,232,351. There is no PE teaching minor in Minnesota public schools. PHYSICAL EDUCATION Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 232 Dance (Interim) HPE 254 Introduction to Development1 Adapted Physical Education HPE 275 Prevention and Care of Athletic Injuries (Interim) HPE 323 Team Sports HPE 331 Individual and Dual Sports HPE 335 Outdoor Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 355 Tests and Measurement HPE 473 Physical Education Curriculum BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Coaching (not a major) Minnesota Board of Teaching Statute 3512.3100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory (Interim, odd years) Internship in Athletic Training requires: BIO 103 Human Anatomy and Physiology BIO 252 Human Physiology (at St. Catherine) HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 350 Kinesiology HPE 351 Physiology of Exercise HPED 425 Advanced athletic training (at St. Thomas) Also required: 1,500 hours of practical experience under the direction of a Certified Athletic Trainer. Recommended: PHED 250, PHED 422, PHED 423, and PHED 425 (at St. Thomas). 48 Health and Physical Education - HEALTH EDUCATION HPE 100 Wellness (.5 course) This course is designed to create an awareness of factors affecting one's state of well-being with emphasis on individual control over these factors. This course will allow students to discuss values, beliefs, experiences, and behaviors related to their personal health and various factors that influence personal health decisions. HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modern concepts and practices of health and healthful living applied to the individual and the community. (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and senices. (Fall, Spring) HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health, based upon growth and development, for grades K-12. Examination of "standards" and pedagogy for health education, cuniculum, and assessment included. (Interim) HPE 355 Tests and Measurement (-5 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Fall) HPE 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis upon teaching/learning strategies and student assessment. Evaluation and development of materials included. (Interim) HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Interim) - Health and Physical Education 14! HPE 450 Current Health Issues (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years) PHYSICAL EDUCATION HPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring) HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) HPE 210 Introduction to Physical Education (.5 course) History, principles, and philosophy of physical education and sport. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity. (Spring) HPE 232 Dance (.5 course) Theory and practice in teaching and performing American heritage and international dances. (Interim) HPE 254 lntroduction to DevelopmentalIAdapted Physical Education (.5 course) A general overview of developmentavadapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) HPE 275 Prevention and Care of Athletic Injuries (-5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: HPE 114. Interim) HPE 323 Team Sports (.5 course) Theory and practice in team sports including history, rules, and skill development. (Spring) HPE 331 Individual and Dual Sports (.5 course) Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules, and skill development. (Fall) HPE 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day campinghiking trip. (Prereq.: HPE 101, HPE 114, HPE 210. Split falvspring, even years) 150 Health and Physical Education HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall) HPE 350 Kinesiology (.5 course) Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Spring) HPE 355 Tests and Measurement (.5 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall) HPE 368 Physical Education Methods (7-12) (.5 course) Procedures, materials, and issues for teaching physical education in secondary schools. (Consult with department chair for prerequisites. Spring) HPE 455 Sailing in the Virgin Islands Designed for the beginning and intermediate sailor interesetd in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). (Interim) HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Internships and Independent Study Courses: HPE 199 lnternship See description on page 87. HPE 299 Directed Study See description on page 88. HPE 399 lnternship See description on page 87. HPE 499 Independent Study/Research See description on page 88. Open only to junior or senior majors. H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community." The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Christopher Kimball (Chair), Jacqueline deVries, William Green, Donald Gustafson, Richard Nelson medieval, modem Europe, U.S., and nonWestern. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. First-year students should enroll in one or more of the 101-104 courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Major Nine courses (including HIS 495 seminar). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. - 5 2 History Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg. A minor normally requires two courses taken at Augsburg. HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 220 America to 1815 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity that formed colonial life, including a study of independence, expansion, and democratization of the new republic. HIS 221 19th-Century U.S. A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. HIS 222 20th-Century U.S. A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. - History 15: HIS 228 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modem legal system. HIS 231 Scandinavian History: Prehistoric to 1750 An introduction to the settlement and development of Scandinavian countries. Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society. HIS 232 Scandinavian History: 1750 to the Present An introduction to the history of Scandinavian countries from the early mode m period to the present with an emphasis on the place of Scandinavian society in European and world history. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W. E. B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 311 Topics in Women's History Exploration of selected topics in women's history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China's isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 326 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. HIS 331 Topics in U.S. History In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. 54 History HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the U.S. as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 169 in International Studies.) HIS 347 MesoAmerica: Legacy of the Conqueror Four specific mini-courses together provide an overview of Mexico's historical development from pre-Columbian times to the present day. HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. (Prereq.: 100-level course or consent of instructor) HIS 352 Modern Germany A survey of the social, political, and cultural development of modem Germany, focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Britain and the Commonwealth Since 1688 This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 360 The Ancient Near East and Greece to 338 B.C. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. - History 15. HIS 361 Hellenistic Greece and Rome to 330 A.D. Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. HIS 370 The Late Middle Ages to 1560s A study of the scholastic tradition and the role of the Church and state, emphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. HIS 380 The History of Women in the West to 1870 A thematic and comparative examination with primary focus on Europe and North America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles, and familial roles in the Renaissance, early American, Enlightenment, and Victorian periods. HIS 381 The History of Women in the West Since 1870 With attention to class, racial, and ethnic differences among women, this class examines the changing legal, political, economic, social, and sexual status of women in Europe and North America since the Victorian period. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 474 The World and the West Europe's discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 495 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the fall term.) Internships and Independent Study Courses: HIS 199 Internship See description on page 87. HIS 299 Directed Study See description on page 88. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See description on page 87. HIS 499 Independent StudyIResearch See description on page 88. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.5 GPA in history) T h e r e are two ways to graduate from the Honors Program-Graduate with Distinction or Honors Program graduate. Graduating with distinction requires satis- fying all program requirements, a 3.5 GPA, and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the Honors Review editorial board. HON 100-101 Freshman Honors Seminar This is the program's introduction to the Honors Program and to collegiate scholarship. We explore an interdisciplinary mix of Western history, the Bible, English literature, and philosophical texts as we assess the Western tradition and Christianity's place within that tradition. HON 160 Introduction to Computing and Communications Integrated with HON 100, this course introduces computing basics, hardware and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing. HON 210 Self-Identify and Society Psychological, sociological, anthropological, and theological perspectives are used to explore the role of the individual in community and other social institutions. HON 21 1 Dyanamic Social Systems This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of how social organizations function and adapt. HON 212 Human Community and Modern Metropolis Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions which facilitate that community. HON 214 Chemistry in Context A one-semester introduction to science through selected topics in chemistry that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing. HON 365 Philosophy of Science Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical implications of chaos and complexity HON 401 Senior Honors Seminar This capstone course explores one of three topics: the relationship of science to religion, the life and thought of C.S. Lewis, or the history and significance of Hispanic Christianity in the United States. I nterdisciplinary studies covers a broad spectrum of experience and coursework. Through interdisciplinary courses, students gain greater insight and understanding of cultures and perspectives different from their own. Through these experiences students are better prepared to become contributing members of the global community. Augsburg also offers students the opportunity to major and minor in Women's Studies, and to minor in metrourban studies and American Indian studies. For other interdisciplinary course listings, see International Studies. American Indian studies is a minor that gives students the opportunity to learn about the original, indigenous cultures of INS 105 North America. Courses are cross-disciplinary, representing the religion, modern language, art, history, English, and women's studies departments. Interdisciplinary courses are offered as well in cinema and contemporary issues. This integrated course of study exposes students to the beauty and richness of the diverse tribal cultures still existing in our country today. Coordinator Virginia Allery Minor Students must take five courses in American Indian studies to get a minor. The only requirements are INS 105 and at least one upper division course. These courses may also be taken as part of majors or minors in other academic subjects or to meet distribution/general education requirements. Introduction to American Indian Studies This course is an introduction to the content areas of the American Indian studies curriculum, including an overview of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. (Required f o ~ American Indian studies minor.) OJB 111, 112 Beginning Ojibwe (See Department of Modem Languages for course description.) ENG 216 American Indian Literature (See Department of English for course description.) INS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. (Cross-listed with the Women's Studies Program.) 58 Interdisciplinary Studies INS 260 Contemporary American Indians This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. INS 264 American Indians in the Cinema Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies. ART 290 Tribal Arts and Culture (See Department of Art for course description.) INS 320 American lndian Women The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today. (Prereq.: one course in women's studies or American Indian studies or consent of instructor. This course also applies to women's studies.) HIS 326 American lndian History (See Department of History for course description.) REL 370 American lndian Spirituality and Philosophical Thought (See Department of Religion for course description.) (Prereq.: junior standing) REL 231 Religion in African American History (See Department of Religion for course description.) INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. HIS 241 Topics in African American History (See Department of History for course description.) INS 3811581 Qualitative Research Methods This course introduces students to the range of qualitative methods available for the applied study of social issues and prepares them for a substantial research project. In separate labs, students will acquire skills in either archival research, content analysis, interviewing, or participant observation. (Prereq.: upper division or graduate standing and at least one upper division course in the student's major, or consent of the instructors) Metro-urban studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology, and other related disciplines. Metro-urban studies is designed to blend classroom and field experience, theory, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-urban studies and the general education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The metro-urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies Faculty Gany Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, (ECO), Chris Kimball (HIS), Michael O'Neal (SOC), Michael Shock (SWK) Major 10 courses including: POL 122 Metropolitan Complex SOC 211 Community and the Modern Metropolis HIS 225 History of the Twin Cities HIS 335 Urban American History SOC 362 Statistical Analysis or POL 483 PoliticaVStatistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. (Courses fulfilling The City Perspective generally meet the urbanrelated requirement.) HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) T ~ Cities n program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics. 60 Interdisciplinary Studies Minor POL 122, SOC 211, HIS 225, and two of the following: HIS 335, SOC 381, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. METRO-URBAN STUDIES COURSES Internships and Independent Study Courses: INS 199 Internship See description on page 87. INS 299 Directed Study See description on page 88. (Prereq.: POL 122 or SOC 211) INS 399 lnternship See description on page 87. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 lndependent Study-Metropolitan Resources An independently-designedcourse developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) INS 499 lndependent StudyIResearch See description on page 88. (Prereq.: POL 484 or SOC 363) URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to I. Metro-Urban Studies Term (MUST)-Fall six interdisciplinary field learning programs of exceptional quality located in Scandinavia, South America, Central America, and the Twin Cities. Also see International Studies listings. or Spring This "Semester in the Cities" program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. - Interdisciplinary Studies 16' INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 87. II. City Arts-Spring Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 87. Ill. See HECUA under International Studies (SUST, SAUS, CILA, and EECLA) equivalent competency) The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): 1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. - 162 Interdisciplinary Studies NORDIC AREA STUDIES-NAS Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modem Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology or social work. Minor Four upper division courses. NORDIC AREA STUDIES COURSES HIS 231 Scandinavian History: Prehistoric to 1750 An introduction to the settlement and development of Scandinavian countries. Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society. HIS 232 Scandinavian History: 1750 to the Present An introduction to the history of Scandinavian countries from the early modem period to the present with an emphasis on the place of Scandinavian society in European and world histoly. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) - Interdisciplinary Studies 16: NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 lnternship See description on page 87. NAS 299 Directed Study See description on page 88. NAS 399 lnternship See description on page 87 NAS 499 Independent StudyIResearch See description on page 88. For degree and major requirements see page 262. 164 INTERNATIONAL KELATIONS I nternational Relations is an interdisciplinary major that offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Norma Noonan Required courses: ECO 112 Principles of Macroeconomics Principles of or ECO 113 Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policy POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modem language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,364,368,465,466 ECO 314,317,360,365 HIS 346,348,352,354,440,474 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 336 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modem Languages.) SWK 230 Interim courses, seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second language. Departmental Honors GPA of 3.5 in the major; 3.0 overall. In addition to fuming the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. - International Studies 162 Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. I nternational study at Augsburg aims to increase intercultural competency and reflects the College's strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenship. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, distributionlgenera1 education, and graduation requirements when approved by the appropriate program directors and faculty before departure. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus through the Center for Global Education or through International Partners. In addition to semester and year-long programs, Interim and summer abroad courses also provide a number of educational opportunities. Students interested in these or other external off-campus study experiences should contact the Center for Global Education. Applications are due March 1 for the fall term or academic year, and September 30 for the spring term. The cost for many programs is comparable to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as on-campus study THE CENTER FOR GLOBAL EDUCATION The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. 66 International Studies The center's study programs are conducted in Mexico, Central America, and Namibia. They integrate rigorous academic work with real-life experiences. Students learn not only from textbooks but live in the midst of the society they are studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays, regional travel, community-based living, and opportunities for volunteer work and internships. International study programs administered by the Center for Global Education and approved by Augsburg are listed below. For information on these programs, contact the academic programs abroad office. INTERNATIONAL PARTNERS The International Partners Program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. The program is founded on reciprocal agreements with selected institutions of higher learning in Europe. Under these agreements International Partner students from abroad receive part of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. Study abroad through Intemational Partners emphasizes business, education, and social work, but is not limited to these fields. The study program may be for one year, one semester, a one-month Interim, or a summer session. Participation may be on an individual basis or as part of a student group. For further information, contact the International Partners office. THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different fullsemester programs in Norway, Guatemala, and Ecuador. All programs emphasize the impact of social change and cross-cultural factors on the human community. HECUA programs include intense language experience and field study. The cost is equivalent to full tuition, roAm, and board for one semester on campus, plus airfare. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. Intemational study programs administered by HECUA and approved through Augsburg are listed below. For information on these programs, contact the Center for Global Education. - International Studies 16; CENTER FOR GLOBAL EDUCATION COURSl CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA (M EXIC0)-FALL This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also approved for credit in women's studies. Participation in the program will fulfill one IAl general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one IAl, 2 or 3 perspective credit. Application deadline is April 1 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Mexican instructors. (Required course. Placement level determined by program director.) SPA 356 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. (will fulfill IA 1, 2, or 3 perspective) INS 311 The Development Process Students reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices are examined, as well as social change strategies. POL 359 Women in Comparative Politics-Women in Latin America An examination of critical global issues affecting Latin America and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies, and revolution. (Required course.) REL 366 The Church and Social Change in Latin America A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and sociaVpolitica1transformation. SPAIINS 399 Service-Learning Internships Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 800-100 hours of community service required. - 168 International Studies RELIINS 499 Independent Study Students design a proposal to independently explore a topic of interest that is either interdisciplinary or related to religious studies. If the proposal is approved, the student will collaborate with an instructor who will guide the independent study. GENDER AND THE ENVIRONMENT: LATIN AMERICAN PERSPECTIVES (MEXICO)-SPRING This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline is Oct. 15. Participation in the program will fulfill one IA1 general education perspective credit, and a Spanish course will fulfill one IA1, 2 or 3 perspective credit. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks, taught by Mexican instructors. (Placement level determined by program director.) SPA 356 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. SOC 286 Social Stratification A study of social stratification theory, focusing on its application in the Latin American context. Special attention will be given to the forms, causes, and consequences of gender, class, and raciallethnic stratification in Mexico. POL 295 Political Economy of Development in Latin America: Gender and Environmental Perspectives Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development. REL 31 1 Theology, Ethics, and the Environment An overview of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. SPAIINS 399 Service-Learning Internships Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 800-100 hours of community service required. International Studies 16 RELIINS 499 Independent Study Students design a proposal to independently explore a topic of interest that is either interdisciplinary or related to religious studies. If the proposal is approved, the student will collaborate with an instructor who will guide the independent study. 1 MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAMIBIA)-FALL This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social, and economic dynamics of building a new nation. Application deadline is April 1. Participation in the program will fulfill one IAl general education perspective credit. REL 346 will fulfill one CF3 perspective credit. INS 312 The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. HIS 346 Namibia and South Africa: A Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa, and the war for independence. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. INS 399 Internships 1 SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA)-FALL OR SPRING This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El 70 International Studies Salvador, and Nicaragua. Application deadline is April 1. Participation in the program will fulfill one IA1 general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one IAl, 2 or 3 perspective credit. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Guatemalan instructors. (Placement level determined by program director.) INS 267 Contemporary Social Movement in Central America This course focuses on social movements in the region and their relationship to the environment. Students explore impact of ongoing colonization and modernization on indigenous cultures. ECO 495 Topics: Sustainable Economic Development This course examines the concepts of economic development and growth in the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. REL 366 Church and Social Change in Latin America This course explores the role of religion in Latin American societies, past and present, given the factors of political oppression and social injustice. Students examine the "theologies of liberation." NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Sept. 30. Participation in the program will fulfill one IA1 general education perspective credit and REL 346 will fulfill one CF3 perspective credit. INS 312 The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. - International Studies 17 POL 359 Topics: Women in Comparative Politics-Southern Africa This course is an integrative seminar focusing on the participation of women in struggles for liberation in Southern Africa and on their emerging role in newly-independent Namibia. INS xxx Roots and Realities of Racism in Southern Africa and the USA: A Comparative Examination This course explores historical parallels of the development in southern Africa and in the US, strategies of resistance the successes and limitations of political victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism. INS 399 Internships SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL This interdisciplinary program focuses on the contemporary Scandinavian societies and issues of the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in Scandinavia and the former Soviet Union. Augsburg application deadline: March 1. INS 372 Norwegian Language Intensive language instruction at beginning or intermediate levels, with emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Students should consult with the chair of the modem languages department for language credit. INS 377 Scandinavia in the World Exploration of Scandinavian viewpoints as small power nations in a world of superpowers and their role in issues of peace, conflict resolution and arms control, East-West relations, European security, trade, and the Third World. INS 393 Scandinavian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media. INS 394 Urbanization and Development in Scandinavia Examination of urban economic, social, and cultural policies and practices as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to other capitals for a comparative view. INS 499 Independent Study (Students may choose either INS 372 or 499) - 72 International Studies SOUTH AMERICAN URBAN SEMESTER: GUATEMALA AND ECUADOR-FALL This interdisciplinary program, with travel to Guatemala and Ecuador, provides an overview of history, culture, economy, and politics of these regions. Students study theories and models of development and explore their usefulness in understanding the regional and global context. Augsburg application deadline: March 1. INS 261 Spanish Language All students take Spanish at the intermediate level or conduct an independent study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work. INS 361 Introduction to Latin America Overview of Latin American geography, history, economy, politics, culture, and arts with emphasis on program sites as case studies. Focus is on economic development issues, theories, and models applicable to Latin America. INS 362 Urbanization in Latin America The development of cities and implications for social change in Latin America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories of urbanization and development are compared. INS 363 Wealth, Poverty, and Community Development The plight and prospects of the urban poor in Latin America. Emphasis on field study in barrio communities and site visits to public and private agencies dealing with urban problems. INS 499 Independent Study COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL CILA combines an internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Quito, Ecuador, students live with local families, work in an agency three days a week, and meet as a group twice a week. Augsburg application deadline: March 1. INS 366 Community Participation for Social Change Examines pressing social realities and policy initiatives in Colombia in recent decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools to evaluate strategies for social, political, and economic development. Integrates readings, guest lectures, faculty and student presentations, discussions, and field work. INS 499 Independent Study Students define topic of interest related to program themes and use analytical tools gained in CILA to study a particular issue or case. A faculty member advises the student throughout to assure adequate focus and incorporation of primary field research in the project design. International Studies 1; INS 399 (2 course credits) Internship Placement and Seminar Placement matches student-defined goals and interests with one of a wide range of agencies working toward community development and social change. Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student. agency, and program for the term. The internship seminar provides for structured reflection, analysis, and integration of the experience. ENVIRONMENT, ECONOMY, AND COMMUNITY I N LATIN AMERICA: GUATEMALA AND CUBA (EECLA)--SPRING Through fieldwork and hands-on projects, students explore the impact of global d e w opmenl on local culture and environment and the response of indigenous cornmunitics in Guatemala, with travel to Cuba or another Latin American country. Aupburg application deadline: Sepr. 30. All students take these four inter-related courses: Social Dynamics and the Environment The Ethics of Development: Local and Global Implications Spanish in the Field (advanced-level language course) INS 499 Independent Study Project (students chooses topic) Check with the specific international studies program director for requirements in the program. MANAGEMENT INFORMATION SYSTEMS See listing under Business Administration, Accounting, and Management Information Systems. 76 Mathematics in calculus should consult with the mathematics department. All other students must take the Augsburg Math Placement Exam, which is administered by the Academic Advising Center. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from the Academic Advising Center. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Review help is available from the Academic Enrichment Center. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. MATHEMATICS COURSES MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra. WEC-additional sessions are required) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) MAT 121 Finite Mathematics Concepts of finite mathematics such as combinatorics, probability, matrices, linear programming, theory of interest, and graph theory with an emphasis on quantitative reasoning. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3) MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with an emphasis on applications in the social and behavioral sciences and business and quantitative reasoning. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3) Mathematics 17; MAT 131 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of Western civilization with an emphasis on connections to teaching mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3) MAT 132 Numeracy for Contemporary Society An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students' life, work, and interests. Students who have completed a Quantitative Reasoning course may not register for credit. (Prereq.: MPG 3) MAT 145-146 Calculus 1 8 11 Concepts of calculus of one-variable functions, including derivatives, integrals, differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) - - MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3) MAT 245 Calculus Ill Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) 178 Mathematics MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, a i d formal logic with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146) MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246, MAT 271) MAT 324 Analysis Concepts of real analysis including functions, derivatives, integrals, and series in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271) MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 331 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modem mathematics. An examination of the interaction between the development of mathematics and that of western civilization. Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or MAT 122 and MPG 4, junior or senior standing) MAT 373 MAT 374 Probability and Statistics I Concepts of probability including methods of enumeration, random variables and probability distributions, expectation, the Central Limit Theorem, and important ideas and problems of statistics. (Prereq.: MAT 245) Probability and Statistics II Concepts of statistics including sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT 373) MAT 385 Mathematics Practicum The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of instructor) - Mathematics 1 7 s MAT 481 Topics in Mathematics Study of an advanced topic such as complex analysis, numerical analysis, mathematical biology, operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor) MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Cames no course credit. Internship and Independent Study courses: MAT 1991399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing). See also description on p. 87. MAT 499 Independent StudyIResearch Selection and study of an advanced topic outside of the offered cumculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor). See also description on p. 88. See listing under Interdisciplinary Studies. - M O D E R N LANGUAGES Modern Languages Faculty The Department Of Languages at Augsburg College contributes in many ways to realizing the College's mission of liberal arts educkon for service in today's world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The modem languages department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in intemational business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, R o m h Soto, Donald Steinmetz Major The major consists of nine courses above 21 1, including two courses in culture, two courses in language, two courses in literature and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. Minor The minor consists of four courses above 2 11,including one each in language, literature, and culture. At least three of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Graduation with Distinction Majors seeking graduation with distinction must apply in the junior year. Requirements: 3.5 GPA in the major, 3.5 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for lim- - Modern Languages 181 its on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Teaching Licensure Teacher candidates in French, German, and Spanish must consult with the Department of Education for specific information and enrollment in the program as well as for information on special methods courses. All transfer teacher candidates, including those who have completed a college language major elsewhere, must take at least two courses in language, literature, or culture at Augsburg. A minimum grade of 3.0 in Conversation and Composition (311) is a departmental requirement for teaching majors. Licensure requires successful completion of the Competency Exam prior to student teaching. See requirements for State of Minnesota Licensure for Teaching in Secondary Schools under Department of Education. After spring term 2001, Augsburg College will no longer offer a licensure program in modem languages. See the Department of Education or the chair of the Department of Modem Languages for information on other options. AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall: 111; spring 112. WEC-additional sessions required) - 182 Modern Languages FRE 21 1, 212 Intermediate French I, II Selected articles, inteniews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and &&mar. Laboratory work. (Fall: 211; spring: 212) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 41 1 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 495 Topics in Literature, Culture, or Linguistics - Modern Languages 18: Internships and Independent Study Courses: FRE 199 Internship See description on page 87. FRE 299 Directed Study See description on page 88. FRE 399 Internship See description on page 87. FRE 499 Independent StudyIResearch See description on page 88. GERMAN (CER) CER 111, 112 Beginning Cerman I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. (Fall: 111; spring: - 112. WEC-additional sessions required.) CER 211, 212 Intermediate Cerman I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212) CER 295 Topics in Literature, Culture, or Linguistics CER 31 1 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) CER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) - 184 Modern Languages CER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of instructor. On demand) CER 351 Survey of Literature: German Literature from Chivalry to Romanticism The intellectual, cultural, and political history of all peoples is reflected in their literature. The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. CER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Karl Man, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modem age. CER 41 1 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 3 11 or consent of instructor. Fall) CER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: CER 199 lnternship See description on page 87. CER 299 Directed Study See description on page 88. CER 399 lnternship See description on page 87 CER 499 Independent StudyIResearch See description on page 88. - Modern Languages 18: JAPANESE(JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112) NOR 21 1, 212 Intermediate Norwegian I, II Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall) NOR 295 NOR 31 1 Topics in Literature, Culture, or Linguistics Conversation and Camposition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 21 1 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural devel- opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) - 186 Modern Languages NOR 41 1 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on litera~yand cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: NOR 199 lnternship See description on page 87. NOR 299 Directed Study See description on page 88. NOR 399 lnternship See description on page 87. NOR 499 Independent StudyIResearch See description on page 88. OJIBWE(OJB) Two courses in Ojibwe (Chippewa) are offered a>Augsburg, both as part of the modem languages department and as part of the American Indian studies minor. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Laboratory work is an integral part of the course. (Fall: 111; spring: 112. WEC-additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212) SPA 248 Spanish and Latin American Culture Through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) .-V ^ - 3* O 2F %4 @:; & w o o at; s E 2 - 8 s 5 c 3 .E w .ss Z 8 . m- s c % i8 0 m e * 33," =.- l;:g; 04 E e9; Q Q ) E o u * . . Uzg+ W d O E C h.m E a v .l$ c z Z 0 m .2 ~6 ""a ;.2'gg ,z 03.2 w Z E Z Z O ;.z m3 .z d u ,o&z u.y8 3 s acl 8, 4 gga a w a9 M usic has the power to strengthen the mind, heal the body, and unlock the creative spirit. Whether we experience music as a listener, performer, or teacher, it adds a significant dimension to our lives. The Department of Music at Augsburg College offers music training within the context of a liberal arts education, and is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA) . Music majors may choose from four majors in three degree programs: bachelor of arts (music major); bachelor of music (music education major); bachelor of music (performance major); and bachelor of science (music therapy major). Music minors and nonmusic majors may also participate in a variety of music experiences including music ensembles, private lessons, some music courses, and additional Interim courses or special performances. Full-time Faculty Robert Stacke (Chair), Jill Dawe, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Bridget Doak, Sally Dorer, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Mary Horozaniecki, Ned Kantar, Kathy Kienzle, Caroline Lemen, Steve Lund, Norbert Nielubowski, Celeste O'Brien, Paul Ousley, Rick Penning, Nicholas Raths, Sonja Thompson, Angela Wyatt. Fine Arts Coordinator Carley Miller Augsburg students who enroll as freshmen must apply to the Department of Music for acceptance to a degree program by the end of the sophomore year. Transfer students should meet with a music adviser immediately after enrolling at Augsburg to establish an appropriate course of music study and application/evaluation process. AU students interested in pursuing a music degree at Augsburg are strongly encouraged to contact a music faculty adviser in their degree area as soon as possible to ensure a smooth program of study and timely completion of music degree requirements. Bachelor of Arts-Music Major For acceptance to the bachelor of arts-music major degree program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. Bachelor of Music-Education Major For acceptance to the bachelor of music-education major degree program, students must: submit an application for admission prior to spring juries of the sophomore year - Music 185 submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiencyrequirement Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. In addition to applying to the music department, bachelor of music-education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music-education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.5 in all music courses is necessary for the music education licensure program. Bachelor of Music-Performance Major For acceptance to the bachelor of music-performance major program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Acceptance to the degree program will be based on the successful completion of the above as well as on the successful outcome of the audition and interview (see Music Student Handbook). Bachelor of Science-Music Therapy Major For acceptance to the bachelor of science-music therapy major program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano, guitar, and vocal proficiency requirements Acceptance to the degree program will based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. A cumulative GPA of 2.5 in all music courses and a 2.5 in all music therapy courses is necessary for the music therapy degree. Bachelor of science-music therapy major candidates should consult with the director of music therapy before applying for acceptance into the program. Transfer Students For acceptance to a music degree program, transfer students must: submit an application for admission prior to the end of the sophomore year, or as soon as possible after enrolling at Augsburg submit a copy of a current academic transcript and transferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement - 190 Music Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury if enrolled as a junior or senior, or spring semester sophomore jury if enrolled as a freshman or sophomore. For bachelor of musicperformance major candidates, acceptance will be based on the completion of the above as well as on the successful outcome of the audition and interview (see Music Student Handbook). Equivalency/Certification Students The music therapy equivalency program is available to students who already have a bachelor's degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student's degree and skill level, individual requirements will be outlined by the director of music therapy There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: submit an application for admission during the first semester of residency at Augsburg submit a copy of a current academic transcript and transferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury. Music Minor Candidates must submit an application for admission prior to spring juries of the sophomore year. Core curriculum (required of all music majors): MUS 101 Materials of Music I MUS 102 Materials of Music I1 MUS 111 Aural Skills I MUS 112 Aural Skills 11 MUS 201 Materials of Music 111 MUS 202 Form and Analysis MUS 21 1 Aural Skills 111 MUS 212 Aural Skills IV MUS 23 1 History and Literature of Music I MUS 232 History and Literature of Music I1 MUS 341 Basic Conducting Large and Small Ensemble Participation Performance Studies Music Repertoire Tests Piano Proficiency Plus fulfillment of recital requirements as given under each specific degree and major. Language requirements are fulfilled in accordance with Augsburg's general education guidelines and with the approval of the student's music adviser. Checklists for specific degree programs are available in the music department. H BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study - Music 19' or desire to enter one of the many musicrelated business fields most often choose this course of study. Requirements Core cuniculum plus one music credit elective plus MUS 458 (Senior Recital) plus two semesters chosen from: MUS 311,312 Composition I, I1 MUS 342 Choral Conducting MUS 344 Instrumental Conducting MUS 331 Music of the Baroque Era MUS 332 Music of the Classical Era MUS 333 Music of the Romantic Era MUS 334 Music of the 20th Century MUS 241 History of Jazz MUS 320 Worlds of Music Eight quarter course credits of performance studies in the major instrument/voice Eight quarter course credits in a major Augsburg ensemble on the major instrument/voice Four semesters in a non-credit small Augsburg ensemble on the major instrumenuvoice Pass piano proficiency test Pass three music repertoire tests BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocavgeneral or instrumentavgeneral emphasis. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music education major. All music requirements must be completed prior to student teaching. Requirements Core curriculum plus: MUS 311,312 Composition I, I1 MUS 358 Half junior recital MUS 459 Full senior recital HPE 115 Health and Chemical Dependency Education ENG 111 Effective Writing INS 105, or Intro. to Amer. Indian Studies INS 260 Contemporary American Indians EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 310 Learning and Development EDC 315 Critical Issues in Education Seminar ESE 300 ReadingNriting in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485,487 Student Teaching VocaVGeneral: MUS 359 Music Methods: ChoraWocal (.5) MUS 356 Music Methods: Brass/F'ercussion (.25) MUS 357 Music Methods: Woodwinds (.25) MUS 355 Music Methods: Strings (.25) InstrumentaWGeneral: MUS 359 Music Methods: ChoraWocal (.25) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) 92 Music One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting One of the following two areas of emphasis: Vocal emphasis-MUS 251, 252, 253, 254 Instrumental emphasis-ne course credit of music elective Two quarter course credits of performance studies in the major instrumentlvoice (first year) Four half course credits of performance studies in the major instrumendvoice (second and third year) Two full course credits of performance studies in the major instrurnentlvoice (fourth year) Eight quarter course credits in a major Augsburg ensemble on the major instrurnentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir) Four semesters in a non-credit small Augsburg ensemble on the major instrumendvoice Improvisation competency on major instrumendvoice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in the major instrurnentlvoice BACHELOR OF MUSIC Music Performance Major Emphasizes intensive work in performance, supplemented by other courses in music and the liberal arts. The program is made available only to students of exceptional performing ability who are selected on the basis of an auditionlinterview application process. The bachelor of music performance program prepares gifted performers to com- pete for professional performing opportunities andlor graduate school auditions. Requirements: 19.5 course credits Core curriculum MUS 311,312 MUS 358 MUS 459 plus: Composition I, 11 Full junior recital Full senior recital One of the following three areas of emphasis: Vocal emphasi+MUS 251,252, 253, 254, 435, EDS 359, one course credit of music elective Piano or organ emphasi+MUS 301,302, 436, 456, one half course credit of music elective Inshumental emphasisMUS 301,302, one and one half course credits of music electives, one methods course for major instrument Two quarter course credits and six full course credits of performance studies in the major instrurnentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrumentlvoice Or, for piano or guitar emphasis: Four quarter course credits in a major Augsburg ensemble plus four semesters of departmental ensemble work as assigned by the student's academic adviser and studio instructor. Four semesters in a non-credit small Augsburg ensemble on the major instrumendvoice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major ins trumendvoice - Music 19; BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B. S. in music therapy is minimally a 4 1/2 year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Requirements: 23 course credits Core curriculum plus: MUS 271 Music Therapy Techniques and Materials MUS 274,275 Music Therapy Practicums MUS 311 or 312 Composition I or 11 MUS 372, 373 Psychological Foundation of Music I, I1 MUS 374,375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half senior recital EDS 282 Introduction to Special Education PSY 105 Principles of Psychology PSY 362 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 356 Music Methods: Brass and Percussion MUS 357 Music Methods: Woodwinds MUS 358 Music Methods: Strings Strongly recommended: MUS 359 Music Methods: Vocal One of the following two: SOC 362 Statistical Analysis PSY 230 Research Methods: Design, Procedure, and Analysis I Eight quarter course credits of performance studies in the major instrumentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrumentlvoice Two semesters in a non-credit small Augsburg ensemble on the major instrumendvoice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Minor Requirements: 6 course credits MUS 101, 102 Materials of Music I, 11 MUS 111, 112 Aural Skills I, I1 MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 One additional music course. Four consecutive quarter courses in a major ensemble concurrent with four quarter courses of performance studies on the major instrument/voice Pass one music repertoire test Departmental Honors Students may qualify for participation in the music honors program if they: have earned a GPA of at least 3.0 in music courses apply by petition for the honors program before the senior year - 9 4 Music provide leadership in one or more of the following areas: - promotion of high music performance standards within the music department - breadth of music interests by attendance at concerts on and off campus - major ensembles Honors may be achieved in one of the following ways: writing a senior thesis and defending it before a faculty committee presenting an additional senior recital of graduate quality composing a work for vocal andfor instrumental ensemble of not less than 15 minutes duration conducting an ensemble concert a combination of the above Ensembles (MUE) These musical organizations are open to music majors, music minors, and nonmusic majors. All music students are required to participate in a major ensemble on their major instrument (where possible) during their time at Augsburg College. Auditions for membership in ensembles are scheduled during the first week of the school year or by arrangement with the individual ensemble director. While the music department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, the Augsburg Chamber Orchestra, the Augsburg Choir, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Ensemble requirements are fulfilled by participation for the entire year. One quarter course credit per semester is granted to members of major ensembles (MUE 111, 112, 121, 141); other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or P/N grading, or may choose no credit with audit (V) designation. A maximum of two course credits in an ensemble may be counted toward graduation requirements. Performance Studies (Private Lessons) Private instruction in voice, piano, organ, or any instrument is available for all students in the following categories: No credit-112 hour lesson, 3 hours of practice per week 114 course credit-1R hour lesson, 4 hours of practice per week 112 course credit-1 hour lesson, 8 hours of practice per week One course credit-1 hour lesson, 12 hours of practice per week Lessons for credit require: Private lessons Jury examination at the end of each semester Attendance at departmental student recitals and master classes Attendance at concerts and recitals Lessons for non-credit: Students may take private lessons for no credit and are not required to fulfill the performance and listening requirements. A semester of study consists of 14 weeks of lessons, coaching, and a jury examination. Music majors and minors are required to register for music lessons for credit (quarter, half, or full credit depending on year of study and degree being sought). Credit is granted only for study with faculty members of the Augsburg College Department of Music, and private - Music 1 9 instruction for credit is graded traditionally Music majors and minors must declare an area of concentration. Freshmen may be awarded free lessons, if taken for credit, in their major instrumendvoice and with the recommendation of their private lesson instructor. Any lessons during Interim or summer are arranged privately with the instructor. A student who cannot attend a scheduled lesson is required to notify the instructor at least 24 hours in advance. Otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. Limited school instruments are available for student use. Music majors are required to attend departmental student recitals and will perform if requested by their instructor. All students registered in performance studies for credit are required to attend eight designated music events during each semester. Four of these events will be made up of major ensemble concerts, senior student recitals, faculty recitals, or designated campus music events. Four events should be professional, off-campus concerts that have the prior approval of the student's major instrumendvoice instructor. Off-campus concerts will require that a program and a one-sheet review be submitted to the instructor. Music minors are required to attend four events (on or off campus) that meet the approval of their private instructor. Note: Final grades for private lessons are affected by attendance requirements. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Concurrent registration in performance studies in the major instrumendvoice is required for recital performance. At least two full-time music faculty members and the student's private instructor must be present to evaluate junior and senior recitals. Recitals are given a pass/fail grade. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or honors program will be sponsored by the music department. Other student recitals may be considered for departmental sponsorship. All music degree recitals must be representative of the academic guidelines set forth in this catalog and repertoire lists. B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. B. A. and B. S. degree senior recitals (MUS 458) will be one-half hour in duration. EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. 96 Music - Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule or the music department for course offerings in each term. THEORY MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 (.5 course) Materials of Music 11 Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I MUS 112 Aural Skills 11 MUS 201 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0) MUS 211 Aural Skills 111 MUS 212 Aural Skills IV MUS 301 Counterpoint 1 (.5 course) 16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 302 Counterpoint 11 (.5 course) Study of contemporary counterpoint including works of Schoenberg, Barber, Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (-5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) Materials of Music 111 (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) - Music 19 MUS 31 1 Composition 1 (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 312 Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporary techniques, atonal systems, and larger forms are studied and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) HISTORY AND LITERATURE MUS 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For nonmusic majors. MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 320 Worlds of Music A survey of non-Western musical cultures. - 98 Music Thefollowing four half courses are extensive studies of special eras in the histoly of music: MUS 331 Music of the Baroque Era (Prereq.: MUS 231, 232) (.5 course) MUS 332 Music of the Classical Period (Prereq.: MUS 231, 232) (.5 course) MUS 333 Music of the Romantic Period (Prereq.: MUS 23 1, 232) (.5 course) MUS 334 Music of the 20th Century (Prereq.: MUS 231, 232) (.5 course) MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254 or permission from instructor) MUS 436 Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing, and performing. (Prereq.: MUS 231, 232) MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department cuniculum. Open only to advanced students upon approval by the faculty. H INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 lnternship See description on page 87. MUS 299 Directed Study See description on page 88. MUS 399 lnternship See description on page 87. MUS 499 lndependent StudyIResearch See description on page 88. Open only to advanced students upon approval of the faculty. Music 19 7 TECHNIQUE MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155 Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading, and simple accompaniment and music reading skills necessaly to pass the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 456 Piano Pedagogy (.5 course) Principles, methods, materials, and techniques for teaching piano. Survey of various pedagogical schools of thought. MUS 358 JuniorRecital (.O course) B.M. candidates only. One-half hour recital at repertoire Level 111 for music education majors, one hour recital at Level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 458 Senior Recital (.O course) One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.O course) B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUSIC THERAPY MUS 271 MUS 272 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. 00 Music MUS 274, 275 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills, including improvisation. Two hours per week. No course credit. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills, including improvisation. Two hours per week. No course credit. MUS 472 Human Identity through the Creative Arts See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. MUS 474,475 Music Therapy Practicums (.25 course each) Volunteer work under the s u p e ~ s i o nof a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an AMTA-approved internship site for six months. (1040 hours) Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: completion of all other graduation requirements, including all proficiency exams and music repertoire tests) - Music 20' ENSEMBLES (MUE) These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester or by arrangement with the ensemble director. Assignment to an ensemble is then made at the discretion of the appropriate faculty. For Jazz Ensemble membership, preference is given to Concert Band members. While the department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Some instruments are available for use by students. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers o f Augsburg (.25 course) MUE 113 Vocal Chamber (.O course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 122 String Ensemble (.O course) MUE 131 Woodwind Chamber Music (.O course) MUE 141 Concert Band (.25 course) MUE 142 Brass Ensemble (.O course) MUE 143 Jazz Ensemble (.O course) MUE 144 Percussion Ensemble (.O course) MUE 145 Piano Ensemble (.O course) - !02 Music PERFORMANCE STUDIES (MUP) Private instruction for credit is graded traditionally. All areas of study are available to the non-music major or minor. All lessons are adapted to the individual needs of the student and those bearing credit are supplemented by accompanying, ensemble participation, and other performances. Repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; music minor-Level I; B.A. and B.S. majors-Enter I and attain 111; B.M.-Education major-Enter I1 attain IV; B.M.-Performance major-Enter I1 and attain \! LESSONS MUP 111-411 Voice MUP 137-437 Horn MUP 121-421 Violin MUP 141-441 Trumpet MUP 122-422 Viola MUP 142-442 Trombone MUP 123-423 Cello MUP 143-443 Baritone M UP 124-424 Bass MUP144-444 Tuba MUP 131-431 Oboe MUP 152-452 Piano MUP 132-432 Bassoon MUP 159a Piano accompanying MUP 133-433 Clarinet MUP 161-461 Guitar MUP 134-434 Saxophone MUP 171-471 Percussion MUP 135-435 Flute MUP181-481 Organ MUP 191-491 Harp MUP 192-492 Improvisation Note carefully the following provisions: A semester of study is 14 weeks of lessons and coaching. Any lesson during the Interim or summer are arranged privately with the teacher. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise except for illness immediately prior to the lesson, the student will forfeit the right to a make-up lesson. Credit is granted only for study with faculty members of the Augsburg College Department of Music. T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distributionlgeneral education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Karen Ballens, Biology, Sandra Olmsted, Chemistry, Jeff Johnson, Physics Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. Broad Base Requirements GEO XXX Introductory Geology PHY 101 Introductory Astronomy PHY 106 Introductory Meteorology BIO 113 Introductory Organisrnal Biology BIO 114 Introductory Genetics, Evolution, and Ecology PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, I1 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry Biology Major (for licensure in biology 5-12) Broad base requirements, plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 476 Microbiology BIO 355 Genetics or BIO 481 Ecology BIO 471 Advanced Cellular and Molecular Biology or BIO 474 Developmental Biology CHM 351,352 Organic Chemistry One math course: MAT 114, 122, 145, or 163 - !04 Natural Science Teaching Licensures Physical Science Broad Base Requirement BIO 113,114,215 PHY 101,106 Geology Chemistry Major (for licensure in chemistry 5-12) Physical Science Broad Base Requirement, plus Graduation major in chemistry: CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351 Organic Chemistry CHM 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar MAT 145, 146 Calculus I, I1 Physics Major (for licensure in physics 5-12) Physical Science Broad Base Requirement, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two additional physics courses above 122; recommended from PHY 261,320,327, 352,420,486,488 One year of general chemistry- CHM 105,106 or CHM 115,116 Two courses from: CHM 364,367,464,481,482,495 One year of general physics-PHY 122 121, NORDIC AREASTUDIES See listing under Interdisciplinary Studies. NORWEGIAN See listing under Modem Languages. T - he Augsburg of Nursing - Department is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through the entire life span for people of diverse cultures and socioeconomic levels. The bachelor's degree equips nurses with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at Augsburg also provides educational opportunities to increase their skills in critical thinking, clinical investigation, and decision-making that prepares them to handle challenging new positions in today's health care field. Augsburg's nursing program, leading to a bachelor of science degree with a major in nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With two additional courses, they are eligible to apply for school nurse certification. Nursing Faculty Beverly Nilsson (Chair), Meny Beth Gay, Sue Nash, Pamela Weiss Major Nine courses including: NUR 305 Contemporary Nursing I: Communication NUR 306 Contemporary Nursing 11: Paradigms in Nursing NUR 310 Community Health Nursing I NUR 311 Community Health Nursing 11: Practicum NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 43 1 Leadership and Management: Theory and Practice PHI 380 Ethics of Medicine and Health Care A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at the completion of Level I and Level I1 courses of study are required. Students also must complete Augsburg's residence and general education requirements. The program has been planned so that the major can be completed within two academic years; however, students may pursue their studies at a slower pace. Courses in the nursing major are offered on weekends with practicum courses requiring additional weekday time. More time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with the program coordinator from the Department of Nursing for program planning. - 06 Nursing Departmental Honors Admission to the honors major requires: a GPA of at least 3.6 in the major and 3.3 overall, application to the department chair by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. 2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate degree or diploma nursing program with a 2.5 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 4. Prerequisite course content: The following content must have been completed with a minimum grade of Z.O-chemistry, anatomy and physiology, microbiology, English composition, introductory sociology, and introductory psychology. These courses may be taken at Augsburg or at another accredited college or university. 5. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing this degree. Nursing courses at Augsburg are available only through Weekend College. Classes usually meet on alternate weekends for one 3 l/2 hour time block. Clinical practice usually occurs on weekdays. Students can complete their liberal arts general education requirements by taking courses in day school and Weekend College. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete the baccalaureate at the Minneapolis and Rochester sites. - Nursing 20 NUR 305 Contemporary Nursing I: Communication Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. NUR 306 Contemporary Nursing II: Paradigms in Nursing An introduction to the idea of theory-based nursing practice. Nursing theory and conceptual models for nursing practice are studied and then utilized in a patientlclient situation. NUR 310 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, and communities. NUR 31 1 Community Health Nursing II: Practicum** Provides clinical experience in community-based health care delively systems. Students will apply nursing process, teachingearning theory, and basic public health principles with culturally diverse clients. (Prereq.: NUR 310) NUR 330 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 350 Introduction to Nursing Research Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in nursing practice and design a research proposal. (Prereq.: MPG 3) - 08 Nursing NUR 403 NUR 431 Contemporary Nursing Ill: Families Provides a theoretical basis for nursing interventions with culturally diverse families and explores theories related to family structure and function throughout the life span. The role of the nurse in family health care is examined. (Prereq.: NUR 306, 350) LeadershipIManagement: Theory and Practice** Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. NUR 432 Topics in Nursing Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Independent Study: NUR 499 Independent StudyIResearch See description on page 88. Note: I f NUR 31 1 is not taken immediately following NUR 31 0, students are required to consult withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more t h a n j v e years may be asked to audit courses already taken. There is afee to audit courses. ** This course involves an additional clinical fee. P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines have their source in it, and it is concerned with asking and answering the "big" questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning with the help of great philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, or the Christian ministry. Philosophy Faculty David Apolloni (Chair), Mark Fuehrer, Bruce Reichenbach Philosophy Major Nine courses including: PHI 241 History of Philosophy I: The Classical Philosophers PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 285 Intro. to Formal Logic and Computation Theory PHI 343 History of Philosophy 111: Enlightenment and 20thCentury Analytic Philosophy A 400-level course (other than PHI 499) Four elective courses in philosophy Five courses must be upper division. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing on page 118. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from PHI 241,242, and 343. - !lo Philosophy .- -- - PHI 110 Introduction to Philosophy This course introduces students to typical philosophical problems (like how we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex Issues such as the ethics of sex in relation to marriage, pornography, and homosexuality are considered. Then consideration is given to the nature and history of romantic love and its relationship to sex. PHI 215 Philosophy of the Emotions and Passions An examination of several classical and contemporary philosophical essays on the nature of human emotion and passion with the intention of discovering the nature and role on this aspect of human nature. The impact of emotions upon language, music, art, interpersonal relations, and even religion are explored. PHI 241 History of Philosophy I: The Classical Philosophers Central philosophical questions that concerned the Greek philosophers and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life, from Thales to Plotinus. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy (Suggested prior course: PHI 241. Spring) - Philosophy 21 PHI 260 Philosophy and the Arts Class discussion of philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of "work of art"; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist's intention, the work of art, and its relation to the rest of the artistic tradition. PHI 2851385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 343 History of Philosophy Ill: Modern Philosophy The quest for the nature and origin of knowledge in the writings of the Continental Rationalists, Descartes, Spinoza, Leibniz; and in the the writings of the British Empiricists, Locke, Berkeley, and Hume. Kant's idealist answer to Hume's skepticism; the rejection of idealism and the formation of analytic philosophy in the early 20th century: Moore, Russell, and Wittgenstein. PHI 350 Philosophy of Religion We systematically investigate a series of questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? (Suggested: one prior course in philosophy) PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years) PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: PHI 399 or one course in natural science) PHI 370 Existentialism Studies in the writings-both philosophical and literary-of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care Application of ethical principles to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. ' - 1 2 Philosophy PHI 3851285 Introduction to Formal Logic and Computation Theory (See description for PHI 285/385) PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific area of philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242,343,344, or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See description on page 87. PHI 299 Directed Study See description on page 88. PHI 399 lnternship See description on page 87. PHI 499 Independent StudyIResearch See description on page 88. PHYSICALEDUCATION See listing under Health and Physical Education. T he Augsburg Assistant - Physician Program is designed for students interested m careers as health care providers. The physician assistant concept originated during the mid-1960s. Physicians and educators recognized that there was a shortage and uneven distribution of primary care physicians. To combat these problems, the Physician Assistant Program was developed. All PAs must, by law or regulation, have a supervising physician. An important element of the physician assistant education is the emphasis on patient education. The Augsburg Physician Assistant Program is a 27-month program of study for students with at least 64 semester hours of college credit. A new class of 28 students begins each May. Students who intend to enter the Physician Assistant Program must apply by December of the previous year. The program is very competitive and not all students who apply are accepted. Physician assistant students who have not previously obtained a baccalaureate degree will earn a bachelor of arts in physician assistant studies upon successful completion of the program. The Augsburg Physician Assistant Program is currently accreditated from CAAHEP (Commission on Accreditation of Allied Health Education Programs). In order for someone to practice as a physician assistant, one must graduate from an accredited PA program and pass the PA National Certification Examination. Practice regulations differ from state to state. The mission of the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College's mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to undersewed populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity and commitment to lifelong personal and professional development. Physician Assistant Faculty Dawn B. Ludwig (Chair), Martha Kelly, Terry Lewis, LuAnn Shay, Christine Bosquez, Donna DeGracia Major First Year (Twelve Months) Twelve courses including: PA 311 Human Anatomy and Neuroanatomy PA 321 Human Physiology PA 331 PA Seminar PA 351 Pharmacology I PA 361 Clinical Medicine I PA 371 History & Physical Exam Skills I PA 341 Current Trends PA 362 Clinical Medicine I1 PA 352 Pharmacology I1 PA 363 Clinical Medicine 111 History & Physical Exam PA 372 Skills I1 PA 380 Emergency Medicine and three supporting courses including: PSY 368 Behavioral Health Care I PSY 369 Behavioral Health Care I1 PHI 380 Ethics of Medicine and Health Care - 1 4 Physician Assistant Second Year (Fifteen Months) ENTRANCE REQUIREMENTS Prerequisite: successful completion of the first year of the PA Program and all courses must be taken as maditional grading. The following steps must be completed to apply for admission into the Physician Assistant Program. Clinical rotations in prearranged health care facilities including: PA 400 Family Medicine .............6 weeks PA 410 Internal Medicine ............6 weeks PA 420 General Surgery ..............6 weeks PA 430 Pediatrics........................ .6 weeks PA 440 OB/Gynecology ...............6 weeks PA 450 Emergency Medicine ......6 weeks PA 460 Psychiatry........................6 weeks PA 470 Electives ..........................6 weeks PA 480 Family Medicine Preceptorship ..................Final 11 weeks of program 1. Prerequisite course content: The following courses must have been completed at Augsburg (or an approved equivalent course at another accredited institution) with a GPA of 2.0 or better: A minimum grade of 2.0 in each physician assistant and supporting course of study is required. Students in the degree program also must complete Augsburg's residence and general education requirements. The program is planned so that the major will be completed in 27 months. The courses are offered consecutively, with subsequent courses based on material taught in previous courses; therefore, students are accepted for full-time study only. Program Change As of May 2001, the PA Program will be a graduate program and award a master of science degree with the PA Certificate. Prerequisites will change accordingly. One year biological sciences for majors One full course sequence oE Organic Chemistry Microbiology Biochemistry General Psychology One course in medical terminology 2. It is recommended students maintain a cumulative and science GPA of 3.0 or better to remain competitive with all potential applicants. 3. All general education perspectives/skills (except The City, one Writing Skill, Speaking Skill, and Critical Thinking) must have been completed. The above perspectives and skills are included in the physician assistant curriculum. 4. Submit a complete application to the program prior to the deadline, usually the end of December. Call the office for the official deadline each year. A complete application packet includes: the application, three or four letters of reference, an application fee, and an official transcript from each post-secondary school attended. 5. Application and admission to Augsburg College prior to matriculation to the Physician Assistant Program. - Physician Assistant 21 Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course will involve dissection of human cadavers. This course is offered only to students accepted into the PA Program. Human Physiology A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and the special senses. (Prereq.: Admission to the PA Program) PA Seminar A seminar exploring the history and role of physician assistants, including the laws and regulations governing their practice and education. (Prereq.: Admission to the PA Program or consent of instructor) Current Trends This course educates the student in understanding medical literature, research of literature, and analysis of medical articles. (Prereq.: Admission to the PA Program) Pharmacology I This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular, respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA Program and successful completion of summer semester) Pharmacology II This course covers drug metabolism, chemotherapy, and prescriptive practices as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351) Clinical Medicine I A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and successful completion of summer semester) Clinical Medicine II A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the otolaryngologic, ophthalmalogic, and neurologic systems. (Prereq.: PA 361) 16 Physician Assistant 7 Clinical Medicine Ill A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the rheumatologic, orthopedic, gynecologic, obstetric, pediatric, geriatric, dermatologic, and immunologic systems. (Prereq.: PA 363) History and Physical Exam Skills I A lecturddiscussion/laboratory course with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to the interviewing and physical examination of patients. (Prereq.: Admission to the PA Program) History and Physical Exam Skills II A lecturddiscussion/laboratory course with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to the interviewing and physical examination of patients. (Prereq.: PA 371) Emergency Medicine A lecturdaboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362) Family Medicine A six-week required rotation that emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases, and conditions unique to the clinical practice of family medicine. Internal Medicine A six-week required rotation during which the indication, limitation, and methods of performing the necessary diagnostic procedure and therapeutic measures used in the treatment of general medicine disorders are reviewed. General Surgery A six-week required rotation providing an orientation to patients of various ages with surgically manageable diseases, emphasizing -preoperative,intraoperative, and postoperative periods. Pediatrics A six-week required rotation designed to emphasize care of the child from birth through adolescence, emphasizing common childhood illnesses, normal growth and development, and abnormal variations. - Physician Assistant 217 OBICYN A six-week required rotation that provides an exposure to the spectrum of problems and issues associated with women's health care, including pregnancy, common gynecological diseases, and preventive care. Emergency Medicine A six-week required rotation designed to provide an in-depth exposure to the illnesses and injuries sustained by all ages that necessitate emergency care. Psychiatry A six-week required rotation designed to provide an understanding of the behavioral components of health, disease, and disability with exposure to patients with a variety of psychiatric diagnoses. Electives A total of six weeks spent by the student in a department-approved rotation of the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology. Family Medicine Preceptorship An 11-week required rotation providing the student an opportunity to utilize all skills and knowledge gained in the program, emphasizing complete patient care in a family medicine setting. (Prereq: completion of the clinical year of PA studies) P hysicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called "natural philosophers," physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, computer science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments with some degree of comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor's and advanced degree levels, and administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs (supported by NASA, the National Science Foundation, and other federal agencies) through its Center for Atmospheric and Space Sciences. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Mark Engebretson, Kenneth Erickson, Anthony Hansen, William Jasperson, Jeffrey Johnson, David Venne, J. Ambrose Wolf Physics Research Staff Jennifer Posch, Thomas Powers BACHELOR OF ARTS Major 13 courses including: PHY 121 General Physics I PHY 122 General PKysics I1 PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395, 396 Comprehensive Laboratory - Physics '219 Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, 11 MAT 245, 247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory 11 PHY 486 Quantum Physics I One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, 11 MAT 245, 247 Calculus I11 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Graduation with Distinction A GPA of 3.7 in physics and 3.5 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Departmental Honors A GPA of 3.5 in physics and 3.3 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121,122 during the freshman year, and MAT 245 and 247 (or PHY 327) during the sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics I1 Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, 11 - '22 Physics PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory 1 (.5 course) An emphasis on independent laboratory work and participation in physics seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall) PHY 396 Comprehensive Laboratory 11 (.5 course) A continuation of PHY 395. (One three-hour laboratory and one seminar hour per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 486 Quantum Physics I A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245, 35 1. Fall) PHY 488 Quantum Physics II The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics, and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring) Internships and Independent Study Courses: PHY 199 lnternship See description on page 87. PHY 299 Directed Study See description on page 88. PHY 399 lnternship See description on page 87. PHY 499 Independent StudyIResearch See description on page 88. Open to juniors and seniors with departmental approval. F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Political Science Faculty Andrew Aoki (Chair), Philip Fishman, Milda Hedblom, Mary Ellen Lundsten, William Morris, Norma Noonan, Susan Riley, Joseph Underhill-Cady Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 PoliticaVStatistics/Methodology POL 484 Political Analysis Seminar Required elective-one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a fac- - ?24 Political Science ulty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Teaching Major in Political Science and Economics Education Courses: EDC 200 Orientation to Education (required for licensure) EDS 375 Social Studies Methods-capstone course (required for licensure) Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. Political Science Areas Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary educaiton. (I) American Government and Politics, (11) Comparative Politics and Analysis, (111) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division course Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. - Political Science 22 I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government-including Congress, the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 325 Public Administration and Policy Analysis The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor) POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing.) POL 370 Constitutional Law (See Section I V for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) - 26 Political Science II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union andlor other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policy Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: four courses in the international relations sequence) - Political Science 22 IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) V. POLITICAL THEORY AND ANALYSIS POL 158 Political Patterns and Processes (See Section I1 for description.) POL 282 Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at struggle to define Asian Americans. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 382 Marxist Theory Origins and evolution of Mantist theory and movements, emphasizing Marxism as developed in Russia and China. Considers the political, social, and economic dimensions, and changing role of Marxist doctrines in society. (Prereq.: POL 158 or consent of instructor) - Political Science 28 POL 383 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily but not exclusively at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses: POL 199 lnternship See description on page 87. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 88. POL 399 lnternship See description on page 87. POL 499 Independent StudyIResearch See description on page 88. P sychology is an exploration of behavior and mental processes. A s an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. Psychology's scientific method also equips students to understand and use scientific research and to make more informed judgments about claims in the popular media. To prepare students for graduate study and work in psychology, the major emphasues the complementary components of a strong foundation in research and theoretical work with application of knowledge and skills in coursework, research experience, and internships within the community. The cuniculum's emphasis on problem-solving skills and current information about human development and interaction is also relevant to careers in many related s e t t i n g s business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializatio=linical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychologyas well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences-within and outside the classroom, with group and individual projects, and through association with Augsburg's active Psychology Club, Psi Chi Honor Society, and facultystudent research teams. Psychology Faculty Nancy Steblay (Chair), Grace Dyrud, Emily Hause, Victoria Littlefield, Bridget Robinson-Riegler,Jennifer Wenner Major Ten courses including: PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 200 Psychological Science Laboratory PSY 230 Research Methods: Design, Procedure, and Analysis I PSY 330 Research Methods: Design, Procedure, and Analysis 11 PSY 399 Internship At least one course from the following: PSY 354 Cognitive Psychology PSY 355 Biopsychology PSY 359 Assessment At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contempora~yIssues At least three additional psychology courses. (Majors are strongly encouraged to take more than 10 psychology courses; no more than 13 count for graduation. ) Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. WEC psychology courses are offered only on an alternating year basis. All psychology majors must have an adviser in the psychology department. - 30 Psychology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific course work to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Course work will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.0 in the major and 3.5 overall, and completion of a high-quality research project culminating the major program. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 102 or 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399, and 499 may be counted. PSY 102 The Individual in a Social World A scientific investigation of social issues, with analysis of both individual and group factors. Topics include media, prejudice, conformity, legal processes, and consumer issues. Research participation is required. (This course does substitute for PSY 105 as a prerequisite to upper division psychology courses.) PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 200 Psychological Science Laboratory An introduction to the science of psychology through problem-solving. The focus is application of psychological principles to real-world issues. Emphasis on data collection, summary, and communication. (Prereq.: PSY 102 or 105) PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 102 or 105) - Psychology 23 PSY 230 Research Methods: Design, Procedure, and Analysis I Part I of a two-term sequence. Scientificmethod as practiced in psychology. Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis, and APA-style presentation of research findings. PSY 230 must precede PSY 330. (Prereq.: PSY 200) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 200 or consent of insh-uctor) PSY 330 PSY 351 Research Methods: Design, Procedure, and Analysis II Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the term immediately following PSY 230. PSY 230 may be taken for one course credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher) Child Development Emphasis on normal development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 102 or 105) PSY 352 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105) PSY 353 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population-the elderly. (Prereq.: PSY 102 or 105) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 200) PSY 355 Biopsychology Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 200) PSY 356 Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105) PSY 357 Behavior Analysis Principles of learningbehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 102 or PSY 105) - Psychology 32 PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 200) PSY 361 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 102 or 105) PSY 362 Abnormal Psychology An introduction to psychological disorders. (Prereq.: PSY 102 or 105) PSY 368 Behavioral Health Care I (Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.:Junior standing in PA Program or PSY 355 and instructor approval) PSY 369 Behavioral Health Care II (Physician Assistant Program requirement) Continuation of PSY 368. Specific skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368) PSY 371 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 102 or 105) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 102 or 105) PSY 381 Historical Perspectives Focus on the people in psychology's history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 102 or 105) PSY 485 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: Three PSY courses and junior class standing) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 230 and consent of instructor) - Psychology 23: PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students' knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 330 or comparable course approved by instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230 and junior standing) Internships and Independent Study Courses. PSY 199 Internship See description on page 87. (Prereq.: PSY 102 or 105 and one other psychology course). PSY 299 Directed study See description on page 88. (Prereq.: PSY 102 or 105) PSY 399 lnternship See description on page 87. Participation in a concurrent seminar is required. (Prereq.: PSY 330) PSY 499 Independent StudyIResearch See description on page 88. (Prereq.: PSY 330) R eligion asks fundamental questions of life and meaning: Who are we as human beings? Where did we come from? Where did the world come from? What do good and evil mean in this time and place? Students will wrestle with these questions and with responses from the Christian traditions and from the perspectives of the other major world religions. Through this study of religion, students will learn to understand, appreciate, and articulate the Christian faith, as based in the Bible, as lived in the Christian fellowship, as embodied in the Christian Church and its history, and as interactive in the contemporary world and with other world religions. Students will also develop the ability to read and interpret the Bible, other religious texts, and various expressions and practices of faith, so that their meaning for human life in relation to God becomes evident. In addition students will develop skills for becoming leaders in the religious communities to which they belong and for living as responsible citizens with others whose religious views and practices differ from their own. A religion major encourages students to seek their future in the world andfor church through a sense of vocation, serving as pastors, associates in ministry, nurses, youth and family ministry lay professionals in congregations, and as social service and human resource professionals in a wide variety of settings. Religion Faculty Beverly Stratton (Chair), Janelle Bussert, Bradley Holt, Rolf Jacobson, Lynne Lorenzen, Philip Quanbeck 11, Mark Tranvik BACHELOR OF ARTS Religion Major Eight courses including: REL 111 Introduction to Theology REL 221 Biblical Studies REL 356 World Religions REL 481 Contemporary Theology REL 495 Seminar Three additional religion courses, of which two must be upper division courses. Note: Seminar, especially for majors, should be taken in the junior or senior year. Only one Interim course may be applied to the major. One New Testament Greek course may be applied to the major. Graduation with Distinction Graduation with Distinction requires application to the department chair in the junior year. Specific requirements are available from the chair. Departmental Honors GPA of 3.5 in the major and 3.0 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student's senior year. Minor Five religion courses. Not more than one Interim course may be counted for the minor. Note: Not all courses that meet Christian Faith Perspectives are REL courses and do not count toward tlie religion major or minor. - Religion 23: Youth and Family Ministry Major The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training, using resources of the Youth and Family Institute of Augsburg College. Students are accepted into the program through a twostep candidacy process. This major requires an approximately 100-hour internship administered by the Youth and Family Institute in partnership with a congregation. It may be possible for the intern to receive a stipend for this internship. The candidacy process begins with application, normally in the fall of the student's sophomore or junior year. Two of the theology core courses must be completed before making application to the program. An essay, one letter of reference, an assessment instrument called "Self Portrait," and an interview are required for candidacy review. The teaching staff will conduct step one. The second step will be conducted by the Youth and Family Institute staff with help from experienced pastors, a member of the religion faculty, and youth and family ministers. This usually follows the internship in the fall of the senior year. Retaking the "Self Portrait," an essay, an assessment of the internship, and an interview are required. This step is very important for recommending the students for employment. Youth and Family Ministry Major Ten religion courses including: Theology core: REL 111 Introduction to Theology REL 221 Biblical Studies REL 362 Theology of the Reformers REL 481 Contemporary Theology REL 495 Seminar Youth and family ministry core: REL 235 Basics in Youth and Family Ministry (Interim) REL 232 Peer Ministry: Principles and Leadership REL 358 Life and Work of the Church REL 399 Internship Theology elective: choose one of the following: REL 356 World Religions REL 353 Denominations and Religious Groups in America REL 343 Theology of Marriage and Family and four supporting courses: SOC 121 Introduction to Human Society SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 351 Child Development or PSY 352 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major may not also major or minor in religion. - !36 Religion 2217Or 331 is prereq~site to aU other courses. REL 111 or 221 is expected to be taken in either the freshman or sophomore year at Augsburg. Junior or senior transfer students who are required to take two Christian Faith Perspective courses may take REL 331 as the prerequisite for other courses. REL 111 Department approval is necessary before courses taken in other colleges can be accepted for religion department credit. All majors must have an adviser in the department. Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world that concerns Christian doctrine. REL 221 Biblical Studies The origin, literary character, and transmission of the biblical documents; the task of biblical interpretation; and the history of Israel and the emergence of the church. REL 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery, and evangelicalism. REL 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. REL 235 Basics in Youth and Family Ministry Development of youth and family ministry in the U.S. Conceptual models and basic skills for holistic approach to youth and family ministry in a congregation. REL 331 Foundations in Bible and Theology An advanced introduction to the biblical and theological foundations of the Christian faith, focusing on writing and advanced critical thinking skills. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 111 or REL 221. REL 343 Theology of Marriage and Family An examination of the nature of modem marriage and family relationships within the context of the faith and practice of the Christian church. - Religion 23: REL 353 Denominations and Religious Groups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers that may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 358 Life and Work of the Church Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work. REL 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society. REL 361 The Church in the First Four Centuries A study of the early Christian Church, including persecution and martyrdom, councils and creeds, and conflict with Gnosticism and mystery religions. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) REL 374 Science and Religion A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences. - 138 Religion REL 383 Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology. REL 420 The Russian Orthodox Church Theology and history will be studied primarily from the perspective of those Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia. REL 425 Christian Spiritual Practices A practical forum on "habits of the heart" that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terns of language and metaphor. REL 471 Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. - Religion 23' REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 486 Psychology of Religion and Theology A study of current psychological views of religion in the context of the tradi- tional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. REL 490 Topics in Religion Individual study in selected religion courses not addressed in regular course offerings. REL 495 Seminar Selected topics. Required of majors in the junior or senior year; others by permission of instructor. Before taking the seminar, each major must have written one formal research paper and placed it on file with the department chair. (Fall) Internships and Independent Study Courses: REL 199 Internship See description on page 87. Limited to special cases. REL 299 Directed Study See description on page 88. REL 399 Internship See description on pages 87 and 235. REL 499 Independent StudyIResearch See description on page 88. See department listingfor a description of thefollowing approved elective: RELIPHI 350 Philosophy of Religion (See PHI 350) 40 RUSSIAN, CENTRAL, AND EAST EUROPEANSTUDIES (ACTC T his major, offered through the Associated colleges of the ~ w i Cities i (ACTC), seeks t i give the broadest possible exposure to the history, politics, economics, literature, and philosophy of Central and Eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota one of the Eastern European languages, is required. Russian, Central, and East European studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science. Courses are offered at Augsburg College, Hamline University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. Adviser Magda Paleczny-Zapp PROGRAM) DEGREE AND MAJOR REQUIREMENTS Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or equivalent competencies. B. Area Studies Courses: Track 1: Concentration in humanities Five courses: Four courses from the list of approved courses in Track 1,plus one course from Track 2, as approved by adviser. Track 2: Concentration in social sciences Five courses: Four courses from the list of approved courses in Track 2, plus one course from Track 1,as approved by adviser. C. Two other courses selected from either Track 1 or Track 2. D. Students are strongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the Central or East European countries during a semester, Interim, or during the summer is strongly encouraged. All options should be discussed with the student's adviser. I AUCSBURC TRACK 1 HUMANITIES CONCENTRATION HIS 348 Russia and Soviet Union in the 20th Century REL 420 The Russian Orthodox Church TRACK 2 SOCIAL SCIENCES CONCENTRATION REL 420 The Russian Orthodox Church ECO 317 Comparative Economic Systems EC0 495 Topics (Requires permission of adviser) POL 351 Topics in Communist/Post Communist Systems (Requires permission of adviser) POL 363 Russian and Chinese Foreign Policy Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See the adviser or contact the ACTC office for further information. Students may not receive credit for the same course taken on different campuses. The following courses are considered to be equivalent to one another: (Location:A = Augsburg; H = Hamline; M = Macalester; C = St. Catherine; T = St. Thomas.) HIS 60 M = HIS 337 H HlST 333 T = HIST 373 H = HIST 348 A = HIST 351 C ECO25M=ECO317A= ECO 349 T = ECO 349 C Faculty Advising Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central, and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. See Nordic Area Studies under Interdisciplinary Studies. The current advisers are: Augsburg, Magda Paleczny-Zapp, (612) 330-1761; Hamline, Karen Vogel, (651) 641-2973 and Nick Hayes, (651) 641-2314; Macalester, Gary Krueger, (651) 696-6222; St. Catherine, Sr. Margery Smith, (651) 6906553; and St. Thomas, Sr. Mary Shambour, (651) 962-5164. s tudents preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinator Christopher Kimball Social Studies Teaching Licensure Broad base requirements: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 220 America to 1815 or HIS 221 19th-Century United States or HIS 222 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 336 Introduction to Cultural Anthropology One course in geography (human or cultural) Plus a major in one of six fields-economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor's degree and seeking licensure only. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. T h e social work major prepares graduates for entry-level generalist practice in the field of social work. The baccalaureate social work uroeram (B.S.W.) is accredited by the Council on Social Work Education and leads to a bachelor of science degree. Graduates are prepared to work with individuals, families, groups, and communities building on strengths, and to develop and analyze social policy. The mission of the department is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. . L, Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time Master of Social Work (M.S.W.) degree on a weekend schedule. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Department of Social Work. The Twin Cities area provides both a variety of field placements for social work students and extraordinary community resources for the classroom. The ethnic and economic diversity in this metropolitan area enriches opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves. The social welfare minor and electives in the department allow students from other majors to gain knowledge about human needs and growth, human services, global social welfare, and the methods of effective citizenship. Using this knowledge, students are encouraged to use their talents and skills to address the needs of society, always emphasizing social justice and the central importance of diversity in the social fabric of our world. Social Work Faculty Terry Cook (Co-Chair), Edward Skarnulis (Co-Chair), Anthony Bibus (BSW program director), Susan Bullerdick, Vem Bloom, Laura Boisen (MSW field coordinator), Lois Bosch (MSW program director), Francine Chakolis, Maria Dinis, Sumin Hsieh, Rosemary Link, Sharon Patten, Curt Paulsen, Phu Phan, Glenda Dewberry Rooney, Michael Schock (BSW field coordinator), Clarice Staff, Maryann Syers - 3ocial Work 44 Concentration Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 317 Field Work 11: Integrative Seminar SWK 401 Research: Evaluation of Practice and Programs SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV Integrative Seminar SWK 419 The Social Worker as Professional and seven supporting courses: BIO 101 Human Biology PSY 105 Principles of Psychology soc 121 Introduction to Human Society SOC 231 Family Systems: A Cross-Cultural Perspective SOC 265 Culture: Ethnicity, Gender, and Race SWK 257 Exploring Human Services SWK 260 Humans Developing A minimum grade of 2.0 is required for each core course and a 2.0 GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. Concentrations in aging, chemical dependency, crime and corrections, social ministries, and youth are possible. A concentration consists of elective courses in the area and a senior practicum in that special area. For social ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy Social work majors must be granted candidacy status before the beginning of the first practicum in the junior year. Certain 300- and 400-level courses list candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core and supporting program courses below the 400 level are necessary for candidacy. Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 111: With Communities and Polices SOC 265 Culture: Ethnicity, Gender, and Race and one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration - Social Work 24 Social Ministries This concentration helps to focus social workers on work in church congregations or church-sponsored social programs and projects. The concentration was designed by the Departments of Religion and Social Work. The concentration is achieved by completing the following course of study: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 317 Field Work 11: Integrative Seminar SWK 401 Research: Evaluation of Practice and Programs SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV Integrative Seminar SWK 419 The Social Worker as Professional Social Ministries Minor in Religion Required course--choose one: REL 111 Introduction to Theology or REL 221 Biblical Studies Suggested c o u r s e ~ h o o s four: e REL 231,263,342,343,353,360,363, 366,370,415,441, and 483. ELECTIVE COURSES ARE OPEN TO ALL STUDENTS. SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines that are vital to fostering peace. SWK 257 Exploring Human Services This experiential learning course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 60 hours of work in a human service agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups. SWK 260 Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. SWK 301 History and the Analysis of Social Policy This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental responses to human needs and the contribution of social workers historically will be explored. (Prereq.: junior standing or consent of instructor) - 46 Social Work SWK 406 Social Work Practice Ill: With Communities and Policies This course focuses on social change through community organization and influencing policies. Students build an understanding of communities, human service agencies, and policy practice in the local community through a required service-learningproject. (Prereq.: senior standing or consent of instructor) COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 306 Social Work Practice I: With Individuals This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar in WEC and with SWK 301 in the day program, and junior standing) SWK 307 Field Work I: lntegrative Seminar* Beginning supervised professional practicum experience in a social work agency that focuses on interviewing experience and relationship building. A total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301, junior standing, concurrent with SWK 301 in day program and SWK 306 in WEC. P/N grading only) SWK 316 Social Work Practice II: With Families and Croups This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on generalist practice in group and family work. (Prereq.: SWK 306, SWK 307, and candidacy status) SWK 317 Field Work II: lntegrative Seminar* Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency A total of 120 hours, continuing SWK 307, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only) *Can be taken in coordination with cooperative education, which may provide paymentfor work infield sites. - Social Work 24 SWK 401 Research: Evaluation of Practice and Programs This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use of data-processing equipment for statistical analysis. (Prereq.: MPG 3) SWK 407 Field Work Ill: lntegrative Seminar* Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) SWK 41 7 Field Work IV: lntegrative Seminar* Continuation of SWK 407; a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) SWK 419 The Social Worker as Professional This course reviews professional ethical practice, bureaucratic survival, job attainment, and strategies for agency change and empowering clients. (Prereq.: Senior and candidacy status.) Internships and lndependent Study Courses: SWK 199 lnternship See description on page 87. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 88. SWK 399 lnternship See description on page 87. SWK 499 lndependent StudyIResearch See description on page 88. *Can be taken in coordination with cooperative education, which may provide payment for work infield sites. S ociology -. is the study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, Interim courses, and field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, urban planning, and human services. Sociology Faculty Diane Pike (Chair), Eric Buffalohead, Gany Hesser, Gordon Nelson, Michael O'Neal, Tim Pippert, James VelaMcConnell Major Ten courses including: SOC 121 Introduction to Human Society SOC 349 Complex Organizations SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Modern Sociological Theory and four additional sociology courses. Note: SOC 399 is highly recommended. Majors must have a 2.0 or better in each required course to receive credit in the major. Concentration in Crime and Community Many of our students are interested in the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on understanding crime in the community with respect to prevention, and the solution of problems that lead to crime. Students interested in community crime prevention as well as the traditional aspects of criminal justice-ourts, prisons, probation, and law-will be served by this major. See department chair for specific requirements. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. - Sociology 249 Concentration in Social Psychology Departmental Honors Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific course work to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Course work will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. To complete the honors major in sociology, the student must have a minimum GPA of 3.5 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair for specific requirements. An application for the honors major must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are expected to have at least a 2.0 GPA in courses counting toward the minor. SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 21 1 Community and the Modern Metropolis How is community possible in the face of multicultural, economic, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this possibility. (Fall, spring) SOC 231 Family Systems: A Cross-Cultural Perspective The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and the modem cultural and social patterns. -Sociology 250 SOC 241 Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. SOC 265 Gender, Race, and Ethnicity Who gets what, when, and how? Individuals and groups from diverse backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy. (Fall) SOC 300, 301, 302, 303, 304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 349 Complex Organizations What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: SOC 121 recommended. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.: MPG 3 . Fall) SOC 363 Research Methods Good research-do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology How does soceity construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society, as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) - - Sociology 251 SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 485 Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) Internships and Independent Study Courses: SOC 199 lnternship See description on page 87. SOC 299 Directed Study See description on page 88. SOC 399 lnternship See description on page 87. SOC 498 lndependent Study-Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring) SOC 499 lndependent StudyIResearch See description on page 88. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Modem Languages. SPEECH/COMMUNICATION AND THEATRE ARTS-spc, THR 0 ur quality - - of life, both personally and professionally, depends in large part upon the quality of our communication. A communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to improve communication skills. Since communication careers demand a broad educational background, the department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religion, social work, sociology, or theatre arts. The Augsburg communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in their programs. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Speech/Communication and Theatre Arts Faculty Martha Johnson (Chair), Julie Bolton, Michael Burden, Darcey Engen, Robert Groven, Daniel Hanson, David Lapakko, Deborah Redmond BACHELOR OF ARTS Communication Major 12 courses overall--seven required core courses and five courses within one of seven emphases. For transfer students, at least six of these 12 courses must be upper division courses offered at Augsburg. Required of all communication majors: SPC 111 Public Speaking or SPC 112 Contest Public Speaking SPC 188 Forensics Practicum (non-credit) SPC 321 Advanced Public Speaking or THR 350 Voice for Speech, Stage, and Screen or THR 360 Interpretive Reading SPC 35 1 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 Small Group Communication One of the following: ENG 223, 225, 226, 227. Rhetoric Emphasis (Day) Five additional electives from the following: SPC 329,343,345,347,399,495, 499; THR 350,360; LIN 311; PHI 120, 230; PSY 325,371; SOC 362,375. Organizational Communication Emphasis (Day) Five additional electives from the following: SPC 329,345,399,495,499; ART 132,225,330; SPC 345; BUS 340,355 or 450; CSC 160; INS 395; PSY 325,371, 373; SOC 265,349,375. Mass Communication Emphasis (Day) Five electives from the following: SPC 343,347,348,399,495,499; ART 132, 225,330; ENG 226,241,327,347; POL 342,375; THR 232,325,350,360; SPOTHR 333. Public Relations and Advertising Emphasis (WEC) Students interested in this emphasis are strongly urged to take ENG 227 Journalism as part of the major. Five electives from: ART 132, 224, 225; BUS 242,252,355; MIS 379; PSY 373; SOC 349; SPC 345,399,480; POL 342. Marketing Communications Emphasis (WEC) Five electives from: BUS 252, 352,355, 357,450; SPC 399,480; POL 342. Human Relations Emphasis (WEC) Five electives from: INS 395; PSY 373, 485; SOC 231,265,349,375; SPC 329, 345,399,480. Supervisory Management Emphasis (WEC) Five electives from: BUS 242, 340, 440; INS 395; MIS 175,379; PSY 373; SOC 349; SPC 345,399 For All Seven Emphases We encourage all majors to participate in Augsburg's interscholastic forensics program. Day students are required to attend at least two interscholastic speech tournaments. Registering for and completing SPC 188 (Forensics Practicum) is required to document participation. Students should be aware that the tournament season is essentially from October through midMarch, and should plan schedules accordingly. All day majors should plan to include at least one internship (SPC 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (SPC 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Communication Minor Six courses including: SPC 111 Public Speaking or SPC 112 Contest Public Speaking POL 342 Mass Communication in Society or SPC 343 Broadcast Production I SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Film minor Six courses including: ENG 241 Introduction to Cinema Art SPCITHR Topics 295: 16mm Film SPCrrHR Topics 295: Contemporary Issues in Film SPC 343 Broadcast Production I THRISPC 333 Acting for Camera Plus one of the following: SPCrrHR Topics 295: Screenwriting THRJENG 325 Playwriting THR 328 Stage Design SPC 347 Documentary Video SPC 348 Broadcast Production I1 THR 366 Stage Direction Prospective minors must obtain prior approval from a communication faculty adviser. Communication Arts/Literature Teacher Licensure Major This major is only for students who seek to be licensed in speech or communication arts. Students should consult directly with both the Augsburg speech/communication and education departments. The course requirements for the new licensure are listed under the Department of English, on p. 139. Note: For transfer students, at least three of these six courses must be upper division courses offered at Augsburg. SPC 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either SPC 111 and 112 for credit, but not both. Fall, spring) SPC 112 Contest Public Speaking Theory and practice of speaking in formal contest situations. Students must attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate, speaking to entertain, andlor communication analysis. (Note: Students may take either SPC 111 or 112 for credit, but not both.) SPC 188 Forensics Practicum A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, spring) SPC 321 Advanced Public Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging from impromptu speaking and persuasion to job i n t e ~ e w i n gand sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or 112) SPC 329 lntercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code syst e m . (Fall: alternate years) SPC 343 Broadcast Production I Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken concurrently with THR 333. (Fall) SPC 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. (Fall: alternate years) SPC 347 Documentary Video A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. SPC 348 Broadcast Production I1 This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: SPC 343 or 347) SPC 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: SPC 111 or consent of instructor. Fall) SPC 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: SPC 111 or consent of instructor. Spring) SPC 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Fall, spring) SPC 355 Small Croup Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles and conflict management. (Spring) SPC 410 The Self and the Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) SPC 480 Public Relations/PromotionaI Communication Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) SPC 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. SPC 199 - lnternship See description on page 87. SPC 299 Directed Study See description on page 88. SPC 399 lnternship See description on page 87. SPC 499 Independent Study/Research See description on page 88. See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 252 BUS 340 BUS 352 BUS 355 BUS 440 BUS 450 CSC 160 ENG 226 ENC 241 ENG 347 INS 395 MIS 379 PHI 120 POL 342 POL 375 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 SOC 375 THR 232 THR 325 THR 350 THR 360 I HEATRE ARTS-THR T he study of theatre is finnly grounded in the liberal arts, integrating kno&ledege and principles from many academic and artistic disciplines, including speechlcommunication, art, music, history, English, literature, business, philosophy, and religion. Both the cumculum and dramatic productions by the Theatre Arts Program offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modem, contemporary, and multicultural theatre. Augsburg's location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students,) and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour- nalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department strongly encourages a second major or minor in such fields as speech/communication, art, English, education, music, or religion. BACHELOR OF ARTS Theatre Arts Major Ten courses overall-eight required core courses and two courses chosen from THR electives. Eight core courses: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Two electives from: THR 116 Creative Drama THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting The following cross listed and capstone courses are encouraged, but not required: THRJMUS235 Introduction to Music Theatre Performance THRlENG 325 Playwriting THRISPC 333 Acting for the Camera THR 399 Internship THR 499 Independent Study Students may take a maximum of 13 credits in the major. - 158 Theatre Arts Ten experiential learning units in three or more of the following areas: performance (three required), artistic (one required), and production (four required). Unless you are a transfer student, all six core courses must be taken at Augsburg; therefore, careful, early planning is required. Freshmen planning to major in theatre arts should begin with courses THR 116, 222, 232; sophomores: THR 228, 245,361, 362; juniors: THR 325, 328, 350,360,361, 365; seniors THR 365, 366. Note: Several courses are offered alternate years only. Thirteen theatre courses are allowed toward graduation. A capstone course, such as an internship, is encouraged, but not required. THR 002, 003, 004, or 005 is recommended to fulfill lifetime sports requirements. Majors must participate in two out of three dramatic productions every year. Students must maintain an overall 2.0 GPA to have major participation in productions. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Transfers: Transfer students are required to take a minimum of three Augsburg upper division theatre arts courses. Theatre Arts Minor Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Five experiential learning units in the following areas: performance (two required), artistic (one required), and production (two required). Film Minor Six courses including: ENG 241 Introduction to Cinema Art SPC/THR Topics 295: 16mm Film SPC/THR Topics 295: Contemporary Issues in Film SPC 343 Broadcast Production I THRISPC 333 Acting for Camera Plus one of the following: SPCrrHR Topics 295: Screenwriting THRIENG 325 Playwriting THR 328 Stage Design SPC 347 Documentary Video SPC 348 Broadcast Production I1 THR 366 Stage Direction Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history - Theatre Arts 25! Dance and Theatre Teacher Licensure Major The State of Minnesota has changed the licensing requirements for teachers who seek to be licensed in theatre. At publication of this catalog, the Theatre Arts Program is in the process of seeking approval of a dance and theatre teacher licensure major with a theatre specialization. Students should consult directly with both the Augsburg Theatre Arts Program and the education department. THRIHPE 002, 003 Lifetime Sports-Introduction to Dance (.O course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and stretches. Each class includes a rigorous, physical warm-up, mixing yoga, pilates, and modem dance. THRIHPE 004, 005 Lifetime Sports-Modern (.O course) Dance and Improvisation Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THRlHPE 002, 00, or instructor's permission. NOTE: Students are allowed to use only one of THRIHPE 002, 003,004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama A study of theatrical movement, voice, mime, mask, acting with an emphasis on active participation and reflective writing. (Fall) THR 222 Introduction to Theatre An introduction to dramatic art including major historical periods, plays, artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) THR 228 lntroduction to Stagecraft Introduction to the backstage world of the theatre; its organization, crafts, magic, and art. Technical production experience, practical projects and theatre tours. Open to all students. Lab required. (Fall) THR 232 Acting An introduction to the art of acting. Focus on physical, mental and emotional preparation, and exploration of the creative approach to scene and character study in American drama. Students attend and review live productions. (Spring) THR 245 lntroduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. (Fall: alternate years) - !60 Theatre Arts THR 325/ENC 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one literature course. ENG 226 also recommended. Fall: alternate years) THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. Class will take theatre tours, have visiting designers, and practical involvement with the Augsburg spring production. (Lab required, materials needed. (Prereq.: THR 228 or permission of instructor. Spring) THR 333/SPC 333 Acting for Camera An exploration of acting principles and techniques as applied to video and film. Since the art of acting enhances skills for on-camera effectiveness, actual TV drama scripts, commercials, and others will be used for video performance; should be taken concurrently with SPC 343. THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall) THR 360 Interpretive Reading Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small and large groups. (Spring) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENG 111. Fall or spring: alternate years) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Fall or spring: alternate years) THR 365 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism,Restoration comedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and THR 232. Fall or Spring) - Theatre Arts 26' THR 366 Stage Direction Basic directorial techniques: play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of two pieces required, the latter for public recital. Permission from instructor required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring) THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 lnternship See description on page 87. THR 299 Directed Study See description on page 88. THR 399 lnternship See description on page 87. Independent StudyIResearch See description on page 88. See Metro-Urban Studies listing under Interdisciplinary Studies. T he Women's Studies Program provides students with the opportunity to examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college Program with 'Ourse offerings at Augsburg College, Hamline University the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not On gender, but also that race, class, and sexual identity are crucia1 aspects of women's experiences. The Women's Studies Program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study Women's Studies Faculty Jacqueline deVries (Coordinator), Kristin M. Anderson, Grace B. Dyrud, Doug Green, Milda Hedblom, Lynne Lorenzen, Patty Murphy, Beverly J. Nilsson, Norma Noonan, Michael O'Neal, Timothy Pippert, Beverly J. Stratton, James Vela-McConnell Major Ten courses that must include WST 201 Foundations in Studies, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining seven electives are to be selected from approved studies courses, and should include at least two courses in the social sciences, two in the humanities, and one in cross-cultural studies. At least three tourses must be upper division courses. Students may take courses at any of the colleges participating in the Studies Program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women's studies major must also be completed at Augsburg. Each student's program must have the written approval of the women's studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg's Center for Global Education. Two programs have been prestudy credit: approved for Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Gender and the Environment: Latin American Perspectives (offered spring semester). Minor Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written approval of the women's studies program coordinator. - Women's Studies 26: WST 201 Foundations in Women's Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientation, and class. INS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. WST 205 lntroduction to Cay and Lesbian Studies This course will introduce students to basic issues surrounding sexual orientation in contemporary U.S. culture, including sexual identity, life experiences of gayAesbianhisexuaVtransgender (glbt) persons, homophobia, and heterosexism. Students will visit Twin Cities agencies and participate in an immersion experience. (Lab fee: $50) WST 281 Topics in Women's Studies INS 311 The Development Process (See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) INS 320 American Indian Women (See American Indian Studies for course description.) WST 405 lntroduction to Cay and Lesbian Studies (See description for WST 205) WST 481 Topics in Women's Studies WST 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an independent study (499). It is offered at a different college each year. Internships and Independent Study Courses: WST 199 lnternship See description on page 87. WST 299 Directed Study See description on page 88. WST 399 lnternship See description on page 87 jd BOARD OF KECENTS Chair Kathryn H. Tunheim Secretary Ruth E. Johnson '74 Vice Chair Norman R. Hagfors Treasurer Glen E. Person '47 The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Rev. Gary E. Benson '70 (2002) Directing Pastor, Zumbro Lutheran Church, Rochester, Minn. *Jackie Cherryhomes '76 (2004) President, Minneapolis City Council, Minneapolis, Minn. Rev. Roger C. Eigenfeld (2000) Senior Pastor, St. Andrew's Lutheran Church, Mahtomedi, Minn. *Tracy Lynn Elftmann '81 (2002) Owner, Customized Employer Solutions, Edina, Minn. *H. Theodore Grindal'76 (2002) Attorneypartner, Lockridge Grindal Nauen 65 Holstein P.L.L.P., Minneapolis, Minn. Norman R. Hagfors (2001) President, Norsen, Inc., Minneapolis, Minn. *Dr. Ruth E. Johnson '74 (2000) Assistant Professor of Medicine, Mayo Clinic; Director, Mayo Breast Clinic, Rochester, Minn. Dean C. Koppemd (2004) Chief Executive Officer, Fortis Financial Group, Woodbury, Minn. David J. Larson (2002) Sr. Vice President, Secretary and General Counsel, Lutheran Brotherhood, Minneapolis, Minn. Gloria C. Lewis (2005) Director, Violence Prevention Programs, Chicago Department of Health, Chicago, Ill. Rev. Jose Antoinio Machado (2004) Pastor, Todos Los Santos Congregation, Minneapolis, Minn. James E. Haglund (2000) President/Owner, Central Container Corporation, Minneapolis, Minn. *Julie R. Nelson '83 (2002) Executive Director, The Dwight D. Opperman Foundation, Minneapolis, Minn. *Rev. Mark S. Hanson '68 ex officio(2002) Bishop, Saint Paul Area Synod ECLA, St. Paul, Minn. *Ronald G. Nelson '68 (2002) Vice President and Controller, 3M Company, St. Paul, Minn. Beverly Thompson Hatlen (2005) Board Chair, Minnesota Life College; President, Hatlen Foundation, Richfield, Minn. Rev. Glenn W. Nycklemoe ex officio (2002) Bishop, Southeastern Minnesota Synod ELCA, Rochester, Minn. Allen A. Housh (2001) Business Consultant and President, A.A. Housh and Associates, Edina, Minn. Ronald J. Peltier (2004) President and CEO, Edina Realty Home Services, Edina, Minn. - Board of Regents 26 *Glen E. Person '47 (2005) Retired Businessman, Eden Prairie, Minn. *P. Dawn Taylor '78 (2002) Des Moines, Iowa Wayne G. Popham (2000) Senior Attorney, Hinshaw & Culbertson, Minneapolis, Minn. Michael W. Thompson (2001) Realtor, Edina Realty Inc., Edina, Minn. Curtis A. Sampson (2001) President and CEO, Communications Systems, Hector, Minn. Glen J. Skovholt (2000) President, Skovholt.com Government and Community Affairs Consultants, St. Paul, Minn. Kathryn H. Tunheim (2004) President, Tunheim Santrizos Company, Minneapolis, Minn. *Joan L. Volz '68 (2000) Welch, Minn. May Ka-Yee Yue (2000) President and CEO, Sky BioHealth Solutions, Inc., Eden Prairie, Minn. *Jean M. Taylor '85 (2000) Vice President, Development, Taylor Corporation, Eagan, Minn. DIVISION FOR HIGHER EDUCATION AND SCHOOLS THEEVANGELICALLUTHERANCHURCH IN AMERICA (ELCA) Chair, Board of Directors The Rev. John G. Andreasen Vice-Chair, Board of Directors Donna Coursey Secretary, Board of Directors Dr. Dean Baldwin Executive Director Dr. W. Robert Sorensen Director for Administration and Planning Sue Rothmeyer Director for Colleges and Universities Dr. Arne Selbyg Asst. Director for Colleges and Universities Dr. Cheryl Chatman AND Beginning year of service offaculty is indicated with parenthesis. Officers of the College William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of Washington. Richard S. Adamson (1989). Vice President for Finance and Administration. B.A., University of St. Thomas; Certified Public Accountant. Earl R. Alton (1960). Interim Vice President for Academic and Learning S e ~ c e and s Dean of the College. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Ida B. Simon (1998). Vice President for Advancement and Community Relations. B.A., Lincoln University; M.Ed., University of Illinois, Urbana; M.Div., Union Theological Seminary. Rick J. Smith (1998). Vice President for Admissions and Enrollment. B.A., St. Olaf College; M.P.A., Hamline University; M.B.A., University of Chicago. Administration Stuart M. Anderson (1989). Associate Dean for Library and Information Technology. Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Lany J. Crockett (1985). Interim Associate Dean of Faculty Affairs. Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Ann L. Gamey (1998). Associate Dean of Students. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College. Benjamin G. Kent (1996). Director, Academic Advising, Academic Advising Center. B.A., University of Wisconsin-Madison; M.S., University of Oregon. Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point; M.S., Ohio University. William M. Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College. Regina McGoff (1992). Interim Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Donna D. McLean (1985). Director, Alumni and Parent Relations. B.A., University of Minnesota. - Augsburg College Faculty 2C Marie 0. McNeff (1968). Academic Master Planner. Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska. Arthur H. Meadowcroft (1985). Director, Facilities Management Services. B.S., University of Minnesota. Thomas E Morgan (1983). Assistant to the President. Professor of Business Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Barbara E Nagle (1998). Director, Public Relations and Communication. B.S., Ohio University. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Julie A. Olson (1991). Director, Enrollment and Financial S e ~ c e Center. s B.A., Augsburg College. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University John S. Schrnit (1990). Associate Professor of English. Weekend College Director. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee. Lora F! Steil (1994). Director, Human Resources. B.A., University of St. Thomas. Richard J. Thoni (1972). Assistant to the President. B.A., St. Olaf College; Ph.D., University of Minnesota. Donald M. Warren (1978). Director, Academic Enrichment. B.A., M.A., University of Minnesota. David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Faculty A Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts. B.S., University of Wisconsin-Madison. Virginia I! Allery (1993). Associate Professor of Education. Director of American Indian Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D., University of Minnesota. Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Sheldon M. Anderson (1988). Visiting Associate Professor of History. B.A., Augsburg College; M.A., College of St. Thomas; Ph.D., University of Minnesota. Tmdi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University - 70 Augsburg College Faculty Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminary; Ph.D., University of Minnesota. B Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D., University of Minnesota. Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of Michigan. Mary Ann Bayless (1990). On Leave. Associate Professor of Education. B.S., University of Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota. Aroti G. Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A., Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles School of Physical Therapy; Ph.D., University of Minnesota. John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State University. Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of Minnesota. Bradley G. Board (1999). Instructor, part-time, Education. B.A., Augsburg College; M.Ed., University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.EA., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; M.EA., University of Minnesota. Julie H. Bolton (1975). Professor of Speech/Communication, and Theatre Arts. B.S., M.EA., University of Minnesota. Lois A. Bosch (1997). Director, Master of Social Work Program. Assistant Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies. A.N., College of St. Catherine; B.H.S., Wichita State University; M.l?A.S., University of Nebraska. Nora M. Braun (1997). Assistant Professor of Business Administration1Accounting/ MIS. B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota. Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. - Augsburg College Faculty 27 Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed., Boston College. Eric L. Buffalohead (1997). Assistant Professor of Sociology/American Indian Studies. B.A., M.A., University of Minnesota. Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S., University of Wisconsin-Madison. Susan K. Bullerdick (1999). Assistant Professor of Social Work. B.A., M.S.W., Michigan State University; Ph.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre Arts (Designer and Technical Director). B.A., Augsburg College; MIA., University of Minnesota. Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University. C William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret M. Cemto (1991). Instructor, part-time, Business Administration/Accounting/MIS.B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., S.U.N.Y.-Albany; M.S., University of Illinois at Urbana; Ph.D., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Harnline University. Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of Wisconsin-Stout; MIA., Minneapolis College of Art and Design. C. Lee Clarke (2000). Assistant Professor of Business Administration/Accounting/MIS. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A., Ph.D., University of Minnesota. Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University Robert J. Cowgill (1991). Instructor, part-time, English and SpeecWCommunication and Theatre Arts. B.A., M.A., Ph.D., University of Minnesota. ' 2 Augsburg College Faculty - D Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St. Catherine; M.EA., Vermont College; Ph.D., The Union Institute. Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio State University; PA., Bowman Gray School of Medicine. Mary K. Devitt (1999). Instructor, part-time, Psychology. B.S., M.A., Ph.D., University of North Dakota. Jacqueline R. devries (1994). Assistant Professor of History. Director of Women's Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State University; Ph.D., University of California-Berkeley Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College. Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Sally Gibson Dorer (1998). Studio ArtistICello, part-time, Music. B.M., New England Conservatory of Music. Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Anthony J. Dunlop (1998). Assistant Professor of Mathematics. B.A., Bard College. Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Nancy Edwards (1997). Instructor, part-time, Sociology. B.A., Indiana University; M.A., University of Minnesota. Ruth C . Enestvedt (1999). Instructor, part-time, Nursing. B.S.N., St. Olaf College; M.S., Ph.D., University of Minnesota Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey Engen (1997). Assistant Professor of Speech/Communication and Theatre Arts. B.A., Augsburg College; M.EA., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University - Augsburg College Faculty 27: Lynn M. Erickson (1991). Studio ArtistTTrumpet, part-time, Music. B.A., Bethel College; M.EA., D.M.A., University of Minnesota. Mindy S. Eschedor (1999). Studio Artisth'iano, part-time, Music. B.EA., B.A., Central Michigan University; M.M., University of Minnesota. Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.S., M.A., Mankato State University. F Heidi M.' Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of Montana. Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Momingside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Mathew R. Foss (1988). Instructor, part-time, Mathematics. B.S., M.A., Northeast Missouri State University. Karen B. Franzmeier (1993). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.A., University of Minnesota. Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas College. Philip A. Fried (1999). Instructor, part-time, Music. B.M., M.A., Queens College; Ph.D., University of Chicago. Mark L. Fuehrer (1969). Professor of Philosophy B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. C Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Anne C. Garcia-Romero (1999). Instructor, part-time, Speech, Communication and Theatre Arts. A.B., Occidental College; M.EA., Yale University. Meny Beth Gay (1998). Assistant Professor, part-time, Nursing. A.L.A., Bethel College; A.N., Anoka Ramsey Community College; B.S., Metropolitan State University; M.S., University of Colorado. Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio ArtistfClarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. 114 Augsburg college Faculty 7 Linda J. Gesling (1999). Instructor, part-time, Religion. B.A., Augustana College; M.Div., Ph.D., Northwestern University - Garrett-Evangelical Theological Seminary. Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.A., St. Olaf College; J.D., William Mitchell College of Law. Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University, Jerusalem; M.S.W., Yeshiva University. J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies. B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate School. Walter L. Goodwin (2000). Instructor, part-time, Education. B.S., Morgan State University; M.A., Kean College; Ph.D., University of Minnesota. Mark A. Granquist (1988, 1999). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., Yale University; Ph.D., University of Chicago. Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of Minnesota. Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University. William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at the University of Minnesota. Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D., Haward University. Robert C. Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; MIA., University of Minnesota. Satya F! Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. - Augsburg College Faculty 27 H Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/ AccountinghlIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University, Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas. Lori Brandt Hale (1998). Instructor, part-time, Religion. B.A., University of Iowa; M.A., University of Chicago. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University. Daniel S. Hanson (1988). Instructor of Speech/Communication and Theatre Arts. B.A., Augsburg College; M.A., University of Minnesota. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts. B.A., University of Wisconsin-Eau Claire. M. Anaam Hashrni (1990). Instructor, part-time, Business Administration1Accounting/ MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, M.B.A, Ball State University; D.B.A., Kent State University. Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., Northern Illinois University. Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. Warren E. Hawkins (1999). Instructor, part-time, Computer Science. Two B.A. degrees, Augsburg College; M.B.A., University of St. Thomas. Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S., M.Ed., University of Minnesota. Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Rebecca E. Hegstad (1998). Instructor, part-time, Modem Languages. B.A., Luther College; M.A., University of Wisconsin. Mark D. Henderson (1999). Instructor, part-time, Music. B.A., North Texas State University; M.M., University of Minnesota. Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Harlan A. Hewitt (1998). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State University; M.A., University of Illinois; D.A., Idaho State University. Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; MIA., University of Iowa. 76 Augsburg College Faculty Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University James M. Honsvall (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.S., Bemidji State University; M.B.T., University of Minnesota. Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/ Accounting /MIS. B.A., M.B.E., University of Minnesota. Sumin Hsieh (1999). Assistant Professor Social Work. B.A., M.A., Tunghai University, Taiwan; Ph.D., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M., Indiana University. Steven C . Huchendorf (1999). Assistant Professor, part-time, Economics. B.A., St. Cloud State University; M.S., D.A., Illinois State University. Debra K. Huntley (1998). Instructor, part-time, Psychology. B.A., University of Minnesota; M.A., Ph.D., University of Houston. I Louis J. Iacovo, Jr. (1999). Instructor, part-time, Business Administration/Accounting/MIS. B.S., University of Notre Dame; M.S., University of Wisconsin; M.A., New York University; M.B.A., Harvard Business School. Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Marc D. Isaacson(l998). Instructor, part-time, Business Administration/Accounting/MIS. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. J Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A.Ed., Hamline University. Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas; M.Div., Luther Seminary. William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Anne M. Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S., University of Wisconsin-Eau Claire; M.S., Mankato State University. Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. David R. Jones (1995). Instructor, part-time, Business Administration /Accounting /MIS. B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas. Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College. - Augsburg College Faculty 27: K Arnin E. Kader (1974). Associate Professor of Business Administration/ Accounting1MIS. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Gerald T. Kaminski (1994). Instructor, part-time, Business Administration/Accounting/MIS.B.S., M.S., Case Western Reserve; M.B.A., College of St. Thomas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration/ Accounting /MIS. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Manuel E. Kaplan (1995). Consulting Memcal Director, Professor of Physician Assistant Studies. B.S., University of Arizona; M.D., Harvard Medical School. Ashok K. Kapoor (1998). Assistant Professor of Business Administration/Accounting/MIS. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. Dino G. Kasdagly (1999). Instructor, part-time, Business Administration/Accounting/MIS. A.S., Nonvalk State Technical College; B.S., M.S., University of Louisville; M.B.A., University of Minnesota. Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College. W. James Kattke (1999). Assistant Professor of Business Adminismation/Accounting/MIS. B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic Institute. Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University of Maryland; J.D., University of Minnesota. Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School of Medicine. Hazel K. (Kathy) Kienzle (1999). Studio Artistmarp, part-time, Music. B.M., The Juilliard School; M.M., University of Arizona. Christopher W. Kimball(1991). Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Elizabeth P: Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies. B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International Studies. Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. - !78 Augsburg College Faculty Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Xavier J. Knight (1998). Instructor, part-time, Computer Science. B.A., Metropolitan State University; M.A., M.S., St. Mary's University of Minnesota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Ruth A. Krueger (2000). Instructor, part-time, Social Work. B.S., M.A., University of Minnesota; D.P.A., University of Southern California. Thomas L. Kuhlrnan (1990). Instructor, part-time, Psychology. B.A., Marquette University; M.A., Xavier University; Ph.D., Case Western Reserve University. Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration /Accounting /MIS. B.A., M.B.T., M.B.A., University of Minnesota. Jane M. Kuhn (1998). Instructor, part-time, Business Administration/Accounting/MIS.B.S., M.S., North Dakota State University; M.B.A., Moorhead State University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Roger A. Larson (1999). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., St. Cloud State University. Caroline M. Lemen (1991). Studio Artistfirench Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University Kathleen J. Lenzmeier (1999). Assistant Professor of Education. B.A., Kearney State College; M.A., Mankato State University. Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; MS., University of Minnesota; Ph.D., University of Utah. Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn Lindow (1985). Assistant Professor of Education. B.S., Mankato State University; M.S., North Dakota State University. Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University. Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS. B.A., M.B.A., Ph.D., University of Minnesota. J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The Claremont Graduate School. - Augsburg College Faculty 275 Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., PA. Certification, University of Colorado Health Science Center. Steven F! Lund 1982). Studio ArtisttTrombone, part-time, Music. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. M Margaret H. Madson (1999). Instructor, part-time, Honors Program. B.A., St. Olaf College; M.Div., Th.D., Luther Seminary. Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. Esther G . McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of California-Berkeley Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota. Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood College; M.A., Tulane University. Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.A., Augsburg College; M.B.A., Northern Arizona University. Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social Academy, Groningen, Netherlands; M.S.W., University of Minnesota. Kinney G. Misterek (1989). Instructor, part-time, Business Administration/ Accounting /MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. Idella S. Moberg (1997). Instructor, part-time, Religion. B.S., Concordia College-St. Paul; M.S., St. John's University. William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary; Ph.D., University of Colorado. Thomas E Morgan (1983). Assistant to the President. Professor of Business Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland University; Ph.D., Carnegie-Mellon University. Patricia A. Murphy (1991). Assistant Professor of Health and Physical Education. B.S., M.S., Mankato State University. Augsburg College Faculty N Susan K. Nash (1998). Assistant Professor, part-time, Nursing. B.S.N., M.S.N., University of Minnesota. Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Capper E. Nichols (1999). Instructor, part-time, English. B.A., M.A., San Diego State University; Ph.D., University of Minnesota. Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High School (music concentration); private study. Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota. Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. 0 Celeste M. O'Brien (1975). Studio ArtistPiano, part-time, Music. B.A., Hamline University. Robert L. O'Connor (1999). Instructor, part-time, Social Work. B.S., St. John's University; M.S.W., Augsburg College. Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Wayne L. Olhoft (1993). Instructor, part-time, Business Administration /Accounting /MIS. B.A., Metropolitan State University, St. Paul, MN; M.B.A., University of Minnesota. Sandra L. Olrnsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Stephen T. Olsen (1992). Instructor, part-time, Speech, Communication, and Theatre Arts. B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University. Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A., Augsburg College. Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of Wisconsin-Eau Claire; M.M., Eastrnan School of Music. P Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration/Accounting/MIS.B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. - Augsburg College Faculty 28 Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Catherine L. Paulsen (1989). Instructor, part-time, Master of Arts in Leadership. B.A., St. Olaf College; M.A., Lone Mountain College (of University of San Francisco). Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. William A. Perkins (1995). Instructor, part-time, Business Administration /Accounting/MIS. B.S., University of Detroit. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; MS., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Phu Tai Phan (1998). Instructor of Social Work. B.A., M.S.W., University of Minnesota. Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. Q Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Seminary. R Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Karl l? Raschke (1999). Instructor, part-time, Art. B.A., MIA., University of Minnesota. 0.Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond(l981). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College. 82 Augsburg College Faculty Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of Wisconsin-Lacrosse; M.S., Winona State University. Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of Minnesota; M.A., Ph.D., University of California-Berkeley Nan T. Reese Rivers (2000). Instructor, part-time, Psychology. B.A., Augsburg College; PsyD., Minnesota School of Professional Psychology. Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A., University of St. Thomas. M. Bridget Robinson-Riegler (1994). Assistant Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Moira W. Runganadhan (2000). Instructor, part-time, Education. B.T., B.S., University of Madras; M.Ed., University of Minnesota; Ed.D., University of St. Thomas. S Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. Bruce D. Schleuter (1999). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State University John S. Schmit (1990). Associate Professor of English. Weekend College Director. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Edward J. Schoenfeld (1999). Instructor, part-time, History. B.A., Marquette University; M.A., University of Wisconsin-Milwaukee. Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and Theatre Arts. B.A., M.A., M I A , University of Minnesota. David G. Schwain (1995). Instructor, part-time, Business Administration /Accounting /MIS. B.B.A., University of Cincinnati; M.B.A., Harvard University Kathryn A. Schwalbe (1991). Associate Professor of Business Administration /Accounting /MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Christopher L. Schwartz (1999). Assistant Professor of Mathematics. B.S., M.S., Oregon State University; Ph.D., University of Minnesota. Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. Gregg S. Shadduck (1998). Instructor, part-time, Computer Science. B.A., University of Minnesota. - Augsburg College Faculty 28' Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Peter S. Shea (2000). Instructor, part-time, Philosophy B.A., Macalester College. Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W, Ph.D., University of Nebraska. David M. Smith (1999). Instructor, part-time, Business Administration/Accounting/MIS. B.S.B., University of Minnesota; M.B.A., University of Wisconsin-Madison. Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State University. Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College; M.S.W, University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota.. Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S., D.S.W, Columbia University John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John I? Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Linda Lee Stevens (1999). Instructor, part-time, Education. B.A., University of Northern Colorado; MS., Mankato State University. Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting /MIS. B.S., M.S., Long Island University. Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University; M.A., Th.D., Luther Seminaly. Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana College; two M.S. degrees, Ph.D., University of Minnesota. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. - :84 Augsburg College Faculty T Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A., Ph.D., University of Minnesota. Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota; M.M., The Juilliard School. Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. U-v Joseph B. Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. James A. Vela-McComell (1997). Assistant Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of California-Irvine;M.A., Ph.D., University of Minnesota. W Donald M. Warren (1978). Instructor, part-time, Introduction to Liberal Arts. Director of Academic Enrichment. B.A., M.A., University of Minnesota. David B. Washington (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.A., B.L., J.D., University of Pittsburgh. Charee M. Watters (1990). Instructor, part-time, Business Administration /Accounting /MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A., College of St. Thomas. Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia F. Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina. Jennifer A. Wenner (1999). Assistant Professor of Psychology. B.A., University of St. Thomas; Ph.D., University of Minnesota. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Mary Louise Williams (1984). Assistant Professor of Social Work. B.EA., M.S.W., University of Pennsylvania. Michael S. Wilson (1996). Instructor, part-time, Business Administration /Accounting /MIS. B.A., University of St. Thomas; M.B.A., University of Minnesota. Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University; M.S., Winona State University; Ph.D., University of Minnesota. - Augsburg College Faculty 281 J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., M.S., University of Muenster; Ph.D., University of Cologne and KFA-Julich, Germany. Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part-time, Music. B.A., St. Olaf College. Robert D. Wykstra (1989). Instructor, part-time, Business Administration /Accounting /MIS. B.A., Calvin College; M.B.A., Western Michigan University. X-Y-z - kACULTY z86 Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Dr. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia, University of Latvia. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Carl H. Chrislock. Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., MS., University of Minnesota. Jeny Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of Brooklyn; Ph.D., New York University Katherine Hennig. Artist-in-ResidenceEmerita of Music. M.A., University of Minnesota. - Faculty Emeriti 287 Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A. University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. James D. Johnson. Professor Emeritus of Music. M.S., The Juilliard School; Ph.D., University of Minnesota. Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College-Moorhead;M.EA., University of Iowa. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Butler Place -Interstate 94 West Interstate 94 East College Map Information 1. Admissions Weekday Program 2. Air Structure Entrance (November through March) 3. Anderson-Nelson Athletic Field and Seasonal Air Structure 4. Christensen Center (Information Desk) 5. East Hall 6. Faculty Guest House 7. Foss, Lobeck, Miles Center for Worship, Drama and Comunication (Tjornhom-Nelson Theatre, Hoversten Chapel) 8. George Sverdrup Hall 9. Husby-Strommen Tennis Courts 10. Ice Arena 11. Jeroy C. Carlson Alumni Center 12. Lindell Library 13. Maintenance and Grounds Shop 14. Mortensen Hall 15. Murphy Place 16. Murphy Square 17. Music Hall 18. New Residence Hall -3 k~isabilivX = \ = 19. Old Maln 20 Oscar Anderson Hall 21. Public & Communications 22. Quad 23. Science Hall 24. Security Dispatch Center 25. Shipping and Receiving 26. Si Melby Hall 27. Sverdrup-Oftedal Memorial Hall 28. Urness Hall Parking Lots A. Adm~ssionslFacultylStafiParking B. FacultylStafflCommuteriResident Parking C. FacultylStaff Parking D. FacultylStafflCommuter Parking E. Commuter Parklng F. Resident Parking G. Visitor Parking H. Fairview-University Parking Ramp(pay parking available)' - CAMPUS LOCATION 5 5 $ 4 MINNEAPOLIS 9. 0 - ?- ST. PAUL b DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the NorthTake Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at Zlst Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. Pay parking is available at the FairviewUniversity Medical Center across Riverside Avenue. For major events on campus during evenings and weekends, parking is also available in the facultylstaff and commuter lots. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at Zlst Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. I-35W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 2lst Avenue South. 92 INDEX A About Augsburg 10, 18 Academic Advising Center 54 Academic Calendar 4-7, 52 Academic Divisions 55 Academic Information 51 Academic lnternships 63 Academic Policies and Procedures 66 Academic Progress, Probation and Dismissal 82 Academic and Learning Services 44 Academic Skills Center 44 Accessibility 18 Accounting 100, 106-108 Accreditation and Memberships 11, 17, 18 Activities 42 Admissions 14, 20-24 Administrative Officers of the College 268 Advanced Placement Program Test (AP) 80 Advanced Transfer Students 73 African American Student Services (see Pan-Afrikan Student Services) 46 Air Structure 43 Alumni Center 14 American Indian Studies 157-158 American Indian Student Services 45 American Sign Language 181 AmeriCorp Scholarship 32 Anderson Hall 14, 49 Anderson-Nelson Athletic Field 14 Anishinabe Library Project 46 Application Procedures 20, 31 Art 89-93 Art History 89-90, 92 Asian American Student Services (see Pan Asian Student Services) 46 Asian Studies (see East Asian Studies) 122-123 Assessment of Previous Learning (APL) Program 79 Associated Colleges of the Twin Cities (ACTC) 59 Associated Support Organizations 16 Athletic Affiliation 18 Athletic Training Internship 147 Athletics 43 Audit Fee 26 Auditing Courses 79 Augsburg Echo 43 Augsburg Seminar 54, 72, 94 Augsburgian, The 43 B Biology 95-99 Board of Regents 266-267 Books and Supplies 27 Business Administration 100-105 Business Administration and Economics Major 102, 125 C Calendar 4-7, 52 Campus Location 13, 18, 289-290 Campus Map 289-290 Campus Ministry 42 Campus Tours 20 Canadian Program 66 Career Services 65 Carlson (Jeroy C. Carlson) Alumni Center 14 Center for Global Education 15, 61, 165-166 Center for Global Education Courses 61-62, 167-171 Center for Learning and Adaptive Student Services (CLASS) 44 Center for Service, Work, and Learning 63 Chemistry 112-1 16 Chinese 181 Chapel 14,42 Choir 43, 194, 201 Christensen Center 14 Class Confirmation 70 Class Schedule 86 Classification (Class Year) 79 Coaching Endorsement 147 College Costs 2000-01 26 College Level Examination Program (CLEP) 80 College of the Third Age 66 Commencement 83 Commons 49 Communication 252-256 Communication ArtsILiterature Teaching Maior 139 comr;lunitY and Public Service Scholarships 33 Community lnternships in Latin America 62, 172 Community Service-Learning 64 Computational Economics 118 Computational Philosophy 118, 209 Computer Resources 53 Computer Science 11 7-121 Concert Band 43, 194, 201 Continuing Education Program 66 Cooperative Education 64 Costs 26 Counseling 47 Counseling and Health Promotion 47 Course Descriptions 85-264 Credits 86 Crime and Community Concentration (Sociology) 248 Index 293 D Dean's List 82 Degrees Offered 18, 52 Departmental Comprehensive Exams 80 Departments and Programs 85-264 Deposits 27, 46 Development 8 Directory 8 Disabled Student Program 44 Dismissal 82 Discrimination Complaints 50 Divisions and Departments 55 Dormitories 14, 27, 48 Dual Degree Programs 57, 136-137 E Early Admission of Freshmen 21 East Asian Studies 122-123 East European Studies 240-241 East Hall 14 Echo 43 Economics 124-128 Economics/Business Admin. Major 125, 102 Economics/Political Science Teaching Major 224, 125 Education 129-135 Education for Service 11 Elementary Education 130-131, 133 Employment 35 Engineering 136-137 English 138-144 English as a Second Language (ESL) Program 81 English Placement Test 140 Enrollment 18 Enrollment and Financial Services Center 67 Enrollment Deposit 27 Ensembles 194, 201 Entry-level Skills 72 Ethnic Studies 158 Evaluation and Grading 77 Evangelical Lutheran Church in America (ELCA) 18, 267 Experiential Education Programs 63-64 Explanation of Grades 77 F Facilities and Housing 14, 48 Facts and Figures 18 Faculty 18, 53, 269-285 Faculty Emeriti 286-287 FAFSA (Free Application for Federal Student Aid 31 Family Educational Rights and Privacy Act (FERPA) 50, 83-84 Federal Work Study Program 35 Fees 26-27 Film Minor 258 Finance Specialization (Business Administration) 102 Financial Aid 18, 30-36 Financial Policies 28-30 Fine Arts 43 Fitness Center 47 Food Service 49 Foreign Languages 77, 180-187 Former Students 23, 70 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 14 Four-Year Assurance Program 83 French 180-183 Freshmen 20, 21 C Gage Family Endowment 45 General Education Curriculum 71-77 General Education Requirements 68-69, 7177 General Studies 145 German 180, 183-184 Gift Assistance 33-34 Global Education Center 15, 61, 165-166 Global Education Program Courses 61-62, 167-171 Grade Point Average 72, 79 Grading 77-79 Graduate Programs Office 67 Graduate Programs 65 Graduation Level Skills 73 Graduation Requirements 68-69, 71-77 Graduation With Distinction 83 Grants 34 Green (Richard R.) Institute for Teaching and Learning 16 Gymnasium (Melby Hall) 15 H Health and Physical Education 146-150 Health Education 146, 148 Health Promotion 47 Health Service 47 HECUA Courses 62-63, 171-1 73 Higher Education Consortium for Urban Affairs (HECUA) 60, 62, 166 HispanicILatino Student Services Program 46 History 151-155 History of Augsburg College 10 Honor Scholarship 32 Honors Program 59, 156 Housing 14, 27, 48 Hoversten Peace Scholarships 33 294 Index I Ice Arena 15 Incomplete Grade 78 Independent Studies 87 lnformation Technology Resources 53 Inter-Institutional Programs 59-60 Inter-Race 16 Intercollegiate Athletics 43 Interdisciplinary Studies 157-163 lnterim 52 lnterim Abroad 63 lnterim Office 67 lnternational Baccalaureate Program (IB) 79 lnternational Business Minor 103 lnternational Business Specialization (Business Administration) 102 lnternational Partners 166 lnternational Relations 164-165 lnternational Student Advising 48 lnternational Student Services 24 lnternational Students 24, 48 lnternational Studies 165-173 Internships 63-64, 87 Intertribal Student Union 45 Intramural Athletics 43 J Japanese 180, 185 K Marketing Specialization (Business Administration) 102 Master's Degrees 50, 65 Math Placement Group (MPG) 73, 175 Mathematics 174-179 Medical Refund 30 Melby Hall 15 Memberships 17, 18 Memorial Hall 15 Metro-Urban Studies 159-160 Middle East Studies Minor 161 Minnesota Indian Teacher Training Partnership (MNITTP) 45 Minnesota Minority Education Partnership (MMEP) 16 Minnesota Work Study Program 35 Minors 56-57, 85-264 MIS Courses 109-111 Mission Statement 10 Modern Languages 180-187 Mortensen Hall 15, 49 Murphy Place 15 Murphy's 49 Music 188-202 Music Education Major 191, 194 Music Ensembles 193, 201 Music Hall 15 Music Performance Major 189, 192 Music Repertoire Tests 195 Music Therapy Major 189, 192, 199-200 KCMR Radio 43 L Language Courses 180-187 Leadership Scholarships 33 Learning Disabilities Program 44-45 Learning Laboratory 44 Leave of Absence 70 Legacy Scholarship 32 Liberal Arts Perspectives 68-69, 74-77 Library and lnformation Technology Center 15, 18, 53, 59 Licensure (Teaching) 57 Lifetime Sports 74 Lindell Library 15, 18 Loan Assistance 34-35 Location 13, 18, 289-290 Lutheran Leader Scholarships 33 M Majors and Minors 55-57, 85-264 Management lnformation Systems 109-111 Management Specialization (Business Administration) 102 Maps 289,290 N NASA Scholarship 33 Natural Science 203-204 New Hall 15, 49 No-Credit Grades 77 Nordic Area Studies 162-163 Norwegian 180, 185-186 Notification of Admissions Decision 21, 22 Number Grades 78 Numbering of Courses 86 Nursing 205-208 0 Off-Campus Programs 18 Officers of the College 268 Ojibwe 180, 186 Old Main 15 Orchestra 43, 194, 201 Orientation (AUG) 54, 72, 94 Index 29: p, Q Paired Resources in Ministry and Education (PRIME) Awards 32 Pan-Afrikan Student Services 46 Pan Asian Student Services 46 Part-Time Students 26-27 Pass/No Credit 77-78 Pastor 42 Payments 28 Performance Studies 194, 202 Performing Arts Scholarships 33 Perspective Requirements 68, 74-77 Philosophy 209-212 Phi Theta Kappa Scholarships 32 Physical Disabilities Program 44 Physical Education 149-150 Physical Science Teaching Licensure 113 Physician Assistant Program 67, 21 3-21 7 Physics 218-222 Piano Proficiency Test 195 Policies 16, 18, 49, 82 Political Science 223-228 Political Science/Economics teaching major 224, 125 Portfolio Assessment Program 80-81 Pre-Professional Programs 58 Pre-Registration 67 Prerequisites 86 President's Greeting 2 President's Scholarships 32 PRIME Scholarship 32 Probation 82 Psychology 229-233 Public Relations and Communication 15 R Refunds 28-30 Regents 266-267 Regents' Scholarships 32 Registration 66, 67 Religion 234-239 Religious Affiliation 18 Residence Life Program (see also Housing) 48-49 Residence Requirements 72 Room and Board 26 Rochester Program 65 ROTC 60 Russian, Central, and East European Studies 240-241 5 Scandinavian Studies 162-163 Scandinavian Urban Studies 62, 171 Scholarships 32-33, 36-40 School Year 4-7, 18 Science Hall 15 Science Scholarship 32 Secondary Education 131-1 32, 134-135 Service-Learning 64 Sigma Pi Sigma 220 Skills Requirements 72-74 Social, Cultural, Recreational Activities 43 Social Psychology Concentration 230, 249 Social Studies 242 Social Welfare Minor 244 Social Work 243-247 Society of Physics Students 220 Sociology 248-251 Space Physics 21 9 Spanish 186-187 Special Education 135 Special Interest Housing 49 Special Students (Non-Degree) 23 Speech/Communication and Theatre Arts 252-261 Sponsored Scholarships 36-40 sports 43 StepUP Program 45 Student Activities 42 Student Affairs (see Academic and Learning Services) 44 Student Educational Loan Fund (SELF) 35 Student/Faculty Ratio 18 Student Government 42 Student Life 41-50 Student Newspaper 43 Student Project for Amity Among Nations (SPAN) 18 Student Publications 43 Student Rights 50 Student Standards of Behavior, Complaints, Records 49 Student Teaching Abroad 63, 129 Studio Art 89-92 Study Abroad 60-63, 166-174 Summer School Office 67 Support Programs 44-45 Sverdrup Hall 15 Sverdrup-Oftedal Memorial Hall 15 - !96 Index T Teaching Licensure (see also individual majors) 57 Test Scores 20 Theatre Arts 257-261 Transcripts 20, 21 Transfer Scholarships 32 Transfer Students 19-21, 66-67, 70 Tuition, Fees, Room and Board 22, 26-27 Tutor Center 44 U Upper Midwest Association of Intercultural Education (UMAIE) 18 Urban Studies 160-161 Urness Hall 15, 49 v Veterans 83 W Weekend College, history 12 Withdrawal From College 30, 70 Women's Studies 262-264 Work Study Program 35 x, y, z Yearbook 43 Youth and Family Institute 16 Youth and Family Ministry Major 235
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Augsburg College Catalo!
2002-2004
AUGSBUR
C O L L E G E
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
221 1 Riverside Avenue
Minneapolis, M N 55454
(61 2) 330-1000
This catalog should answer
most questions students have
about Augsburg College and
i t s curriculum. Although
information was c...
Show more 8 Augsburg College Catalo! 2002-2004 AUGSBUR C O L L E G E OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 221 1 Riverside Avenue Minneapolis, M N 55454 (61 2) 330-1000 This catalog should answer most questions students have about Augsburg College and i t s curriculum. Although information was current at the time of publication, it i s subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the college, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2002 n ureeuriy from the President I hope you are looking at this catalog because you've enrolled at Augsburg College. If so, welcome! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a clariifylng definition of the vocation to which you feel called, and a confident satisfaction that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you're dipping into this volume to find out about Augsburg College and the education it offers, welcome to these pages! May E they convey the fundamental character of our 6 mission: to provide an education especially serviceable in the contemporary world because it has been designed in the midst of and in full contact with the critical social, economic, religious, and political phenomena of the modern city. This education, however practical and professional, will be serviceable over the long haul only to the degree that it respects and pursues certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is offered for the sake of improving both its students and the world itself. O -? - Y h h The study you are undertaking at Augsburcjor thinking of undertaking-will occur on a small campus in the core of a great city; it will be led by faculty preoccupiedwith your welfare and the emergence and refinement of your vocational plans. As you join the enterprise, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and from which new destinations are reachable. Bon voyage! Sincerely yours, , William V. ~ r a h e President I1 " I .I Academic Calendar - 4 7 ] Directory - 8 I. ' Introducing Augsburg - 9 ,L: I' I 1 I I / . . - Undergraduate Admissions 19 Day Program - 20 Weekend College - 21 Financing Your Education - 25 Student Life - 41 I Academic Information - 53 lepartments and Programs - 89 Includes majors, minors, and course descriptions I College Information - 279 Board of Regents - 280 ELCA, Education Division - 281 Faculty and Administration- 282 Faculty Emeriti - 298 Maps - 301, 302 I Index - 304 For dates referring to academic registration deadlines, please reference the ACTC newspaper. Fall Term 2002 Summer....................................... F a n registration Sept. 1-3ISun.-Tues. .................... New student orientation Sept. 4lWed. ................................Upper-class validation Sept. 4lWed. ................................ Classes begin Oct. 25/Fri. ............................... Mid-term break (one day only) Nov. 18-Dec. 6lMon.-Fri. ............Spring term registration Nov. 28Rhurs. ............................Thanksgiving recess begins Dec. 2Mon. ................................Classes resume Dec. 13/Fri. ..................................Classes end Dec. 16-19lMon.-Thurs. ..............Final exams Spring Term 2003 Jan. 13lMon. ................................Classes begin Jan. 2OlMon. ................................ Martin Luther King Day-no classes Mar. 3/Mon. .............................. Mid-term break begins Mar. 10lMon. ...............................Classes resume Apr. 18/Fri. ..................................Easter break Apr. 2 1lMon.................................Classes resume Apr. 7-18lMon.-Fri. .....................Early registration for fall Apr. 25/Fri. ..................................Classes end Apr. 28-May 1lMon.-Thurs. .......Final exams May 41Sun. ...................................BaccalaureatdCommencement Tentative--consult the 2003-2004 ACTC class schedule or Augsburg Registrat's Office for changes and for academic registration deadlines Fall Term 2003 Summer........................................F a registration Aug. 31-Sept. USun.-Tues. .........New student orientation Sept. 31Wed. ................................. Upper-class validation Sept. 3Mred. ................................. Classes begin Oct. 24/Fri. .................................Mid-term break (one day only) Nov. 17-Dec. 5/Mon.-Fri. ............Spring term registration Nov. 271Thurs. .............................Thanksgiving recess begins Dec. l/Mon. .................................Classes resume Dec. 1UFri. .................................. Classes end Dec. 15-18Mon.-Thurs. ..............Final exams Spring Term 2004 Jan. 1UMon. ................................Classes begin Jan. 19Mon. .............................. Martin Luther King Day-no classes Mar. l/Mon. .................................M i d - t e a r break begins Mar. 8/Mon. .................................Classes resume Early registration for fall Apr. 5-16/Mon.-Fri. ..................... Apr. 23/Fri. ..................................Classes end Apr. 26-29Mon.-Thurs. ............. Final exams May 2/Sun. ................................... BaccalaureatdCommencement Fall Term 2002 June 10 ........................................Registration begins* Aug. 9 .......................................... Remote registration ends (must register in person after this date) ...... Last day to add class, last day to drop a class without Sept. 13 ............................. notation on record Last day to change grade option or withdraw from class Oct. 21 ........................................ Class weekends: Sept. 6-8, Sept. 20-22, Oct. 4-6, Oct 18-20, Nov. 1-3, Nov. 15-17, Nov. 22-24, Dec. 6-8 Winter Term 2003 Nov. 4 .......................................... Registration begins* Nov. 29 ........................................Remote registration ends (must register in person after this date) Last day to add class, last day to drop a class without Jan. 17 ....................................... notation on record Last day to change grade option or withdraw from class Feb. 17 ...................................... Class weekends: Jan. 10-12,Jan. 24-26, Jan. 31-Feb. 2, Feb. 14-16, Feb. 21-23, Mar. 7-9, Mar. 21-23, Apr. 4-6 Spring Term 2003 Feb. 17 ........................................ Registration begins* Mar. 14 ..................................... .Jemote registration ends (must register in person after this date) Apr. 18 ........................................Last day to add class, last day to drop a class without notation on record May 18 ........................................Last day to change grade option or withdraw from class Class weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-June 1, June 13-15,June 27-29 *Questions related to course selection or degree completion should be reviewed with your faculty adviser a week or two prior to registration. Tentative--consult the 2003-2004 Weekend College class schedule or Weekend College program office for changes Fall Term 2003 Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16, Nov. 21-23, Dec. 5-7 Winter Term 2004 Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14, Mar. 26-28, Apr. 2-4 Spring Term 2004 Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13, June 25-27 Area Code 612 Access Center ............................................................................................................. .330-1749 Academic Advising..................................................................................................... .330- 1025 Academic Enrichment ............................................................................................... ..330.1165 Academic and Learning Services ................................................................................ 330-1024 Undergraduate Admissions ....................................................................................... ..330-1001 Toll-free number ....................................................................................... 1-800-788-5678 AlumniParent Relations ........................................................................................... 3 3 0 1178 Toll-free number ...................................................................................... -1-800-260-6590 Athletics ..................................................................................................................... .330-1249 Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053 Center for Service, Work, and Learning .................................................................... 330-1162 College PastorICampus Ministry ................................................................................ 330-1732 Public Relations & Communication .......................................................................... 330-1180 ............................... ConferenceEvents Coordinator ....................................... . . . .330. 1107 Development (financial gifts to the College) ............................................................. 330-1613 Toll-free number .............................................................................. 1-800-273-0617 Enrollment Center .................................................................................................... .330-1046 Facilities Management ................................ .... .......................................................... 330-1104 Financial Aid (scholarships and other aid) ................................................................ 330-1046 General Information (other office numbers; business hours only) ........................... 330-1000 .................................................................................................................. 330-1649 Fax .............................................................. .330-1628 Graduate Programs ................................... , Human Resources ...................................................................................................... .330-1058 Lost and Found .......................................................................................................... .330-1000 President's Office ........................................................................................................ .330-1212 Registrar ...................................................................................................................... 330-1036 Residence Life (Housing)....................................................................................... 3 3 0 - 1 109 Rochester Program ............................................................................................... 507-289-6142 Student Activities ........................................................................................................ 330-1111 .................................................................................................. Student Government .330.11 10 Summer Session ........................................................................................................ .330- 1046 TRIOIStudent Support Services ................................................................................. .330-13 11 Weekend College ........................................................................................................ Mailing Address: 22 11 Riverside Avenue Minneapolis. MN 55454 Web Site: www.augsburg.edu 330-1101 I r - . - 'I, L 4 I - -- 1 1 ..I I I .I ,.; - I 1 1 I - - - - - - About Augsburg - 10 I Weekend College - 12 r - - II I . - L 'Ih I - -- Rochester Program - 13 >' - - Campus Location - 14 C - . , Facilities and Housing - 14 Youth and Family Institute - 16 Associated Support Organizations - 1 Policies - 17 Accreditation and Memberships - 17 A t Augsburg - - College, we believe that the college experience should be a time of - exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is your best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Upon graduation, you will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Selection from over 50 majors Augsburg offers more than 50 major* or you can create your own major either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Through the Weekend College Program, 17 majors are offered. Emphasis on values, perspectives, experience, and skills The heart of an Augsburg education is the Augsburg curriculum-the College's general education program, which structures your liberal arts studies through challenging and thought-provoking courses requiring students to consider important issues and examine values questions. These Liberal Arts Perspectives include Western Heritage, Intercultural Awareness, Human Identity, the Social World, Christian Faith, The City Aesthetics, and the Natural World. At the same time, courses across all disciplines stress the skills that will serve you for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: "To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community" A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. - About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college depaments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876- 1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity This change made Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bemhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the serninary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. 12 About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William V Frame became president in August 1997. Under his leadership, the college has sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. In 1999, a new apament-style student residence opened. Major renovation of Sverdrup Hall created space for the Enrollment Center, h e Women's Resource Center, and the Honors Program Suite. A skyway link connects Sverdrup Hall to Lindell Library. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now almost 18,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences Augsburg offers master's degree programs in social work, leadership, nursing, physician assistant studies, and education. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. WEEKEND COLLEGE Augsburg's Weekend College program provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a baccalaureate degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more areas of the liberal arts. - About Augsburg 13 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with more than 1,000 students enrolled each term and 17 majors, Augsburg's Weekend College is the largest program of this type among Minnesota private colleges. Faculty in Weekend College are full-time Augsburg professors as well as adjunct professionals. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations. Augsburg Weekend College continues to develop to meet the needs of the adult and nontraditional student. The Adult as Learner Augsburg Weekend College is based on the assumption that students who enroll in the program will be mature, self-disciplined and motivated learners who seek a combination of classroom experience and individual study. Each course is divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and one-half hours on either Friday evening, Saturday morning, Saturday afternoon or Sunday afternoon. Laboratoly sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg's Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. They are actively involved in a dynamic faculty development program that introduces them to current thought in many fields, but especially in teaching and learning techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ROCHESTER PROGRAM Augsburg has established a branch campus in Rochester, Minnesota. Classes in Rochester meet on an evening or weekend schedule, making them accessible to working adults. There are three trimesters in each academic year, following the same schedule as the Weekend College program. 14 About Augsburg Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to have an individual e-mail address and have access to the Intemet to facilitate the use of technology in the learning and communication process. Further information may be obtained from the Rochester program website at <www.augsburg.edu/rochester> or by calling the Weekend College Admissions Office at 612-330-1101. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview-University Medical Center-are adjacent to Augsburg, with the Mississippi River and the Seven Comers theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunneVrarnp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall,Murphy Place, Lindell Libra~yand the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Office of Undergraduate Admissions-The central Office of Undergraduate Admissions is located at 628 2lst Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. Weekend College admissions counselors are located at 624 2lst Avenue South. Anderson Hall (1993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies, the Master of Arts in Leadership program, and the Youth and Family Institute. Edor Nelson Field-The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. East Hall-Houses the Minnesota Minority Education Partnership (MMEP), the Fond du Lac Tribal College Center, and the Education and Housing Equity Project at 2429 S. Eighth Street. -- About Augsburg 1s Foss, Lobeck, Miles Center for Worship, Drama and Communication (1988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the StepUP program. The Foss Center's lower level is home to the Academic Enrichment Office, which includes the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory; and the Center for Learning and Adaptive Student Services (CLASS) program. The JeroyC. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center, with its Office of Alumni and Parent Relations, is located in Smilqs Point, 2200 Riverside Ave. Ice Arena (1 974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community The JamesC. Lindell Family Library (1 997)-This library and information technology center houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 2lst Avenues, and by Riverside Avenue and Seventh St. Melby Hall (1961)-Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the fitness center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1 973)-Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964)Murphy Place is home to the three of the four components of the Office of International Programs- Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color -American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and HispanicLatino Student Services. Music Hall (1 978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. New Hall (1 999)-A three-story apartment complex along 20th Ave., between 7th and 8th Sts. housing juniors and seniors in units from efficiencies to two-bedroom suites. Old Main (1 900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the finance and administration offices, and various other program offices. In 1960 the - 16 About Augsburg Lisa Odland Observatory on the roof was completed. Srniley's Point (2000)-The Smiley's Point building on Riverside Avenue, once a favorite ice-cream parlor for Augsburg students, now houses the Institutional Advancement and Community Relations division, including the Development, Alumni and Parent Relations, and Public Relations and Communication offices. Sverdrup Hall (1955)-Named in honor of Augsburg's fourth president, it contains the Enrollment Center and the Academic Advising Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Hall (1 967)-Named in honor of Mr. and Mrs. Andrew Umess, this tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. YOUTH & FAMILY INSTITUTE OF AUGSBURG COLLEGE Acknowledging that faith is formed through personal, trusted relationships, often in the home, the Institute provides consultation, resources, workshops, conferences and seminars designed to equip parents and families, lay professionals and clergy for nurturing faith. The Youth and Family Institute also supports the undergraduate major in youth and family ministry at Augsburg College by developing coursework and teaching courses when requested. ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. College of the Third Age-In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods. Many of the instructors are retired Augsburg faculty. The College of the Third Age is located in Foss Center, Room 172. Inter-Race: The International Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (MMEP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. The MMEP office is located in East Hall. - About Augsburg 17 POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, (612) 330-1023. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Council on Social Work Education (B.S.W. and M.S.W.) National Association for Music Therapy, Inc. National League for Nursing Committee for Accreditation of Allied Health Programs (Master of Science Physican Assistant Studies) Augsburg College is an institutional member of the: National Association of Schools of Music (NASM) Council of Independent Colleges (CIC) American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission of the North Central Association of Colleges and Schools, 312-263-0456; <www.higherlearningcommission.org> Location-Augsburg College was founded in 1869 in Marshall, WE. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 8 percent represent other Protestant denominations, and 17 percent represent the Roman Catholic Church. Accreditation-The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for Accreditation of Teacher Education, Committee for Accreditation of Allied Health Educational Programs. Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the National League for Nursing. Member-Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Higher Education Services Office, as described on page 17. Enrollment (Fall 2001-2002)-2,964 students from 39 countries. Graduates-18,000 undergraduates from 1870 through August 2001. Student/Faculty Ratio-15 to 1. Undergraduate class size averages 15-20. Campus-17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. Accessibility-Augsburg is now one of the most accessible campuses in the region. A skyway/tunneVelevatorsystem provides access to 10 major buildings without going outside. Degrees Granted-B.A., M.A., M.S., M.S.W. B.S., B.M., Financial Aid-Over 80 percent of the students receive some form of financial aid from the College and many other sources. L i b r a r y a v e r 175,000 items, direct access to over 1,300,000 though CLlC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year-Two semesters from September to May, and two summer school sessions. Augsburg Weekend College-trimesters, September to June. Augsburg Graduate Programtrimesters, September to June. Major+More departments. than 50 majors in 23 Off-Campus Programs-Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consomum for Urban Affairs (HECUA), International Partners, Upper Midwest Association of Intercultural Education (UMAIE) , and extensive cooperative education and internship programs. Athletic AffiliatiowMinnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. Policy-Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. For Day Program FIreshmen Karl,, -dmission A, of Freshmen - 21 For Weekend College - 21 For Transfer Students - 22 For Former Students - 23 For Special Students - 23 (Non-Degree) . For International Students - 24 A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community, the College community, and the community at large. . 2 Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.-612-330-1001 or toll-free 1-800-788-5678. We'll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the comer of Seventh Street and 21st Avenue South in Minneapolis. (Please call ahead.) For Weekend College Admission information. call 612-330-1 101. DAY PROGRAM FRESHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. You may apply online at <www.augsburg.edu/dayad/>. T r a n s c r i p t s A n official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institution should also be sent. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test Scores-Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations-Two letters of academic recommendation are required. References may use the Augsburg recommendation form in lieu of writing a letter. If the applicant has been out of school for some time, the form or letter may be completed by a supervisor, employer, or other person for whom the applicant works. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. I - Undergraduate Admissions 21 On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recomrnendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decisiow Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $loo* tuition deposit to the Office of Undergraduate Admissions within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $loo* tuition deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit to the Residence Life Office. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants and arrange a personal interview with the director of undergraduate admissions. WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Weekend College Admissions Office. You may apply online at <www.augsburg.edu/wecad/>. Transcripts-Have official transcripts from all previous postsecondary institutions sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate's admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. - 22 Undergraduate Admissions Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ALL TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. Augsburg College limits transfer coursework from two-year colleges once a student has reached junior status. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches junior status, no additional credits will transfer from two-year institutions toward the minimum of 32 credits required for a baccalaureate degree. These courses can, however, be used to meet liberal arts and major requirements. A cumulative grade point average (GPA) of 2.5 (on a 4.0 scale) or better is required on previous college work for admission to the College. Acceptance of courses submitted for transfer is done by the registrar's office based upon the official student transcript(s). Acceptance of courses presented for a major or minor also requires approval of the department. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transferring from the Minnesota State University and College System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1. Admission will be with junior standing following the Minnesota Transfer Curriculum. A maximum of 17 Augsburg equivalent courses (64 semester credits or 96 quarter credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. 2. All Augsburg general education requirements will be waived except: The City Perspective Two courses in Christian Faith (any two areas) The language requirement as stated One course that meets the Quantitative Reasoning Graduation Skill requirement - Undergraduate Admissions 23 One graduation skill writing course in the major College algebra or Math Placement Group 3 One lifetime sport 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. - 24 Undergraduate Admissions 7 INTERNATIONAL STUDENTS Augsburg welcomes students from countries around the world. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and information on the application procedure. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free), or write to: International Student Admissions Augsburg College 22 11 Riverside Avenue Minneapolis, MN 55454 USA Day Program costs Tuition and Fees - 26 Room and Board - 26 Other Special Fees - 26 Deposits - 27 weekend College Costs - 27 Payments - 28 Financial Policies Refunds - 28 Financial Aid How and When to Apply - 30 Kinds of Aid Academic and Achievement Scholarships - 31 Leadership, Service, and Performance Scholarships - 32 Gift Assistance - 33 Loan Assistance - 34 Student Employment - 35 Sponsored Scholarships - 35 that course. A, 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. Audit Fee (for part-time students) per course................................4 However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. ....................4 Full-time students may audit a course without charge. Room Rent (includes telephone and basic service) DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$17,825 This rate applies to all full-time students attending in September 2002. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 2,100 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking lifetime sports are charged the audit rate for 2,900 (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) The Board of Regents has approved the costs listed below for the 2002-03 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. 680 ..................$ 2,790 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 2,710 ....................$ Student Activity Fee ................$ 2,470 Flex 5 point plan 150 ACTC Bus (full-time students only) ..................$ 18 Information Technology Fee ..$ 200 OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 75 Late Registration ..............................$ 50 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Music Therapy Internship (one-half course credit) ............. $ 650 - - Financial Information 27 Overload Fee (per course credit over 4.5, Day and WECRochesterNnited combined) ..................................$2,100 Private Music Lessons, per semester (14 lessons) ...................$350 Student Teaching (per course for full-time students) ................ ..$ 75 Student Teaching (per course for part-time students) .................$I50 Study Abroad (in approved non-Augsburg programs) .............$250 Fees Payable by CheckICash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 50 Student Parking Lot Permit - c a r ........................................$ 108 -motorcycle ..............................$ 60 Transcript Fee Regular service ............................$ 5 7 Next day ......................................$ On demand .................................$ 10 Special Examinations, Cap & Gown Costs (Schedule on file in registrar's ofice) BOOKS AND SUPPLIES These costs are estimated to average $100 per course. DEPOSITS Enrollment Deposit (non-refundable) ....................$ 100 Required of all new students after acceptance. The enrollment deposit is credited to the students' account only upon graduation or withdrawal. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a conmact to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. Application Fee (payable once, non-refundable) ........................ $ 25 Tuition (per course) .........................$1,360 Tuition (per summer course 2002) ..$1,250 Activity Fee (per trimester) .............$ 9.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 680 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 130 Nursing Clinical Fee ....................... .$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 50 Transcript Fee Regular service ............................$ 5 Next day .....................................$ 7 On demand .................................$ 10 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 - 7 28 Financial Information PAYMENTS-DAY PROGRAM . Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options-Day Program(1) Semester payments, due August 15 and January 15 as billed; (2) Payment PlanUpon application and after College approval, a three-month plan is available each semester. Details are included with the bill for each term. PAYMENTS-WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options-(1) Payment in full at the start of each term. (2) Payment Plan-Upon application and after College approval, a three-month plan is available each semester. Details are included with the bill for each term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees may pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 50 days after the last day of the term. Students on this plan must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student's account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a potion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Leave of Absence/Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing conmact and/or the appropriate tuition refund schedule. - Financial Information 29 Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Augsburg College Day Program Refund Policy: Applies to day program students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Refund Amount Wnd Period 100% Through the first 10 days of classes (less $100 administrative fee) 90% From the 1l t h day through the 15th day of classes 80% From the 16th day through the 20th day of classes 70% From the 21st day through the 25th day of classes 60% From the 26th day through the 30th day of classes 50% From the 31st day of classes through the midpoint of the term. Augsburg Weekend College Program Refund Policy: This policy applies to new and returning Weekend College students who drop a portion of their scheduled course load. It also applies to students who completely withdraw from college and do not receive financial aid. Refund Amount 100% Refund Period Through the Friday following the first class weekend (less a $100 administrative fee if withdrawing from the current term entirely) 80% Through the Friday following the second scheduled class meeting 60% Through the Friday following the third scheduled class meeting 40% Through the Friday following the fourth scheduled class meeting. No refund after the fourth scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Rochester Program and United Hospital Program Refund Policy: See the published refund schedule for your program. Federal Return of Funds Policy: This policy applies to students who have completed at least one full term, withdraw from all courses for the current term, and receive federal Title IV financial assistance (including Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, Parent PLUS Loan). The Return of Funds Policy is based on a percentage derived from the number of days attended divided by the number of days in the term. 30 Financial Information The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. Requests for medical refunds should be made through the Financial Petition Committee. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Dean's Office in Chnstensen Center. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Enrollment Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2001-2002 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. - Financial laormation 31 HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at www.fafsa.ed.gov. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at www.fafsa.ed.gov. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the Augsburg Financial Aid Application and submit it to the Enrollment Center. 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2001 to be considered for financial aid for 20022003). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility SubsiclizedAJnsubsidized Federal Stafford loan application Students complete and return one copy of their award letter to the Enrollment Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans' Children, and other sources. Academic and Achievement Scholarships President's Scholarship-President's Scholarships are awarded based upon competition. The applicant must be in the top 15 percent of high school rank and top 20 percent ACT/SAT score. Separate applications are required. The application deadline is February 15. 32 Financial Information Regents' Scholarship-The Regents' Scholarships are awarded to all qualified new freshmen of high academic achievement who apply and are accepted before May 1. Selection is based on high school GPA and national test scores. Transfer Regents' S c h o l a r s h i p Transfer Regents' Scholarships are awarded to all qualified transfer students with a minimum 3.0 GPA who apply and are accepted for admission by May 1. Legacy Scholarship-These scholarships provide tuition benefits to full-time day students who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors; or children, grandchildren, or spouses of long-term Augsburg employees. Deadline: May 1. Phi Theta Kappa S c h o l a r s h i p These scholarships are awarded to selected transfer students with a 3.5 GPA and 84 minimum quarter (56 semester) credits from a community college. A separate application is required by April 1. Science ScholarshipThese scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Deadline: May 1. Youth and Family Ministry Partner ScholarshipThese scholarships are awarded by the partner congregation to a full-time Augsburg student who is majoring in youth and family ministry. Deadline: May 1. Augsburg AmeriCorps ScholarshipThese scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is May 1. Leadership, Service, and Performance Scholarships M. Anita Hawthorne Leadership ScholarshipRecognizes incoming freshmen and transfer African American students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Deadline: June 1. Bonnie Wallace Leadership ScholarshipRecognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Deadline: June 1. ASIA-Recognizes incoming freshmen and transfer Asian American students with a demonstrated record of and/or potential for leadership. Limited to full-time day students. Deadline: June 1. HispanicILatino Leadership ScholarshipRecognizes incoming freshmen and transfer Hispanichtino students with a demonstrated record of andlor potential for leadership. Limited to fulltime day students. Deadline: June 1. PRIME Scholarship-This is a cooperative program in which Augsburg matches scholarships with Lutheran congregations. Separate application is required by August 1. Church funds must amve at Augsburg by October 1. Performing Arts ScholarshipAwarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 15. -- Financial Information 33 Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook and career plans show promise of contributing to the cause of peace. Separate application is required by February 15. Community a n d Public Service ScholarshipAwarded to incoming freshmen and transfer students who have a demonstrated commitment to public and community service. Separate application is required by February 15. Lutheran Leader ScholarshipAwarded to incoming freshmen in the top 30 percent of their high school rank or ACT1 SAT test score who have demonstrated leadership within their Lutheran congregation and have the recommendation of their pastor. A separate application is required by February 15. NASA ScholarshipAwarded to freshmen (only) who have excelled in the areas of science, mathematics, and technology and who have demonstrated a high potential in careers related to aerospace science, technology, and allied fields. Aid Association f o r Lutherans1 Lutheran Brotherhood-Awarded on financial need, participation in the Lutheran church and available funds. Gift Assistance (Need-Based) Augsburg Tuition Grant-These awards are based on financial eligibility, academic record, and participation in extracurricular activities in school, community, and church. Minnesota State Scholarship and Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment Center for accepted enrollment patterns. Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 2002-03 is $4,000. Bureau of Indian Affairsnribal a n d State Indian Scholarship-Bureau of Indian Affairaribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian AffairslTribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program o r t o your local BIA, Tribal, or State Indian Education Office. 34 Financial Information Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000 ($40,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1. Interest is capped at 8.25%. The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College Enrollment Center or the lending institution. -- Financial Information 35 The Student Educational Loan Fund (SELF)-SELF is administered through the Minnesota Higher Education Services Office. Applications are available from the Enrollment Center at Augsburg. Undergraduate freshmen and sophomores may borrow up to $4,500 per year, juniors and seniors up to $6,000 year. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $500. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begin the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. *Indicates endowed scholarships 1 GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship* American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* Kopp Investment Advisors Presidential Scholarship Emma Johnston Mathwig Scholarship Memorial Scholarship Foundation Scholarships* 36 Financial Information Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Senior Challenge Endowment Fund* Rosemary J. Shafer Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Xcel Energy Scholarship Edward Yokie Memorial Scholarship* SPECIAL SCHOLARSHIPS Aid Association for Lutherans Scholarship Charles and Kate Anderson Endowment Fund* Mildred Ryan Cleveland Memorial Scholarship* Dain Rauscher Scholarship* David J. Formo Memorial Scholarship* The Grace Scholarship* David Gronner Memorial Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hoversten Peace Scholarship* ING Foundation Scholarship Torgney and Valborg Kleven Memorial Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Mutual Foundation Scholarship Minnesota Power Company Scholarship Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Rev. John and Ingeborg Peterson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* Loren Manuel Schottenstein Memorial Scholarship John and Agnes Siverson Scholarship* Genevieve E. Stelberg Memorial Scholarship* Wells Fargo Scholarship CAMPUS MINISTRY/CHRISTIAN SERVICE John Andrew Adam Memorial Scholarship* C. A. L. and Esther J. E. Anderson Scholarship* Charles and Catherine Anderson Diversity Scholarship* Kyle A. and Sandra L. Anderson Scholarship Carl C. and Kathleen A. Casperson Scholarship* Corinne and Herbert Chilstrom Scholarship* Laura Ann Erickson Memorial Scholarship* Pastor Bob Evans Scholarship* Dave Hagert Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Lee Family Scholarship* - - Financial Information 37 Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Pastor Carl 0. and Edith W. Nelson Memorial Scholarship* Philip and Dora Quanbeck Scholarship* Russell and Helen Quanbeck Scholarship* Rev. Olaf Rogne Memorial Scholarship* Russel and Virginia Smith Scholarship* Roy C. and Jeanette Tollefson Scholarship MULTICULTURAL/INTERNATlONAL STUDENT SCHOLARSHIPS American Indian Scholarship* Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship General Mills Foundation Scholarship Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* Kemdgehiueller American Indian Scholarship James M. Kingsley American Indian scholarshipL Little Six, Inc. Scholarship* McKnight Foundation Scholarship* Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarships* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA Native Women's Achievement Award* PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship* Harold B. and Laura M. Lanes Scholarship* Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund* DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship Norman D. Holen Art Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Biology Biology Scholarships Eleanor Christensen Edwards Scholarship* Dr. Paul R. and Maxine Fridlund Biology Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* 38 Financial Information Business Administration/Accounting/ Economics Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Malcom and Maybelle Estrem Scholarship* Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Clifford A. Peterson Scholarship* David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship* Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Carl Fosse Chemistry Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* Dr. Einar 0 . Johnson Scholarship* S. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* Barbara Tjornhom and Richard K. Nelson Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Pederson Samuelson Scholarship* English Dagny Christensen Memorial Scholarship* Murphy Square Literary Award* Anne Pederson English Scholarship* Prof. P. A. Sveeggen Memorial Scholarship* Health and Physical Education Jeroy C. and Lorraine M. Carlson Scholarship* Paul Dahlen Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Roy and Eleanor Krohn Scholarship* Hoyt Messerer Athletic Scholarship* Robert D. and Carolyn W. Odegard Scholarship* James P Pederson Memorial Scholarship* Stan Person Memorial Scholarship* History Rev. and Mrs. 0.J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bernhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics Floyd V. and Ruth M. Case Scholarship* Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Robert Wick Scholarship* Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs* - Financial Information 33 Modern Languages Emil M. Fossan Modem Language Scholarship* Mary E. (Mimi) Johnson Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* Music Albert and Solveig Birkland Scholarship Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Leonard and Anabelle Dahlberg Scholarship Robert Ellingrod Memorial Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* Marjorie and James R. Gronseth, Jr. Memorial Music Scholarship* Mabeth Saure Gyllstrom Scholarship* Beth Halverson Violin Scholarship* Kay Halverson Scholarship* Lynn Halverson Cello Scholarship* Carol Halverson Heam Violin Scholarship* Hanwick Thanksgiving Scholarship* 0. I. Hertsgaard Scholarship* Orville and Gertrude Hognander Scholarship Robert Karlen Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship* Catha Jones Memorial Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Susan and Dean Kopperud Scholarship for Excellence in Music* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . Lower-Nordkap Male Chorus Music Scholarship* Susan Halverson Mahler Viola Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Grace Carlsen Nelson Scholarship* Edwin W. and Edith B. Norberg Scholarship* St. John's Lutheran Church-John Nonis Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* Sampson Music Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships John and Vera Thut Scholarship" Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship* Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarslup* Nursing Augsburg Nurses Alumni Association Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physician Assistant Alne Swensen Scholarship* Dr. Kristofer and Mrs. Berth E. Hagen Memorial Scholarship* W Financial Information Physics Floyd \! and Ruth M. Case Scholarship* Theodore J. Hanwick Physics Scholarship* Alfred A. Iversen Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Martin and Sylvia Sabo Scholarship* Myles Stenshoel Scholarship* Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship Religion Scholarships Augsburg College Associates Scholarship* Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* Joel and Mary Ann Elftmann Scholarship* Luthard 0 . Gjerde Scholarship* Rev. Dr. Harald D. and Jonette T. Grindal Scholarship* Elias P Harbo Memorial Scholarship* Arnold and Neola Hardel Memorial Scholarship* Iver and Marie Iverson Scholarship* Pastor George J. Kundson Memorial Scholarship* Rev. Arnold J. Melom Memorial Scholarship* Gerda Mortensen Memorial Scholarship* Onesimus Scholarship* Johan H. 0. Rodvik Memorial Scholarship* Ronholm Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Moms G. C. and Hanna Vaagenes Missionary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Phyllis M. Baker Memorial Scholarship* Blanca-Rosa Egas Memorial Scholarship* Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo E Suemnig Memorial Scholarship* Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre Arts/Religion Scholarship* E We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. xperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Student Government is organized into the executive branch, the legislative branch, and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program will assist students in this journey by intentionally introducing vocational themes into the cumculum, cocumcular activities, service-learning experiences, and mentoring relationships at the college. Exploring Our Gifts also provides resources to encourage students to explore Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. for the kind and quality of life that reaches beyond their years at Augsburg. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Echo; the yearbook, The Augsburgian; Student Government; and the Augsburg Student Activities Council. Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment, and visiting personalities in various fields. The Student Activities Program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations that serve the student community Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. During 1999-2000, Augsburg men's and women's athletics marked the 75th anniversary of intercollegiate competition. Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, track and field, and golf. INTERCOLLEGIATE ATHLETICS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. FINE ARTS Student Life 43 The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges The Academic Skills Center, located in Room 18 of Foss Center, is designed to offer students study-skills assistance so that they may achieve academic success. The center assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies, and learning styles. The staff will assist students in developing effective and efficient study skills. 1 ACADEMIC SKILLS CENTER Augsburg's mission focuses on student learning in the broadest sense. As an indication of the emphasis placed on student learning, the student and academic affairs offices work to bring together the student learning found in the classroom with the activities of experiential education and work, residence life, and the learning resources of the library and information technology. The following sections elaborate on facets of student life. The formal academic programs and requirements are described on page 56. At Augsburg, sports are for the average student as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 49.) SPORTS AND RECREATION 4 4 Student Life - The CLASS staff includes disability specialists who meet individually with students to provide them with general academic support services. This includes helping students to develop the learning strategies and organizationltime management skills needed to be successful at the college level Center for Learning and Adaptive Student Services (CLASS)-The Center for Learning and Adaptive Student Services (CLASS) Program serves approximately 200 students and is recognized as a leader in supporting college students with hidden disabilities. The CLASS Program exemplifies the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning, attentional, and psychiatric disabilities who demonstrate the ability and willingness to participate in college-level learning. SERVICES FOR STUDENTS WITH DISABILITIES The John Evans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing, and mathematics through the use of computer software, as well as to review and prepare software for tests such as PPST, MCAT, LSAT, and GRE. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. for students to meet with tutors for content tutoring in most freshman- and sophomore-level courses. The center also notifies students of tutoring labs available and coordinates supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. *Individual meetings with the physical disabilities specialist on a regularly scheduled basis *Assistancewith organization and time management issues Access Center-The Access Center provides support and specialized services to students with documented physical disabilities. The goal of the Access Center is to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the educational experience at Augsburg College. Areas of assistance include but are not limited to: For more information, please contact the CLASS Program at 612-330-1053 to request a copy of the CLASS brochure andfor to schedule an appointment with a specialist. The Groves Computer Lab is designed for students with disabilities and contains computers and adaptive equipment to assist them in their academic progress. This level of individualized, academic support is possible through an endowment from the Gage family, which allows the CLASS Program to provide specialized services to its students, especially those with learning disabilities. and to acquire and refine self-advocacy skills. During the semester, specialists meet with students and take an active role to assist them with advising and registration for courses. Specialists also meet individually with students to review their documentation and determine appropriate academic accommodations. The accommodations specialist coordinates testing accommodations, note taking services, taped textbooks, adaptive technology (such as dictation and voice recognition software, book scanning software) and provides general computer assistance. For more information, please contact the Access Center at 612-330-1749. Through a system of skyways and tunnels, the majority of the Augsburg campus is accessible to those with mobility impairments ensuring access regardless of the weather. There are a variety of modified and fully accessible rooms available in the residence halls. The Access Center also provides academic accommodations for students. These include providing note takers, taped texts, typing of papers, sign language interpreters, and adaptive physical education courses. Adaptive technologies available through the center include Braille translating software, a Braille printer, CCTY TTY, Jaws, and speech recognition software. *Academic advising and registration -Housing assistance *Advocacywith faculty and staff *Assistancewith community support services and other non-academic issues McNair Scholars Program-The McNair Scholars Program is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments TRIO programs are federal grant programs, funded by the U.S. Department of Education, which seek to help students overcome class, social, academic, and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO PROGRAMS - Student Life 45 *An intensive summer student-faculty research collaboration -An academic-year student-faculty teaching collaboration .Individual and group programs to assure student academic success, including preparation for the GRE *Social and cultural activities to enrich participants' academic perspectives *Opportunities for conference travel and professional presentation of students' original research *Assistancein identifying and applying to Ph.D. programs and seelung scholarships *Graduate school fairs, and aid to visit the schools you apply to *Financial aid exploration and fee waivers for grad school application, as well as McNair designated fellowships *Activities to improve study and testtaking skills, as well as research and library skills The major components of the Augsburg College McNair Scholars Program are: Students eligible to become McNair Scholars are sophomore, junior, and senior undergraduates currently enrolled at Augsburg, who exhibit strong academic potential, and who are 1) low income and first-generation college students, or 2) members of groups underrepresented in graduate education (i.e., BlacWAfrican American, Hispanic, or American IndianIAlaskan Native), or 3) individuals from other groups underrepresented in doctoral study (e.g., women in some areas of science, persons underrepresented in other disciplines). The Augsburg McNair program serves 18 students per year. of society and to encourage these students to consider becoming college professors. 46 Student Life - The mission of the StepUP Program at Augsburg College is threefold: (1) it strives to affirm the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing STEPUP PROGRAM Students may apply for SSS anytime after admission to Augsburg College. For more information, an application, or to make an appointment with an SSS adviser, please contact SSS program staff at 612-330-1311. *Individual academic advising and support *Financial aid counseling *Academic progress monitoring *Academic success workshops *Student leadership development *SociaVculturalstudent events *Summer Bridge program including summer term college coursework, seminars, and advising for a small group of incoming first-year students *Need-based scholarships for first and second year students participating in SSS Augsburg Student Support S e ~ c e s serves 160 students, including day and Weekend College Students. Components of the SSS program include: Student Support Services-Student Support Services (SSS) is a TRIO program designed to support students toward college retention and graduation. The program serves students who are low income, first generation college students (neither parent has a four-year degree), and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate degree. Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul Public School D i s ~ c t sintended , to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed Intertribal Student Union: ITSU serves as a peer support group for incoming and currently-enrolled American Indian students. ITSU also organizes and co-sponsors cultural events. Other components of the program are: Assists with application process Helps students secure financial aid Nurtures students' identification as an American Indian Provides opportunities for students to learn about their heritage Provides opportunities for the campus community to learn about American Indian culture Provides academic advising and assists in the development of individual education plans The American Indian Student Services Program was established in 1978 to recruit and retain Inman students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg's policies, procedures and expectations. The program AMERICAN INDIAN STUDENT SERVICES study and living skills that support them in their academic progress toward a degree; and (3) it supports students in their commitment to sobriety. - The PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, preprofessional and transitional support for students of Afrikan descent. This service The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called "One Day in May" when Augsburg hosted a series of interactive programs with the community As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAN-AFRIKAN STUDENT SERVICES The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute t b all aspects of academic and student life. PAN-ASIAN STUDENT SERVICES as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one fifth of the loan will be forgiven. student Life 47 The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic1 Latino students and provide awareness of the unique aspects of Hispanic culture. Students find assistance in admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The HispanidLatino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. HISPANICILATINO STUDENT SERVICES The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors social and cultural activities that are open to all students. The PACPASU is located in 208- 209 Murphy Place. enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and is a clearinghouse for information regarding the Afnkan Diaspora and networks with the PanAfrikan community. Its motto is "Learning for all Afikan people, learning about all Afrikan people." 4 8 Student Life Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. Health Promotion Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality drug use, family problems, motivation, transitions, breaking away from family, self-image, difficult decisions, eating concerns, etc. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Counseling CENTER FOR COUNSELING AND HEALTH PROMOTION Located on the lower level of Melby Hall, the Hoyt Messerer Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center. FITNESS CENTER AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! The College offers basic health care services to students through a contract with UFP -Smiley's Clinic. These services are limited. For students without health insurance, Smiley's Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley's Clinic. Students with health insurance can also access Smiley's Clinic for a variety of clinic or other health services. A student's health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. H HEALTH CLINIC SERVICES Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may purchase a student policy by contacting the Center for Counseling and Health Promotion for more information. HEALTH INSURANCE (Also see Study Opportunities Abroad on page 63 and Student Teaching Abroad on page 65.) The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communication theory to explore their adjustment to a new culture and education system. -Fulfilling duties of Designated School Official (DSO) for F-1 student visa program and Responsible Officer (RO) for J-1 studentlscholar exchange program -General advocacy for international students -Advising the International Student Organization *Facilitating intercultural skill building sessions for students, faculty, and staff -Celebrating diversity of cultures by increasing awareness of internationallintercultural issues Responsibilities of ISA include: The Director of International Student Advising advises international students on educational, personal, and immigration issues. Student Life 4 - Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. Living on campus offers many opportunities for learning, fun, and leadership. Research indicates that students living in residence halls earn higher grades and gain greater satisfaction during their college career. Numerous events are planned to welcome students to the community, including dances, movie nights, coffee house concerts and weeks devoted to special themes or issues. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to complete their degrees. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 900 students living on campus, most students and faculty greet each other by name. ;o Student Life New Hall-Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. Anderson Hall-Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, desks, and chairs. Mortensen Hall-This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Urness Hall-All new students and some upper-class students live in Urness Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms are available. In order to secure housing, students are urged to make their enrollment deposit by June 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after June 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, grievances, and grade appeals. These are in the Student Guide. STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. MurphylsLocated on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Commons-Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle and Murphy Square. Students on board plan who live in residence halls eat their meals in the Commons. FOOD SERVICE Special Interest Housing-Special Interest Housing is available to students who are interested in creating a livingllearning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, Preprofessional Health Association, CrossCultural House, and Step-UP Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 87 and in the Student Guide distributed annually to students. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student's Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. Students should also routinely review the A-Mail, published bi-weekly on-line, and available in hard copy at locations throughout campus. OFFICIAL NOTICES Information on these policies is found in the Student Guide available from the Office of Academic and Learning Services. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar's office and the placement office, and to challenge inaccurate or misleading information. For inquiries or grievances in any of the following areas, contact the director of human resources, Ground Floor, Memorial Hall 19, 612-330-1023. DISCRIMINATION COMPLAINTS Complete information about Augsburg's procedures with regard to FERPA are available from the registrar's office. that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. All correspondence should be addressed to the Office of Human Resources at Augsburg College, 221 1 Riverside Avenue, Minneapolis, MN 55454. Formal grievance procedures are described in the Student Guide. Copies are available from the Office of Academic and Learning Services. Employment Title IX (for matters based on gender or marital status) Section 504 (for matters based on physical or mental handicap) Affirmative Action (for matters based on race, creed, national, or ethnic origin). - FERPA - 87 Four-Year Assurance Program - Evaluation and Grading - 79 Assessment of Previous Learn Program - 83 Academic Progress, Probatio and Dismissal - 85 Dean's List - 85 Graduation with Distinction Commencement - 86 General Education Curriculum - 72 Graduation Requirements - 72 Skills Components - 74 Liberal Arts Perspectives - 76 Quick Check Summary of Graduation Requirements - Academic Policies and Procedures - 69 Registration - 69 Crossover Registration - 71 Withdrawal from College - 72 8 Acadeniic Organil and lPrograms Divisions ana uepartments - 5 Majors and Minors - 56 Teaching Licensure - 60 Pre-ProfessionalPrograms - 60 Honors Program - 61 Inter-InstitutionalPrograms - 6; Study Abroad - 63 Center for Service, Work, and Learning - 66 Graduate Programs - 67 Other Programs - 69 General Information - 54 Degrees Offered - 54 Academic Calendar - 54 Faculty - 55 Library and Information Technology Services - 55 Academic Advising - 56 Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of science (in physician assistant studies), and the master of social work degrees. DECREES OFFERED Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Required courses in Christian Faith are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. A Augsburg graduate programs follow a trimester calendar. (See Graduate Programs on page 67.) Augsburg offers two summer school sessions. A maximum of four course credits (two per term) can be earned in the two five-week-long summer sessions. The Summer Session Catalog, published in the winter of each year, is dstributed to all students. Courses and majors offered through Weekend College are the same as their day program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for three and one-half to four hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term. (See Registration on page 69 and Calendars on pages 4-7.) The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. ACADEMIC CALENDAR The James G. Lindell Family Library opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot facility houses all library and information technology functions of the College. In addition to the 175,000 volume main collection, the Lindell Library includes the Gage Family Art Gallery, special collections and archives, cuniculum library, a computer lab and student computing Help Desk, library instruction classroom, and facilities for media viewing and listening. A skyway links the new building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment Center, as well as additional computer labs and multimedia classrooms, a lounge, and vending area. LIBRARY AND INFORMATION TECHNOLOGY SERVICES Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. The heart of any educational institution is its faculty Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. FACULTY Students have access to over 180 oncampus personal computer systems. There are desktop machines in two computer labs and five computer classrooms, as well as 80 laptops that can be checked out at the IT Service Center for use in the library. Other machines are available for student use within academic departments. A campus-wide network provides access to AugNet online services as well as support for printing and internet access. Appropriately equipped student-owned machines can also be connected to the network to provide access from dormitory room. Computing Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit Augsburg's Web site <www.augsburg.edu> for more on IT at Augsburg. lnformation Technology Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. Appropriately equipped laptop computers can be connected to any of several hundred data ports throughout the building to access these resources. Library Resources Academic lnformation 5 - All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, students are encouraged Academic Advising orients new day and Weekend College students to the academic policies and procedures of the college and assists students on initial course selection. This office also provides interpretation of general education requirements, administers entry-level skill assessments, interprets graduation requirements, provides degreeplanning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College. ACADEMIC ADVISING A campus-wide telecommunications system enables easy and convenient voice communication between students, faculty, and staff. Students can leave voice mail messages with any member of the faculty, administration or the staff; voice mail or call waiting are available to resident students at a modest cost. Long-distance service, billed to individual students, can be arranged for any on-campus residence phone. Telecommunications Lindell Library provides a large collection of sound recordings, video tapes and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law is available. The library supplies TV sets, VCRs, video cameras, video editing, tape recorders, microphones, slide-, overhead-, filmstrip-, and movie projectors as well as screens and carts. Facilities for classes in broadcasting are located near the communications department in Foss Center. Media Resources 56 Academic Information The college encourages students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. MAJORS AND MINORS Professional Studies-Anne Kaufman (Chair). Education, health and physical education, music, nursing, social work. Social and Behavioral SciencesDiane Pike (Chair). Business administration, economics, history, political science, psychology, sociology. Natural Sciences and Mathematics-Joan Kunz (Chair). Biology, chemistry, mathematics, computer science, physics, physician assistant studies. Humanities-Martha Johnson (Chair). Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians. The College cumculum is offered by 23 departments that are grouped into four divisions for administrative and instructional purposes. DIVISIONS AND DEPARTMENTS to declare their major and select a faculty adviser by filling out a Major Declaration Form. All day students are required to meet with their academic adviser prior to registration. All students are encouraged to meet with their faculty adviser as often as is necessary. B. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals will be strengthened if an example of a similar major from another institution can be identified and compared with the student's proposal. In addition, students should consult with the Center for Senrice, Work, and Learning for additional information regarding career objectives. The proposal should A. A statement of learning goals and objectives. A student-designed major program proposal must include: Students may design their own major with the assistance and approval of three advisers and subsequent final approval by the Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student's proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Student-Designed Major course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. A. The major program should include at least two-thirds of the courses required in the normal major programs of two major fields offered at the College. Students wishing to develop a transdisciplinary major are to observe the following: Students wishing to develop their own major by combining appropriate portions of two majors may consider the transdisciplinary major. This major enables students to respond to a particular career interest. While such an individually developed major may satisfy the particular interest of a student, broad majors may not be suitable for those wishing to pursue graduate study or pre-professional programs in some academic fields. Transdisciplinary Majors Contract forms with additional information about the student-designed major approval process are available from the Enrollment Center. C. A description of the studentdesigned major capstone course (INS 488: at least .5 credit, P/N option), to be taken sometime during the senior year. The student should devise the capstone course in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point and/or prepares one for further study OR an honors project (to be approved by AAC). In addition, at least one of the advisers must specifically address the rationale for the proposed capstone course in his or her supporting letter, though approval of the self-designed major program by all advisers presumes their approval of the capstone course. provide information showing how the general education perspective and skill requirements are to be fulfilled. Academic Information 57 - - p v d by Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology Business Administration Economics/Business Administration Finance International Business Management Chemistry (B.A. or B.S.) Communication Communication Artskiterature (Teacher Licensure Major) General Communication Studies Mass Communication Rhetoric Organizational Communication public Relations and Advertising Marketing Communications Human Relations Supervisory Management Listings that are shaded are offered ough both the day program and ekend College. Weekend College choose a major offered in am if they wish. They may e as many courses as possible throug end College, then finish the major program student. A change of proram is allowed once each academic year. Philosophy Computational Philosophy Physical Education Physics (B.A. or B.S.) Solid State Physics (B.S.) Space Physics (B.S.) Mathematics Metro-Urban Studies Modern Languages French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies International Relations In trrnational Business Health Education - (licensure, WEC only) Elementary Education ~ t u d i B Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) A ~ ~ l i Economics ed East Asian Studies I rkt stnden* a d v i s a the departmnt &dfi of the two majors to be mm-, a d tk h m i r t t e on Student Smdfng. C Tht c u r i m m m r tse x a f h l s u r h f f a 3 p b m m r v Cmrrut Fc¶nsareamib&leinthtrtgbtrag~& muacr for mcb a mjm prtx to t k end B.Thcmadmsbnulddcagnand~a 58 Academic Information International Business International Relations ~eadershipStudies Linguistics Management Information Systems ist tory American Indian-S'idl'e's Art Architecture Art History Studio Art Biology Business ~dministration Chemistry ~ommunication Computer Science East Asian Studies Economics English Film Health Education mm Accounting Community Studies Crime and Community Cultural Anthropology Social Psychology Student-Designed Theatre Arts Dance and Theatre (Teacher Licensure Major) Transdisciplinary Women's Studies1 Soci~?ag SiFm w o r m Political Science Political Science/Economics (Teacher Licensure Major) Psychology Social Psychology Religion Youth and Family Ministry Russian, Central and East European Area Studies 1 -- ACTC Majors-It is possible for day students to complete other majors through the Associated Colleges of the Tivin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC 1 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginninglintermediatdadvanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. Mathematics Metro-Urban Studies Middle East Studies Modem Languages 1 French German Norwegian Spanish Music Music Business Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth and fimily Ministry Sociology Social Ministries Social Welfare Russian, Central, and East European Area Studies Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy women's S t u d i i Academic Information 59 Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementarylmiddle school education with subject area specialties in one of the following: mathematics, science, communication artslliterature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this licensure obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle schooVhigh school fields: biology, chemistry, communication artslliterature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music (K-12), instrumental music (K-12), physical education (K- 12), and dancdtheatre with a theatre emphasis (K-12). This license prepares people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure Teaching Licensure OTHER STUDY PROGRAMS Weekend College is not part of the ACTC consortium, and Weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. colleges must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department. 60 Academic Information - - Pre-Law-Students considering a career in law should examine the handbook published by the Association of Pre-Engineering-See engineering degree and major requirements on pages 144-145. Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 113, 114,215; PHY 121, 122; CHM 115,116 (or 105, 106), 351,352; MAT 124; PSY 105. Requirements at other universities may vary. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising early in their freshman year to arrange for faculty advising prior to their first term at Augsburg. Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. Pre-Professional Programs Students seeking elementary licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. coursework. (See Department of Education and subject area departments for more information.) Pre-Seminary-A student may enter a theological seminary with any of several Pre-Pharmacy-Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114,215,476; CHM 115, 116 (or 105, 106), 351,352; ECO 113; ENG 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Occupational Therapy, PrePhysician Assistant, a n d Pre-Physical Therapy-Coursework in preparation for these training programs should be discussed with a faculty member in the Department of Biology. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many students with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition courses, including ENG 111; CHM 115, 116 (or 105, 106); CHM 351,352; BIO 113, 114,215,367; MAT 145,146; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476; CHM 361. American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. - The Honors Program at Augsburg was awarded a National Science Foundation Grant to establish an Honors Computing and Communications Lab, and to put the program on a computational footing. Students entering the program as freshmen are required to take an honors version of CSC 160 Introduction to Computer Science and Communications, which establishes crisp computing and communications skills at the outset of their collegiate careers. Other courses in the program The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, but students may enter the program as late as the beginning of the junior year. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript. That notation provides an advantage for both employment and graduate school application. HONORS PROGRAM Pre-Veterinary Medicine-To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following science courses are required: MAT 114 or 145, CHM 1051106 or 115/116, CHM 3511352, BIO 113, BIO 114, BIO 215, BIO 355, BIO 369, BIO 476, PHY 121/122. Other non-science courses are also required. different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111, 221; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior andlor senior year. Academic Information 61 - - Associated Colleges of t h e Twin Cities (ACTC)-Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take a course each semester at one of the other campuses. This program is open to sophomores through seniors. Please reference the ACTC newspaper for more details. No additional fee is required for Library a n d Media CenterThrough CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 1,300,000 volumes. Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. INTER-INSTITUTIONAL PROGRAMS Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct inquiries to Dr. Larry Crockett, director of the Honors Program, 612-330-1060. During the junior and senior years, students take four mini-seminars (one full course credit upon completion), one each semester, and participate in a six-week Monday Forum Program each term. Seniors take a senior seminar which satisfies a perspective requirement, and are required to complete an approved honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal that publishes outstanding student papers. make use of these computing skills in laboriented sequences exploring literature, writing, history, religion, philosophy, and social and natural science. 62 Academic Information Note: A maximum of one full Augsburg course credit of military science studies Naval ROTC-Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Army ROTC-Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Air Force ROTC-Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the registrar's office. Higher Education Consortium for Urban Affairs ( H E C U A ~ - A U ~ Sin ~U~ cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Weekend College students may not participate in the ACTC consortium program. such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Students receive advice on selecting programs that best fit their academic, career, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. Study abroad is an integral part of several majors at Augsburg and will add an international dimension to any academic program. Courses abroad can fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs before departure. Academic Requirements and Credit An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examine Scandinavian perspectives on world peace in Norway or thrill to the sounds of The Magic Flute at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures, and gain knowledge about the increasingly interdependent world. OPPORTUNITIES FOR STUDY ABROAD may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. The center's study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other participants in a community house, spending several days in a rural setting, and several weeks living with host families. They also travel together on two-week seminars-from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equiv- The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The Center for Global Education The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying overseas. Costs and Financial Aid The deadline for application is Oct. 15 for off-campus study during spring term and April 1 for off-campus study during fall and summer terms. All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus. Although foreign language skills are an asset, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. Eligibility and Application Academic Information 63 -- - - This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Course credit may be earned in Spanish, religion, history, and economics. Augsburg application deadline: April 1for fall, Oct. 15 for spring. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)-Fall or Spring This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, interdisciplinary studies, political science, and Spanish. Augsburg application deadline: April 1. Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) Fall alent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) 64 Academic Information This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonialization. South Afnca had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today's world, the challenges posed by under and unequal development, and the long-term project of decolonizing the mind. Credit is available in history, religion, political science, and Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) Spring This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Credit is available in Spanish, history, political science, and religion. Augsburg application deadline: Oct. 15. Social and Environmental Justice: Latin American Perspectives (Mexico)Spring This intensive program of travel and study is designed to introduce participants to the central issues facing southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Credit is available in history, religion, political science, and interdisciplinary studies. Augsburg application deadline: April 1. Multicultural Societies in Transition: Southern Africa Perspectives (Namibia)-Fall This interdisciplinary program, with travel to Guatemala and Ecuador, provides an overview of history, culture, economy, and politics of these regions. Students study theories and models of development and explore their usefulness in understanding the regional and global context. Augsburg application deadline: April 1. Politics, Development and the City: Guatemala and Ecuador- Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, and language and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. Scandinavian Urban Studies Term: Norway-Fall For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, Ecuador, Ireland, or Guatemala. All programs emphasize the impact of the social change and cross-cultural factors on the human community. HECUA programs emphasize intense language experience, internships, and field trips. Higher Education Consortium for Urban Affairs (HECUA) interdisciplinary studies. Augsburg application deadline: Oct. 15. Selected education department students may participate in the International Student Teaching Abroad The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Application deadline: Oct. 15. Northern Ireland: Democracy and Social Change-Spring Through fieldwork and hands-on projects, students explore the impact of global development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba or another Latin American country. Augsburg application deadline: Oct. 15. Environment, Economy, and Community in Latin America: Guatemala and Cuba-Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadline: Oct. 15. Community Internships in Latin America: Ecuador-Fall Academic Information 6 - Service- and work-based experiential education opportunities are closely related to students' coursework, majors, andlor career interests. Learning opportunities may be in non-profit organizations, schools, government agencies, community- The Center for Service, Work, and Learning is a comprehensive center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in serviceand work-based learning experiences throughout their college years. The center encourages students to take advantage of Augsburg's metropolitan location through the highly successful servicelearning, internship, and career planning programs that link the College's academic programs to community organizations and businesses. THE CENTER FOR SERVICE, WORK, AND LEARNING May and summer courses to many parts of the world enable students to earn credit through short-term travel. Contact the Global Studies office for the most current list of programs. May/Summer Abroad Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners has student teaching options available in Norway. Students have options for student teaching in dozens of countries through the International Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher coordinator. 56 Academic Information An academic internship is a carefully planned, service- or work-based learning Academic Internships The service-learning program also works closely with the student-directed Augsburg LINK, residence hall directors, and campus ministry. Augsburg's Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and community centers, or working with cultural and environmental groups. Community Service-Learning The Center for Service, Work, and Learning includes the following programs: The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. based organizations, small and mid-size companies, and large corporations. Cooperative Education is a non-credit transcript notation for paid work experiences related to a student's major or career objective. The goal is for students to apply theory to practice in a work setting. Job opportunities typically are part-time during the academic year and/or full-time in the summer and can begin and end anytime. Students must register for the non-credit transcript notation (GST 009), set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises co-op transcript notation work experiences. Cooperative Education A maximum of four courses of internship may count toward the total courses required for the degree. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 79. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships are numbered 199 (see page 91). experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays. Augsburg College offers five graduate degree programs: the Master of Arts in Leadership, the Master of Social Work, Master of Arts in Nursing, Master of Arts in Education, and the Master of Science in Physician Assistant Studies. Catalogs for each degree program should be consulted for complete information. GRADUATE PROGRAMS Career services are available to all students. Seniors are especially encouraged to attend the annual private college job fair with recruiters representing business and the nonprofit and government sectors or the education job fair. Career Services is committed to assisting all students with choosing majors and making career and vocational decisions. This process is an important part of a student's development while attending college. To aid students in this process, Career Services provides students the opportunity to actively participate in personal and career assessments and one-on-one career counseling/plaming, assists students with internship and job search strategies, and connects students to campus, community and alumni resources. Career Services Academic Information 67 - Within the framework of a Christian liberal arts education, the Master of Arts in Nursing Program is designed to prepare nurses for advanced transcultural and community health nursing practice in a global community and across care settings, with particular emphasis on addressing health A dual degree (Master of Social Work and Master of Arts in Leadership for Mission) is also available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The Master of Social Work (MSW) prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission to nurture future leaders in service to the world. I 58 Academic Information The Master of Science in Physician Assistant Studies (MSPAS) is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day The Master of Arts in Education (MAE) is a new program (starting Fall 2002) that offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: EBD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master's degree program. Students will complete their master's degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: EBD licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Weekend College Admissions office. For further information, contact the Education Department or the Weekend College Admissions office. disparities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. Classes meet on an every other week or one weekend a month basis in Rochester andlor Minneapolis, Minn. The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Cana&an/U.S.relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Canadian Program Contact the Office of Continuing Studies at 612-330-1628 for information about current and upcoming programs. New programs are developed through collaborations between academic and college departments that include Youth and Family Institute, Social Work, Education, and the Office of Continuing Studes. Other organizations including the Minneapolis and Saint Paul Public School Districts, the Department of Children, Families, and Learning, and the College Board have developed programs through the Office of Continuing Studies. The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Continuing Education Program OTHER PROGRAMS information 69 To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: cumulative GPA of 3.0 to 3.49 may take a total of 5.0 course credits; cumulative GPA of 3.5 or greater may take Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. A student must be registered for a course to receive credit for it. LI REGISTRATION To obtain further information about the program or to request a catalog, call 612330-1139 during Tuesday and Wednesday office hours (10:OO a.m. to 2:00 p.m.). To ask questions or to schedule a program, call Karen A. Lindesmith, program director, at the above number. Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community Approximately fifty retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists 200 classes available for group study only (Note: For individual study, call the Admissions Office at Augsburg College at 612-3301001.) College of the Third Age Academic - Weekend College students may add individual classes to their current schedule and/or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class Day students may add individual classes to their current schedule and/or withdraw without notation up through day 10 of the term. The signature of the instructor is required to add a class after the class meets. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Although new day students may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Reference the ACTC Joint Class Schedule for the Day school calendar and the WEC Class Schedule for the WEC school calendar. Weekend College students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. a total of 5.5 course credits without petitioning. All overload registrations must be done at the Enrollment Center in person. Please note: there is an additional tuition charge for course loads over 4.5 course credits (this includes combining the credit load from both the day and WEC programs). 70 Academic Information Office of Weekend College-412330-1782 Academic Advising-612-330-1025 Enrollment Center412-330-1046 Specific information on registration and help with registration on other campuses are available from these offices: Summer session, Weekend College, and graduate program courses are published in separate schedules. A joint class schedule is published each spring by the Associated Colleges of the Twin Cities, listing courses and their locations at the five colleges for the following academic year. Individual school course listings are also available through the web and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Some late course registrations may be subject to additional late fees. Separate rules apply to Summer School. Rochester students may add individual classes to their current schedule andlor withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. is the Thursday prior to the second class weekend. The WEC program is not part of the ACTC (Associated Colleges of the Twin Students have registration priority in their home program. Crossover registration begins only after the open web registration period closes for both programs. A schedule is published on the registrar office web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by web. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both Winter WEC and Spring WEC). The maximum number of credits that may be included in the day full time tuition rate for students who cross-register is 4.5 . Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are canying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full time and will be charged the full time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Every Augsburg undergraduate student is admitted to a "home program," either day or Weekend College. It is expected that students will complete most of their degree requirements through their home program. However, students may register for no more than 1.0 credit per term outside their home program. Enrollment will be based on class availability Crossover Registration Policy - The primary method of registration will be via the web through AugNet during the open registration period. Please reference the ACTC Newspaper for specific dates. Day students will be issued new PINS each term prior to registration from their assigned faculty adviser (please reference the Personal Info screen on your AugNet account for your assigned Faculty Weekend College students may register during the designated time prior to the start of each term. All day students are required to meet with their academic adviser prior to registration. Freshmen and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Registration Students may apply to change their "home" program by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. Change of Program Any undergraduate student taking a graduate level course must have special permission from the faculty director of the program in which they wish to enroll. Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course if offered. Cities) tuition exchange program. WEC students may NOT crossover to attend ACTC courses. Academic Information 7 Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. Some departments will not accept coursework taken more than seven to ten years ago. Students must meet all of Re-Admitted Students Students are responsible for keeping the registrar's office informed of their current mailing address. Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the Registrar's Office. A Withdrawal from the College form may be obtained at the Enrollment Center. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Committee on Student Standing. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar's office. Withdrawal from College Once the open registration period closes, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the web closes. Advisor). The Enrollment Center is also available to process registration forms. Note: Web registration may not recognize prerequisites fulfilled in transfer work. In these cases, please process your registration at the Enrollment Center. 72 Academic Information All degree and course requirements must be completed and v e d e d in the registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Each student must apply for graduation at the end of their junior year. Students should apply before the start of their last academic year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center. Students who enter an academic program with a baccalaureate or higher degree should contact the registrar's office about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in Undergraduate Admissions-Special Students (Second Degree). Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. The responsibility for seeing that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the Registrar's Office one year prior to graduation. GRADUATION REQUIREMENTS the requirements in effect under the catalog they choose. Choosing to complete graduation requirements under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog requirements. 3. Augsburg Seminar (AUC 101)All students who enter the College as freshmen in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. See the program section on the Augsburg Seminar for a full description. 2. Completion of a MajorRequirements for each major are listed under the departmental headings. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 1. Completion of 32 course c r e d i S N o more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music performance (B.M.) - 20; music therapy (B.S.) - 17; and social work (B.S.) - 15. Degree requirements include completion of a minimum number of credits, a major, the Augsburg Seminar (AUG 101), at least one Augsburg Experience, a minimum GPA in major(s)/minor(s) and in total course work, residence, and general education courses, including lifetime sports. Requirements For Undergraduate Graduation: - 5. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrates experiential learning with academic learning and (2) Links on-campus learning to the goals, mission, needs or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences will vary 4. Augsburg Experiences-All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community, both locally and globally Four categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, and study abroad. Academic Information 73 - Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement assessment. Students may retake the Math Placement Assessment once during their first term of enrollment. Students are required to take the assessments before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Take entry level skills assessments and satisfy requirements. Freshmen (all students entering Augsburg with fewer than seven college credit courses) and sophomore transfer students with fewer than 13 courses: Placement in writing, math, modem languages, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) graduation skills course requirements. The entry level skills tests are inventory assessments in: Writing Mathematics Critical thinlung Modem Languages Entry Level Skills Requirements SKILLS COMPONENT 6. Residence-The last year of fulltime study or equivalent (no less than 7 of the last 9 creditslrequirements) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the registrar's office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. 74 Academic Information Advanced transfer students are required to satisfy all the Graduation Skill course requirements, except one writing skill course. Those who have not passed the equivalent of ENG 1 11 Effective Writing course must take the entry level test in writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course. Transfer students who enter with 13 credits or more, or an A.A. degree accepted in transfer, are exempt from critical thinking assessments. Advanced Transfer Students Freshman and sophomore transfer students will be required to satisfy all of the Graduation Skill course requirements. The BYU-CAPE assessment is offered to students who have had at least a year of Spanish, French, or German language studies in high school. The CAPE is a web based language assessment designed to assess and place students at the appropriate course level for language study Students interested in waiving the modem language requirement must complete this assessment and place at the 311 level or above. Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 11 1 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year. Attendance the first day of class is required for both ENG 101 and 111. General education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Course work in a modem language other than your native language is also required. Completion of the requisite courses with a minimum grade of 2.0 or P is required for graduation. Students Graduation Level Skills Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Students in MPG 1may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. A grade of Pass, 2.0 or higher is required to advance to the next math level. All students are required to have their MPG determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the Registrar's Office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Mathematics Requirement - All Writing Skill courses have the prerequisite of ENG 111, all Quantitative Reasoning Skill courses have the prerequi- Students whose native language is not English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language (ESL) requirement. The requirement is satisfied by successfully completing the ESL course(s) and achieving a score above the minimum on the ESL placement exam. Students who complete the ESL requirement fulfill the modem language graduation skill requirement. Contact Academic Advising or the English Department for additional information. There is a seven-year time limit on language courses presented for transfer and automatic waiver. Hearing students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the skill. Requirements for the Modem Language Skill are determined by placement test. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of 111, 112 is required (i.e. sequential courses in the same language). Students whose placement test is at 311 or higher will be exempted from further language study. are required to have two courses with Writing Skill components (at least one within the major) and one course each with Critical Thinking, Speaking, and Quantitative Reasoning Skill components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major andlor general education perspectives. Academic lnformation 75 Extend knowledge in liberal arts, especially outside of one's major disciplinary field. This is done by 1) reflecting on the importance and meaning of spirituality in their lives and the distinctiveness of Augsburg as a college of the Lutheran Church in the city; 2) reflecting on diversity through intercultural awareness; 3) reflecting on areas associated with liberal arts, including aesthetics, human identity, The goal of the Liberal Arts Perspectives is to help students think systematically about what it means to be a human. Perspectives courses should: The General Education program consists of the first-year Augsburg Seminar for day freshmen, the Augsburg Experiences, the liberal arts perspectives, and the graduation skills. A primary objective is to develop lifelong learning in the context of the liberal arts and the mission of the College. GENERAL EDUCATION Lifetime sports are non-credit courses and are not included in the 32-course requirement. Two different lifetime sports are required. Students who are not health and physical education majors or in intercollegiate athletics may test out of one lifetime sport. Students may demonstrate proficiency in one of a selected list of lifetime sports. There is a fee to take the lifetime sport proficiency test. Students must satisfy the second lifetime sport requirement by enrolling in a lifetime sport course. Lifetime Sports site of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. 76 Academic Information - Up to three courses in religion may be used to meet the perspective, The Character and Mission of Augsburg College: The Christian Faith. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: 3. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. 2. No single course can fulfill the requirements in two or more categories. 1. A student will choose a minimum of one course from each required perspective category. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available on-line and from the registrar's office. These choices are controlled by the following policies: The general education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be human. The goals of the perspectives are achieved through a variety of courses that have been approved as meeting the criteria established for each perspective. LIBERAL ARTS PERSPECTIVES The General Education program should also teach students the skills expected of a college graduate in writing, critical thinking, speaking, and quantitative reasoning. Develop an appreciation of the role of service to society. Demonstrate connections between liberal arts and the major field of study. the social world, natural world, and westem heritage. Transfer students entering with 24 or more course credits will be required to take one course from area 1 or 2 in the Christian Faith Perspective while registered at Augsburg. Transfer students entering with 13-23 course credits will be required to take two courses from two different areas in the Christian Faith Perspective while registered at Augsburg. Area 1 is biblical studies, Area 2 covers Christian theology, and Area 3 includes the study of values or religions outside the Christian faith. Three course credits are required to meet this perspective except for the following: Christian Faith (CF 1, 2, and 3 ) This perspective focuses on Augsburg as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. Perspective: The Character and Mission of Augsburg College: The Christian Faith THE EIGHT LIBERAL ARTS PERSPECTIVE REQUIREMENTS Up to two courses in a year-long sequence of approved natural science courses may be used to meet the perspective, The Natural World. - - Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 13 or more course credits. Western Heritage (WH 1 and 2) This perspective is intended to help students critically examine tliemes (found, for example, in literature,' philosophy, and the arts) and events that have historically shaped Western civilization. Attention should be paid to the contributions of and to critiques of Western thought by women and ethnic minorities. Perspective: Western Heritage One course credit or experience is required to meet this perspective. The City (C) This requirement must be covered either by specific courses, by internship and education experiences, or by designated or college-approved non-credit experiences (such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209 seminar related to the perspective. This perspective focuses on the College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and critically reflect upon the city with its diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community and should explore opportunities for service in the community Perspective: The Character and Mission of Augsburg College: The City Academic Information 77 This perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers, and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts, and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. One course credit is required to meet this perspective. One course must focus on current theories and methods of a social science. Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 13 or more course credits. Social World (SW 1 and 2) This perspective is intended to help students learn to identify, examine, and critique social, economic, or political systems: to understand how and why such systems develop, to see the connections among these systems, and to use this knowledge as a participant in society Two course credits from different departments are required to meet this perspective unless an approved one-year sequence is taken. One course is required to meet this perspective for transfer students entering with 13 or more course credits. Natural World (NW 1 and 2) Perspective: The Natural World Aesthetics (A) Perspective: The Social World The study of a specific, non-Western culture and how that culture has shaped the world. One course credit is required to meet this perspective. Aesthetic creations convey fundamental insights and values, express beauty, and enhance life. This perspective focuses on aesthetic qualities in artistic expressions by oneself and others. Perspective: Aesthetics One course credit is required to meet this perspective. Intercultural Awareness (IA) This perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students study a specific, non-Western culture and how that culture has shaped the world. In this course students critically reflect upon ways their own cultural biases operate when confronting other cultures. This perspective is intended to help students view themselves as people with unique abilities, values, beliefs, experiences, and behaviors. Human ldentity (HI) Perspective: Intercultural Awareness Perspective: Human Identity 78 Academic Information - In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading Certain courses have restrictions and are offered on one grading system only (e.g., lifetime sports are graded only P/N). See P/N limitations under Graduation Requirements, page 73. P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this kequirement. Unacceptable performance (no credit for the course) Performance below basic course standards Meets basic standards for the course Achieves above basic course standards Achieves highest standards of excellence An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Registrar's Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course comple- Grades of P (Pass) or N (No credit) are not computed in the grade point average. 0.0 1.0 Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). 2.0 3.0 4.0 Numeric grades are used with these definitions: Numeric Grades In order to receive a grade of P, a student must achieve at least a grade of 2.0. Students who choose the P/N option are cautioned: Pass/No Credit Most courses are offered with grading options-traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. EXPLANATION OF GRADES option. Any changes in choice of grading system must be made according to dates published each term. All changes in grading option that are made after initial registration require the signature of an adviser or the instructor. Academic Information 79 Writing Music Education (B.M.) . . . . . . . . .17 Music Performance (B.M.) . . . . . . .20 Music Therapy (B.S.). . . . . . . . . . . .17 Accounting (B.A.) . . . . . . . . . . . . . .14 No more than 13 courses may be in any one department, with the following exceptions: O Complete 32 course credits. Of these: of three. O Two different lifetime sports. O Achieve a Math Placement Group score .Modern Languages Critical Thinking Mathematics D Satisfy entry level skill requirements in: Augsburg Seminar (see page 98). (Sophomore transfer students are exempt from the Augsburg Seminar.) O Complete the fall orientation and All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): This quick-reference checklist is an abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 72. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. 80 Academic Information - One course with a Critical Thinking component Two courses with Writing components (one within the major) the following Graduation Skills with a minimum grade of 2.0 or P. (These requirements may be met with courses in the major or perspectives.) O Complete courses designated to fulfill following perspective requirements-one course for each perspective. No more than three courses from the same department may be used to fulfill perspective requirements. Three Christian Faith Perspectives from different areas One City Perspective Two Western Heritage Perspectives, each from different departments One Human Identity Perspective One Aesthetic Perspective Two Social World Perspectives, each from different departments One Intercultural Awareness Perspective Two Natural World Perspectives, from different departments unless a yearlong sequence is taken (CHM 100 & 101; CHM 105 & 106; CHM 115 & 116; PHY 121 & 122; SCI 110 & 111) Cl Complete courses that fulfill the point average in major, minor, and in total courses completed. O Maintain minimum cumulative grade D Complete a major. Experience. O Complete at least one Augsburg All students are required to file a graduation application with the Registrafs Office one year prior to graduation. 0 Complete a major. Experience. One course with a Quantitative Reasoning component One course with a Speaking component Other maximums are described on page 73. 0 Complete at least one Augsburg Two Modem Language Skill courses, other than your native language One course with a Critical Thinking component One course with a Writing component within the major following Graduation Skills with a minimum grade of 2.0 or P (These requirements may be met with courses in the major or perspectives.) 0 Complete courses that fulfill the One Natural World Perspective One Intercultural Awareness Perspective One Social World Perspective One Aesthetic Perspective One Human Identity Perspective One Western Heritage Perspective One City Perspective Two Christian Faith Perspectives (one Christian Faith Perspective for transfer students entering with 24 or more course credits) D Complete courses that fulfill the following perspective requirements: D Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Social Work (B.S.) . . . . . . . . . . . . . .15 Music Therapy ( B . ) . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . .20 Music Education (B.M.) . . . . . . . . .17 Accounting (B.A.) . . . . . . . . . . . . . .14 No more than 13 courses may be from any one department, with the following exceptions: No more than three courses from the same department may be used to fulfill perspective requirements. 0 Complete 32 course credits. Of these: Ci Achieve a Math Placement Group score of three. 0 Two different lifetime sports. writing. 0 Satisfy entry level skill requirements in All transfer students (entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): One course with a Quantitative Reasoning component One course with a Speaking component Two Modem Language Skill Courses, other than your native language Academic Information 8 - A course in which a grade of 0,0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. tion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. 12 Academic Information Seniors-24 course credits completed. Juniors-16 course credits completed. Sophomores-7 course credits completed. Students are classified when grades are posted at the end of each term. Classification *Courses with 0 to 4 grade assigned GPA = Total grade points divided by number of credits attempted.* The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: Grade Point Average Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 27. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Auditing Courses Advanced Placement Program Test (AP)-The Advanced Placement Program Test may allow students who have scores of 3 , 4 , or 5 on the CEEB Advanced Placement Test to receive college credit for selected courses. A score of 4 or 5 is required on the AP Language and International Baccalaureate Program (IB)-Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the Registrar's Office. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts cumculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM - The Portfolio Assessment Program-This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar's Office. In completing The Registrar approves the student's request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. There is a faculty member designated by the department to administer the exam. There is a departmental instrument available for the subject area in question. Departmental Comprehensive Exams-These are available for students to use in obtaining credit for previous learning if the following conditions are met: The College Level Examination Program (CLEP)-This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing centers for this area are the University of Minnesota and the University of St. Thomas.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the registrar's office and Academic Advising. Composition examination for credit for ENG 111 Effective Writing. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Registrar's Office. Academic Information 8 - Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Application of this credit toward the Liberal Arts Perspective requirements, upper division requirements, and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Students may apply for the credit assessment process after completing at least four courses/credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. The learning and skills involved are current and could be used at the present time. The learning relates well to the student's educational goals. The learning lends itself to both qualitative and quantitative measurement. The learning has been objectively verified by individuals in addition to the presenting student. There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed andlor systematic study of content material found within liberal arts coursework. the evaluation of a student's previous learning, the faculty team applies the following criteria: 4 Academic Information All students whose native language is not English must stay enrolled in ENG 217/218 until such time that they pass the ESL placement test at 85 percent or higher. The ESL course can be counted only twice Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. Students whose native language is not English must take the ESL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students' placement in ESL, ENG 101 Developmental Writing, or ENG 111 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ESL) and by a writing sample. English as a Second Language (ESL) Maximum Credit Accepted for Previous Learning-While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the four assessment processes available in the APL Program: AP exams, CLEP exams, departmental comprehensive exams, and credit granted through portfolio assessment. Students may be removed from probation when the cumulative GPA reaches 2.0. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if Students whose overall academic achievement falls below a 2.0 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, &missal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's cornrnitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. It should be noted that a minimum GPA of 2.0 is required for graduation, with certain majors requiring a higher minimum GPA. The College requires that all students maintain a 2.0 cumulative grade point average (GPA). ACADEMIC PROGRESS, PROBATION, AND DISMISSAL Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language skill requirement for graduation. in the total number of courses required for graduation. than 24 course credits than 16 course than 7 course credits The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program's calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean's List. If pennission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. Dean's List Senior -24 or more course credits Junior-fewer Sophomore-fewer credits Freshman-fewer Student class years are based on the number of courses completed: The College reserves the right to dismiss any student who does not meet the guidelines stated above. .Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. their cumulative GPA reaches 2.0. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0. Academic Information 8 - Augsburg College has one commencement ceremony per academic year in the month of May Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement iE (1) no more than three course creditshequirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. Candidates for graduation who will complete summer or fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall are required to sign a statement of understanding acknowledging remaining degree requirements in order to participate in commencement. A student will not graduate nor will a degree be conferred until all Qualification for Commencement Augsburg recognizes those students who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous college honors and applies to all students who complete degree requirements after Jan. 1, 2000. Students achieving Graduation with Distinction will have an overall GPA of 3.5 and will have completed an outstanding project as determined by the student's major department. To be eligible, a student must have at least 14 traditionally graded credits taken at Augsburg. Most departments offer graduation with distinction. For specific requirements, please contact the applicable department. To be considered for Graduation with Distinction, a student should consult with their major department no later than the fall semester of their junior year. Graduation with Distinction 36 Academic Information This program applies to students who enter the day school schedule as full-time freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years-if they maintain continuous full-time enrollment for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program g u i d e l i n e ~ they r will receive the remaining required courses free of additional tuition. A few majors are excluded from this program. Contact Academic Advising for a list of eligible majors. Students must complete a formal Four-Year Assurance Degree Plan with the College before the end of their sophomore year (prior to completing 16 course credits) in order to qualify. Contact Academic Advising for details. FOUR-YEAR ASSURANCE PROGRAM Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the Enrollment Center about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Veterans of Military Service graduation requirements are met, regardless of participation in commencement. Right to request amendment of education records--You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information -You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or compa- Right t o inspect and review education r e c o r d j o u have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE - The student's participation in officially recognized activities and sports; The student's enrollment status (FTPT); The student's academic class level; The student's major field of study; The student's date and place of birth; The student's e-mail address; The student's telephone number; The student's address; The student's name; "Directory information" includes t h e following: Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. Right to withhold disclosure of "directory informationu-FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. ny with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Academic Information 8; Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the regismar prior to Sept. 15 (or within The student's photograph. The most recent previous educational agency or institution attended by the student; and The student's dates of attendance; The weight and height of members of athletic teams; The student's degrees and awards received; 8 Academic Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Reporting Educational Information Right t o complain to FERPA Office--You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, conceming Augsburg's failure to comply with FERPA. 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new form for withholding disclosure must be completed each academic year. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Courses listed are subject to change. In general, classes are offered fall andlor spring terms unless otherwise indicated. The Schedule of Classes published each spring by the Associated Colleges of the Twin Cities (ACTC) lists offerings and locations for fall and spring terms. This information is also available on-line. A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. Credits Descriptions and schedules for Summer Session, the Master of Arts in Leadership, the Master of Social Work, the Master of Arts in Nursing, the Master of Arts in Education, and the Master of Science in Physician Assistant Studies courses are published in separate catalogs. A course schedule for all ACTC schools is available on-line through the web addresses published in the ACTC newspaper. They will contain the most accurate and up to date information. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Class Schedule Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Weekend College classes are published each spring in a separate booklet and online. 90 DEPARTMENTS AND PROGRAMS - lnternship A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the tendregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. lnternship A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning of the tendregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. 399 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 1. Obtain the internship registration permission form from the Center for Service, Work, and Learning and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. Registration for internships consists of the following steps: INTERNSHIPS 199 Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. NOTE: Not all courses are offered in all schedules. Refer to the current ACTC Joint Class Schedule or the Weekend College class schedule for information on when specific courses are offered. Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Prerequisites -- Departments and Programs 91 92 Independent StudyIResearch An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 See listing under Interdisciplinary Studies. AMERICAN INDIAN STUDIES See listing under Business Administration. ACCOUNTING Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 299 DIRECTED AND INDEPENDENT STUDIES -Departments and Programs Kristin Anderson (Chair), Lynn Bollman, Tara Christopherson, John McCaffrey Art Faculty A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity involves manual skill, although to become broadly significant it should interact with other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, graphic designer, architect, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. \ rt is important as a field of study for our time, helping us to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. A Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 19th- and 20th-Century Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I or ART 325 Fiber and Form Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in at least one exhibit during their senior year. Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Art Five art history courses including ART 240. Drawing Students will use traditional drawing media and will develop their ideas and skills with them. Emphasis is placed on foundational drawing concepts. ART 107 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. Painting I Introduction to painting media and technique in acrylic or oil. ART 105 ART 106 ART 118 ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the depanment. STUDIO ART Design A study of design as the unifylng foundation for the visual arts. Two- and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 102 Note: All studio courses require work outside of class sessions. W STUDIO ART FOUNDATIONS Five courses including ART 240, ART 107, and three additional studio courses. Studio Art Minor Five courses including ART 105, ART 210, ART 243, ART 244 and ART 249 or 349. GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Art History Minor Architecture Minor Departmental Honors 94 Art - Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Design for New Media I Exploration of the fundamental techniques and technologies used in digital design. Sculpture I An introduction to sculpture and three-dimensional design in various media. Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Publication Design An introduction to design concepts and production for publication design, with emphasis on the computer. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. Graphic Design I An introduction to the principles and techniques of graphic design using page layout software. Emphasis on designing with text and image. Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. Calligraphy II Advanced work in calligraphic media and design. Design for New Media II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterfonw using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) Fiber and Form An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface, text, image, and sequence. (Prereq.: Any ART course) ART 215 ART 221 ART 223 ART 224 ART 225 ART 250 ART 306 ART 315 ART 320 ART 325 $200-225. Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately ART 210 ART 132 - Art 95 Graphic Design II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) Sculpture II Continued exploration of intaglio, relief, and monolunique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) Print Making II Design concepts using descriptive and experimental techniques in transparent watercolor. Watercolor Painting Advanced study of painting. (Prereq.: ART 118) Painting II Advanced work in ceramics with an emphasis on throwing or handbuilding and glazing. (Prereq.: ART 250) Ceramics II Exploration of the creation of visual images using the computer as a paint brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course) Digital Imaging An advanced study of the graphic design of typography and visual imagery for print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225) A survey of art of the Western world from prehistoric to modem times. Includes reading, research, viewing of slides, and visits to museums. Art History Survey History of Architecture to 1750 History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples. History of Architecture after 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, and urban design, both in class and in frequent site visits to prominent local examples of design excellence. (Prereq.: None for ART 249; ENG 111 and an ART, HIS, or urban studies course for ART 349) ART 2491349 The Designed Environment ART 244 ART 243 Note: The following courses are oflered intermittently, usually two or three sections per year ART 240 ART AND ARCHITECTURAL HISTORY ART 478 ART 368 ART 360 ART 355 ART 351 ART 340 ART 330 96 Art - A study of early colonial through contemporary American art, architecture, and folk arts. American Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENG 111) 19th- and 20th-Century Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) Renaissance and Baroque Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENG 111) Medieval Art The art of the Ice Age through the Roman period to the fourth century A.D. Prehistoric and Ancient Art The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Scandinavian Arts A study of the creative role of women in the visual arts, including the fine arts, the "mditional" arts, and the work of Native American women. (Prereq.: ENG 111) Women and Art The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints. Tribal Arts and Culture See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 91. lnternship See listing under East Asian Studies. ASIANSTUDIES ART 499 ART 399 ART 299 ART 199 Internships and Independent Study Courses: ART 389 ART 388 ART 387 ART 386 ART 385 ART 382 ART 352 ART 290 - Art 97 T AUC 101 All freshman students must successfully complete the entire eight-week Augsburg Seminar in order to fulfill the graduation requirement, even if they drop the linked content course. Permission to complete the seminar after withdrawal from the content course is at the discretion of the instructor. Augsburg Seminar (.25 course) A series of fall-tern meetings with an Augsburg seminar adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the connected content course and other disciplines and sources. (P/N grading only) At registration, all first-year students in the day program enroll in a selected content course, such as Effective Writing and a parallel Augsburg Seminar. These 'linked' courses integrate disciplinary content with various learning strategies and communitybuilding opportunities beneficial to all beginning students. Augsburg Seminar he initial months after entering college as a first-year student are an exciting period of change. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Through the summer orientation program, the fall orientation weekend, and the Augsburg Seminar, students are introduced to the character of the College, its heritage as an urban, liberal arts college of the Church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being students. The content course usually meets three hours per week for the entire semester and is valued at 1.0 course credit, and the Augsburg Seminar meets once a week for 8 weeks for .25 course credit. The Augsburg Seminar offers the opportunity for further discussion of topics from the paired content course, along with presentations on campus life, academic resources and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood. While the content course is graded on a traditional point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar. B Dale Pederson (Chair), Karen Ballen, William Capman, Robert Herforth, Esther ~c~au~hlin Biology Faculty For many, an undergraduate major in biology serves as a basis for further study Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. An understanding of biological systems depends, in part, on the principles of physics and chemistry; thus a firm background in the physical sciences is also important in the study of biology. In recent decades great strides have been made in understandmg important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, agriculture, and food science. iology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanhng of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. or CHM 351/352 Organic Chemistry A semester course in organic chemistry or CHM 115/116 General Chemistry CHM 1051106 Principles of Chemistry Required Supporting Courses BIO 491 Seminar (non-credit) is required of all juniors and seniors. The ninth course may be any of the upper division biology courses listed above or BIO 340 Marine Biology of the Florida Keys. BIO 367 Biochemistry BIO 476 Microbiology 5. 4. BIO 471 Advanced Cellular and Molecular Biology BIO 474 Developmental Biology 3. B10 355 Genetics BIO 481 Ecology BIO 361 Plant Biology BIO 440 Plant Physiology 2. 1. BIO 351 Invertebrate Zoology B10 353 Comparative Vertebrate Morphology BIO 473 Animal Physiology and at least one from each of the five following groups: B10 113 Introductory Organismal Biology B10 114 Introductory Genetics, Evolution, and Ecology B10 215 Introductory Cellular Biology Nine courses including: Major - A course in general chemistry and five biology courses including BIO 113, 114, 215, and two upper division courses. Minor GPA of 3.5 in biology and 3.0 overall, one course of approved independent study with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Departmental Honors A GPA of 3.7 in biology and 3.5 overall. An original research project on a significant topic in biology with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Graduation with Distinction All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. Transfer course policy for majors and minors or MAT 163 Introductory Statistics or MAT 145 Calculus I or h4AT 122 Calculus for the Social and Behavioral Sciences MAT 114 Precalculus or PHY 121/122 General Physics PHY 116 Introduction to Physics 100 Biology The State of Minnesota has specific licensing requirements for teachers that may differ in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should Teaching Licensure Major Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed with an adviser in the department. Graduate and Professional Training Students should consult members of the biology faculty for information specific to medical school application. Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Biology for Pre-Medical Students In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 113 and 114 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 215 and Organic Chemistry in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.0 for BIO 113, 114, and 215 is a prerequisite for enrollment in upper division biology courses. A grade of 2.0 or above is required for all upper division courses applied toward the major. Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) Human Biology An introduction to basic biological principles with a human perspective. Includes discussion of the molecular and cellular basis of life, genetics, organ systems, and human impact on the environment. (Three one-hour lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Prereq.: MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the major or minor) Human Anatomy and Physiology A survey of the structure and function of the human body. (Three one-hour lectures, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Spring) Biology and Society The biological basis for problems facing society, such as pollution, genetic engineering, AIDS, extinction, global warming, hunger, cancer. (WEC only Three one-hour lectures. Does not apply to the major or minor. Spring) SCI 111 BIO 101 BIO 102 BIO 103 BIO 105 The department works with the Office of Cooperative Education in identifying and defining co-op ed experiences in laboratories and other settings in the Twin Cities. Cooperative Education to those students who bave completed at least one upper division biology course and have a GPA of 3.0 in biology. SCI 110 Membership in the Augsburg Chapter of this national biology honor society is open Beta Beta Beta consult with the Augsburg Department of Education to idenbfy current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. - Biology 101 BIO 369 BIO 361 BIO 355 BIO 353 BIO 351 BIO 215 BIO 185 BIO 114 BIO 113 lntroductory Organismal Biology An introductory consideration of biological macromolecules and their components, energetics, and intermedialy metabolism and its integration. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 223 or 352. Fall) Biochemistry of structure, physiology, life histories, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring) A survey of the major groups of algae, fungi, and plants, including the study Plant Biology Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215 and junior standing. Spring) Genetics Comparative anatomy, functional morphology, and evolutionary morphology of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: B10 113, 114. Spring) Comparative Vertebrate Morphology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years) Invertebrate Zoology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in CHM 223 or CHM 351. Fall) Introductory Cellular Biology At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate on the biological aspects of such changes. Does not apply to the major or minor. (WEC only) The Biology of Aging Second of a three-semester sequence. An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring) lntroductory Cenetics, Evolution, and Ecology First of a three-semester sequence. An introduction to organismal biology for science majors, including diversity, physiology, and structure. B10 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) Plant Physiology A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) Seminar (0.0 course) A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three one-hour lectures, four hours laboratoly, some Saturday field trips. Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall) Ecology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three one-hour lectures, four hours laborator. Prereq.: BIO 215, CHM 351, junior standing. Spring) Microbiology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) Developmental Biology A study of digestion, respiration, circulation, excretion, movement, and sensory perception aswell as neural and hormonal control of these functions, empha-sizing vertebrates. (Three one-hour lectures, four hours laboratoly. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor. Fall) Animal Physiology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three one-hour lectures, four hours laboratoly. Prereq.: BIO 215. Fall) Advanced Cellular and Molecular Biology A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life histoly. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years) BIO 499 BIO 399 BIO 299 BIO 199 See description on page 92. (Prereq.: B10 215. P/N only) Independent Study/Research See description on page 91. (Prereq.: B10 215. P/N only) Internship See description on page 92. Directed Study See description on page 91. (Prereq.: B10 113, 114. P/N only) Internship Internships and lndependent Study Courses: BIO 491 BIO 481 BIO 476 BIO 474 BIO 473 BIO 471 BIO 440 - Biology 103 John C. Cemto (Chair), Nora M. Braun, C. Lee Clarke, Jay Dobberstein, Amin E. Kader (International Business Coordinator), Ashok K. Kapoor (Finance Coordinator),Jim Kattke, Steven J. LaFave (Accounting Coordinator), Lori L. Lohman (Marketing Coordinator), Fekri Meziou, Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A. Schield, David G. Schwain, Kathryn A. Schwalbe (MIS Coordinator), Stuart M. Stoller Faculty The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a cumculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. 0 BUS, ACC, MIS, MKT To graduate without intentionally taking courses in excess of the minimal number required (see page 73), students must avoid taking too many electives or exceeding the 13-course lirmt per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular Graduation Requirements Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The Department offers certificates in information technology, business management, and business finance through the Weekend College program. Certificate Programs Within the business administration major there are three specializations: management, finance, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Specializations The Department of Business Administration offers four majors: business administration (BUS), accounting (ACC), management information systems (MIS), and marketing (MKT). Majors Students who plan to major in business administration, accounting, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. Advising Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Transfer Students combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. t Non-business majors are encouraged to take BUS 254 Entrepreneurship. Entrepreneurship The international business faculty actively support international study For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. International Business Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACWMIS/MKT 399) during their junior or senior year. Although an internship counts as part of the 13 courses allowed in the major, students may petition for an exception. An internship may satisfy the The City Perspective if taken in conjunction with GST 209. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Internships Business Administration 10: T Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 360 Problem Solving for Business or MIS 370 Data Management for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics BUS 331 Financial Management he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. the following: Public Finance Intermediate Macroeconomics Intermediate Microeconomics Money and Banking Intermediate Quantitative Methods for Business and Economics Financial Theory: Policy and Practice Investment Theory 11 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or BUS 331Financial Management Combined Major in Business Administration and Economics Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. and one additional upper division course in either international business or international economics. Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one of EC0 3 11 ECO 312 ECO 313 ECO 315 BUS 479 BUS 438 BUS 433 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as MUS 105. Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate planning. Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully Examines the construction of a viable business plan with attention to the resources needed for success. Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 214 BUS 242 BUS 254 BUS 295 Students should consult the area coordinator concerning acceptable alternatives in international economics. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or MKT 252, and three courses in international business (one may be in international economics). This minor is automatically completed while completing a major in accounting, MIS or marketing. Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242, MKT 252, BUS 331 or BUS 379. Other configurations may be permitted with the approval of the department chair. BUS 105 To quai*, a major must have a 3.7 GPA in the major, a 3.5 GPA overall, and have completed all courses appropriate for the proposed project. Departmental Honors To qual*, a major must have a 3.5 GPA, must be an Honors Program senior who qualifies for Graduation with Distinction in that program, and have completed all courses appropriate for the proposed project. Graduation with Distinction and one other upper division business administration, accounting, MIS or marketing course. - Business Administration 10 - - BUS 433 BUS 424 BUS 379 BUS 368 BUS 362 BUS 340 BUS 331 BUS 301 This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq: Bus 331) Financial Theory: Policy and Practice To incorporate and learn the techniques of creatinga controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 331, 379; MIS 175, MKT 252) Internal Audit and Management Consulting An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation, and hypothesis testing with emphasis on applied problems in business and economics. (Prereq.: MIS 175 or 360 or 370 and either MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are required, usually on a weekday evening.) Quantitative Methods for Business and Economics An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor) Responding to the Challenge of Japan This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or MKT 252, consent of instructor) International Business Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or consent of instructor) Human Resource Management This course includes Financial Statement Analysis, Risk and Return, Security Valuation, Capital Budgeting, Capital Structure and Working Capital Management. (Prereq: ECO 112 or 113, ACC 221, and MPG 3) Financial Management Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Business Law (See Department of Philosophy for course description) BUSIPHI 300 Business Law and Ethics 08 Business Administration Investment Theory Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Topics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening) Intermediate Quantitative Methods for Business and Economics This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Pre-req.: BUS 242) International Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) Strategic Management Analyzes exposure to accidental loss-its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and BUS 379) Risk Management and Insurance This is an introduction to investment decision making and portfolio management theory and practice. Other topics include Valuation principles and practices, risk and return analysis, and derivatives. (Pre-req: Bus 331) BUS 499 BUS 399 BUS 299 BUS 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: BUS 495 BUS 479 BUS 465 BUS 440 BUS 439 BUS 438 Business Administration lo Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year Bachelors degree plus a Masters degree. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. T h e major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in General Accounting No additional courses required. Students are encouraged to take the courses in the sequence given above. Accounting Core ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 360 Problem Solving for Business or MIS 370 Data Management for Business BUS 242 Principles of Management MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics BUS 331 Financial Management ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice I1 ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting ACC 326 ACC 324 ACC 323 ACC 322 ACC 295 ACC 222 ACC 221 Minor in Accounting This minor is recommended for majors in MIS and finance. Six ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175, BUS 379, ECO 112, or 113. The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of instructor) Tax Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 379, MKT 252, or consent of instructor) Managerial Cost Accounting A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322) Accounting Theory and Practice II An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) Accounting Theory and Practice I Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) Topics A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) Principles of Accounting II Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. Principles of Accounting I GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the department chair. Departmental Honors Accountinq 1 Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Topics Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) Advanced Accounting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242,331, 379, MIS 175 or 360 or 370, MKT 252) Internal Audit and Management Consulting Internal and external auditing procedures. Emphasis on the C P k role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) Auditing ACC 499 ACC 399 ACC 299 ACC 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. Internship Internships and Independent Study Courses: ACC 495 ACC 425 ACC 424 ACC 423 12 Accounting - A. 12 courses in business, accounting, marketing, and MIS: BUS 242 Principles of Management BUS 33 1 Financial Management BUS 379 Quantitative Methods for Business and Economics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 MKT 252 Principles of Marketing MIS 360 Problem Solving for Business MIS 370 Data Management for Business MIS 375 Management Information Systems in the Organization MIS 376 Project Management MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects Management Information Systems Major he major in management infonnation systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, and marketing as well as from MIS. If students have a weak computer background, they should also take MIS 175 for the major. T To qualify, a major must have a 3.5 GPA, must be an Honors Program senior who qualifies for Graduation with Distinction in that program, and have completed all courses appropriate for the proposed project. Graduation with Distinction GPA of 3.7 in the major and 3.5 overall, complete a scholarly paper or paper from a substantial work of applied consulting, and present the final paper. Interested juniors or seniors should contact their department adviser. Honors Major Note: Completion of MIS 360 or MIS 370 satisfies any requirement for MIS 175. Seven courses including: MIS 175, ACC 221, BUS 242 or MKT 252, MIS 360 or 370, MIS 375, ECO 113, and one of the following: MIS 376 or ECO 318. Minor in MIS B. Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) MIS 376 MIS 375 MIS 370 MIS 360 MIS 295 MIS 175 14 MIS - Principles of Computing for Business Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242, and either MIS 175,360, or 370) Project Management Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the technology architecture. (Prereq.: ACC 221, BUS 242 or MKT 252, and one computer course such as MIS 175,360,370, or CSC 160) Management Information Systems in the Organization This course applies database management systems software capabilities to support the design and implementation of databases and related applications for the purpose of business data management. Students will write, test, and debug event-driven code in developing relational database applications. Students will also learn the fundamentals of multi-user data management in network and web environments. (Prereq.: MPG3, CSC 160, and MIS 175 or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175) Data Management for Business This course applies advanced software capabilities like macros, Solver and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3, MIS 175 or CSC 160 or strong computer background. Completion of MIS 360 satisfies any requirement for MIS 175) Problem Solving for Business Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Topics An introductoly course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with a strong computer background should take MIS 360 or 370 instead of MIS 175. (Prereq.: MPG 3) Systems Analysis and Design Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Topics Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 370, 375, 376, and 475) Information Systems Projects Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 375,376, and either MIS 370 or CSC 352. Note: MIS 376 may be taken concurrently with MIS 475) MIS 499 MIS 399 MIS 299 MIS 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: MIS 495 MIS 476 MIS 475 - MIS 11: T Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-makingprocess. Impact of attitudes, values, personality, and rnotivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379, ECO 113, or consent of instructor) MKT 350 MKT 352 6 courses including MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing INS 325 Building Working Relationships MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising B. Required Marketing Courses MKT 252 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics A. Business Administration Core Requirements Marketing Major he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. In addition, a unique course in the major, "Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationships. Principles of Accounting I Principles of Accounting I1 Principles of Management Principles of Marketing Business Law and Ethics Financial Management Principles of Computing for Business or MIS 360 Problem Solving for Business or MIS 370 Data Management for Business BUS 379 Quantitative Methods for Business and Economics ACC 221 ACC 222 BUS 242 MKT 252 PHI 300 BUS 331 MIS 175 Sales Management Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Topics This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252.) International Marketing Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) Marketing Management An introduction to print, broadcast, and Web-based advertising and promotion as important elements in modem marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. Advertising Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. Marketing Communications Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 499 MKT 399 MKT 299 MKT 199 See description on page 92. Independent Study/Research See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: MKT 495 MKT 466 MKT 450 MKT 357 MKT 355 MKT 354 - Marketing 111 c *To provide programs of study for professional goals in addition to the traditional positions as chemists. *To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. hemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to better the entire world. and two additional courses from: CHM 364 Physical Chemistry I1 CHM 367 Properties of Polymers Graduation Major in Chemistry CHM 115, 116 General Chemistry I, I1 or CHM 105, 106 Principles of Chemishy I, I1 CHM 351,352 Organic Chemistry I, I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) BACHELOR OF ARTS Sandra L. Olmsted (Chair), Ron L. Fedie, Arlin E. Gyberg, Joan C. Kunz Chemistry Faculty *To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. *To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. *To provide an atmosphere of leamhg so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. 12 courses including: CHM 115, 116 General Chemistry I, I1 or CHM 105,106 Principles of Chemistry I, I1 CHM 351,352 Organic Chemistry I, I1 American Chemical Society Approved Major BACHELOR OF SCIENCE Pre-medical students should plan to take at least three courses (and usually more) in biology. Students should consult members of the chemistry department for assistance in planning a course program early in their college career. Chemistry for Pre-Medical Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of b s catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure in Physical Science Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the freshman year and PHY 121,122 in the sophomore year. General Physics I, I1 Calculus I, I1 Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Biochemistry Also required: PHY 121, 122 MAT 145, 146 BIO 367 CHM 464 CHM 481 CHM 482 CHM 470 Overall GPA of 3.5 or higher, and completion of an approved research project in the junior or senior year. Graduation with Distinction in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, 11,111 PHY 121, 122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German, and computer proficiency One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory 11 CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351,352, and CHM 353. Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Departmental Honors - Chemistry 11! CHM 115 CHM 106 CHM 105 CHM 101 CHM 100 SCI 111 SCI 110 An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 3. Fall) General Chemistry I CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) Principles of Chemistry II Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. Fall) Principles of Chemistry I Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistly courses. (Prereq.: CHM 100, MPG 3. Spring) Chemistry for Changing Times II Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 2. Fall) Chemistry for Changing Times I The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratoly. Prereq.: SCI 110) Natural Science II The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 ) Natural Science I Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. 20 Chemistry - General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) Physical Chemistry II CHM 364 Properties of Polymers CHM 367 Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) Physical Chemistry Laboratory 11 (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 365 Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) Physical Chemistry Laboratory 1 (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration and ENG 111) Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) Physical Chemistry I Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) Quantitative Analytical Chemistry CHM 363 CHM 361 CHM 353 Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 351,352 Organic Chemistry I, II CHM 116 Chemistry 12 CHM 497 CHM 495 CHM 491 CHM 482 CHM 481 CHM 470 CHM 464 - (.O course) Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Introduction to Chemistry Research Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Topics in Chemistry This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society.Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Chemistry Seminar Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) Advanced Inorganic Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) Advanced Analytical Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate years) Principles of Medicinal Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (~hreehours of lecture, six hours of laboratory. Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge of German is helpful. Fall) Advanced Organic Chemistry 22 Chemistry - Directed Study See description on page 92. Internship See description on page 91 Independent StudyIResearch See description on page 92. (Prereq.: junior or senior standing) CHM 299 CHM 399 CHM 499 he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications, and the use of computers as an information access tool. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. T 12 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization Computer Science Major BACHELOR OF ARTS . Charles Sheaffer (Chair), Lany Crockett, Jim Moen, Noel Petit, Larry Ragland, Karen Sutherland Computer Science Faculty See listing under Speech/Communication and Theatre Arts. lnternship See description on page 91 CHM 199 Internships and Independent Study Courses: - Two courses from: MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations 16 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 145 Calculus I MAT 146 Calculus I1 Computer Science Major BACHELOR OF SCIENCE At least one elective must be an upper division course. and two electives from CSC courses above 200 at least one of which is above 300 PHY 261 Electronics MIS 475 Systems Analysis and Design. MAT 355 Numerical Mathematics Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I CSC 450 !24 Computer Science 13 courses including: MAT 145 Calculus I or MAT 122 Calculus for the Social and Behavioral Sciences CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics Major in Computational Economics Coordinators Jeanne Boeh, Department of Economics, Lany Ragland, Department of Computer Science The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science and six from economics with a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Computational Economics At least two electives must be upper division courses. and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics MAT 271 Discrete Mathematical Structures (recommended) CSC 160 Prerequisites: A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a computer science course. Six courses including CSC 160, 170, 210,345; and one upper division computer science course, and one of MAT 171 or MAT 145. Computer Science Minor GPA of 3.5 in computer science and mathematics, GPA of 3.1 overall, and an independent study project. Departmental Honors One upper division elective in philosophy Computer Science: An Alternative Scheme I1 PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Early Modem and 19th Century Philosophy PHI 344 History of Philosophy IV Twentieth Century Philosophy PHI 365 Philosophy of Science PHI 385 Introduction to Fonnal Logic and Computation Theory PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science CSC 373 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3) 14 courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Smctures CSC 320 Algorithms Major in Computational Philosophy Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires six courses from computer science and seven from philosophy with a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Computational Philosophy ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or ECO 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Computer Science 12 - CSC 352 csc 345 CSC 320 CSC 273 CSC 272 CSC 270 CSC 240 csc 210 CSC 170 Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) Database Management and Design An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210) Principles of Computer Organization and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) A systematic study of algorithms and their complexity, including searching Algorithms Study of an alternative approach to some of the most important concepts of computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently with CSC 373. (Prereq.: None) Computer Science: An Alternative Scheme I Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) UNIX and C Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) FORTRAN Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) Introduction to Networking and Communications Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) Data Structures A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) Structured Programming 126 Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Advanced Topics in Computer Science Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and PHI 385) Programming Languages and Compilers II Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 320 and PHI 385 or concurrently) Programming Languages and Compilers I Network management; client/server databases and workstations; TCPAP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 340 and 345) Advanced Networking and Operating Systems Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210) Introduction to Al Robotics Continuation of CSC 273, and offered concurrently with CSC 273. Majors who have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273) Computer Science: An Alternative Scheme II CSC 499 CSC 399 CSC 299 CSC 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: CSC 495 CSC 451 CSC 450 CSC 440 CSC 431 CSC 373 Computer Science 12 Martha Johnson, Director East Asian Studies Faculty Career opportunities for those who attain a liberal arts degree in East Asian studies include government service, international business, journalism, language instruction, Asian arts, and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology, and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. major in East Asian studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program that is available as a result of the cooperation and cross-registration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China, and other East Asian nations, and to gain a functional knowledge of the language of one country. A Hamline University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. Language Courses Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea, and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Nine courses are required for the major. Courses in the major must be preapproved by the campus adviser and are distributed as follows: four courses in an East Asian language; four additional courses, two of which must be upper division (strongly recommended that one of these be a history course on China or Japan); and an East Asian studies seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Major in East Asian Studies Each campus has a member on the ACTC East Asian studies committee who can assist students. The current advisers are: Augsburg-Martha Johnson, 612-330-1715; Hamline-Richard Kagan, 651-641-2433; Macalester-Yue-him Tam, 651-696-6262; St. Catherine-Helen Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Five courses, no more than two of which may be in the language. Courses in the minor must be pre-approved by the campus adviser. A minor in East Asian studies provides exposure to an area of East Asia that would complement other disciplines. Minor in East Asian Studies - Responding to the Challenge of Japan Topics: Introduction to AsianAmerican Literature The Modem Non-Western World Asian Philosophy Understanding Asian America Russian and Chinese Foreign Policy History of Religions Introduction to Asian and Asian American Theatre Students may also take independent studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and approval of program director. REL 356 THR 245 PHI 355 POL 282 POL 363 HIS 104 ENG 282 BUS 368 Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses): East Asian Studies 12 T Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management infor- The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the rapidly growing computer science field. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid background for teaching economics. he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. and three other upper division courses also required: MIS 175 F'rinaples of Computing for Business MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions Finite Mathematics or MAT 121 Calculus for the Social or MAT 122 and Behavioral Sciences Major in Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning Economics Faculty Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. mation systems, political science, histoly, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. and one other upper division business course. and one other upper division economics course, and six accountinglbusiness administration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management or MIS 379 Quantitative Methods for Business and Economics In addition to the courses listed on the following pages, these topics have been offered under ECO 295 or 495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making With Finite Markov Chains, Soviet Economy, Economics of Mutual Funds, and Health Economics. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study Five economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics See Computer Science, page 124. Combined Major in Economics and Business Administration Minor in Economics GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Departmental Honors See Political Science, page 229. Teaching Major in Political Science and Economics The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teacher Licensure Major ECO 112, 113,312,313, and one additional economics upper division course. Other configurations may be permitted with the approval of the department chair. Major in Computational Economics Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics EC0 311 Public Finance or ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 360 International Economics EC03 18 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI120 Ethics or PHI 125 Ethics and Human Identity Economics 131 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools, e.g., crime prevention, education, discrimination. (This is a basic course designed for those students who do not plan to major in economics, business administration, or MIS.) Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2 ) Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years) lntermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring) ECO 110 ECO 112 ECO 113 ECO 295 ECO 31 1 ECO 312 ECO 313 132 Economics Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity Emphasis placed on monetary theory and policy (Prereq.: ECO 112. Fall: alternate years) Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: on demand) Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall) International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. On demand) Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years) ECO 315 ECO 317 ECO 318 ECO 360 ECO 365 ECO 413 ECO 414 Economics 13 - Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Topics ECO 499 ECO 399 ECO 299 ECO 199 See description on page 92. Independent StudyIResearch See description on page 91. (Prereq.: Completion of 50 percent of major or consent of instructor) lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: ECO 495 134 Economics Students in all degree andlor licensure programs must apply for acceptance into the education department prior to begin- Beginning Fall 2002, a graduate level licensure option will be available in weekend format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied to a Master of Art in Education degree. Contact the Education Department for information. Degree and/or licensure programs are available in both weekday and weekend formats. Weekend College degree and licensure programs are limited to elementary, communication artdliterature, social studies, and visual arts. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late aftemoonlevening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8),secondary (grades 5-12) in biology, chemistry, communication arts~literature, health, mathematics, physics, and social studies, and K-12 licenses in visual art, health, physical education, music, and dancdtheatre, and special education: E/BD. T Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. Students who entered the College under a previous catalog and who will complete their licensure after August 31, Selected education department students may participate in an international student teaching abroad program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. Student Teaching Abroad All students are expected to obtain an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. ning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and a subject matter test. - Non-departmental core courses (requirements subject to change-see Education Department for most current list): ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) INS 105 Intro. to American Indian Studies or INS 260 Contemporary American Indians (IA 1) MAT 131 Math for the Liberal Arts ( W C T ) (if math specialty area: MAT 331) MAT 132 Numeracy for Contemporary Society (QR) (if math: MAT 122 or 145) PHY 103 Conceptual Physics or PHY 116 Introduction to Physics (NW l), (if science specialty area: PHY 116) PHY 114 Earth Science for Elementary Teachers (If science specialty area: PHY 116 and geology) BIO 102 The Biology World (NW 2) Elementary education majors are required to complete the following nonmajor and major courses. To be licensed hey must also complete an approved middle school specialty area and student teaching. Elementary Major and Licensure Requirements: 2003 must comply with the new program. No one will be licensed under programs described in previous catalogs after August 31, 2003. 136 Education Student Teaching Block EDC 481,483,485 Student Teaching (3.0) Student teaching is completed for licensure. It is not part of the major in elementary education. (S) Capstone Block EDC 410 Special Needs Learners EDC 480 School and Societv (WlISW) Methods Block I1 EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social StudiestThematic Studies (.5) EED 380 Kindergarten Methods (.5) Methods Block I EED 310 K-6 Methods: Health/PE (.5) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language ArtsIChildren's Literature Foundations Block I1 (courses beyond this point require admissions to the department) EDC 3 10 Learning and Development (HI) Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) Major Courses Vicki Olson (chair), Joy Bartlett, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Kaufman, Lynn Lindoy Susan O'Connor, Ron Petrich, Linda Stevens, Barbara West Education Faculty Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry, communication artditerature, dance/theatre, health, mathematics, music, physical education, physics, and social studies. A minimum GPA of 2.5 overall, 2.5 in the major, 2.0 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student Under new licensure rules, the state of Minnesota will require middle school specialty areas as a part of all elementary teacher licenses. Teachers will be able to teach at the middle school level in their specialty area. Students must complete a coursework program in one of the following areas: communication artshterature, mathematics, science, or social studies. See Education Department for specific courses required in each area. Methods Block I ESE 300 ReadingMriting in the Content Area Foundations Block I1 (Courses beyond this point require admission to the education department.) EDC 310 Learning and Development (HI) Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) Non-departmental requirements: ENG 111 Effective Writing HPE 11'5 Chemical Dependency (.5) INS 105 Intro. to American Indians or INS 260 Contemporary American Indians (IA) Beginning Fall 2002, a graduate level elementary licensure option will be available through Weekend College. Licensure will be obtained through a combination of graduate and undergraduate credits. Contact the Education Department for information. Graduation with distinction or departmental honors is available to elementary education majors who maintain a 3.5 overall GPA and a 3.75 overall GPA in the major. An honors project must be completed, beginning in spring of the junior year. Guidelines for graduation with distinction are available in the education department. teaching, is the maximum allowed within the elementary education major. Secondary Education 13: Creating Learning Environments Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachindearning situations. Computer training will be included in this course. Learning and Development in an Educational Setting EDC 210 EDC 220 EDC 310 Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) A survey of educational psychology topics as applied to teaching and learning. Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Fieldwork experience. (Prereq.: ENG 111,sophomore standing) Beginning Fall 2002, a graduate level licensure option will be available through Weekend college. Licensure will be obtained through a combination of graduate and undergraduate credits. Contact the Education Department for Students may no longer license in a minor field of study Art, dancdtheatre, music, and physical education teacher education programs lead to licensure for grades K-12. tion program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. EDC 200 Students preparing for licensure in one of these areas follow the secondary educa- Art, DanceITheatre, Music, and Physical Education Licensure (K-12) A minimum GPA of 2.5 overall, 2.5 in education, 2.5 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Student Teaching Block ESE 481,483,485,487 Student Teaching (3.0-4.0). (S) Capstone Block EDC 410 Special Needs Learner EDC 480 School and Society (Wl/SW) Methods Block I1 ESE 3XX K-12 or 5-12 Special Methods in Licensure Area ESE 325 38 Secondary Education - - - The Special Needs Learner The study of students with disability, special needs, and gftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) School and Society Emphasis on points of view about the role of school in modem society, relationships with parents and community collaborative models, leadership and professional development. Serves as final theoretical preparation for student teaching. Fieldwork experience. (Prereq.: PPST and admission to department) K-6 Methods: HealthIPhy Ed (.5 course) Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department) K-6 Methods: Language Arts1 Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) Middle School Methods: Communication ArtsILiteratureWriting (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: PPST and admission to department) K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementmy levels. Fieldwork experience. (Prereq.: PPST and admission to department) K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410 EDC 480 EED 310 EED 320 EED 330 EED 331 EED 341 EED 342 EED 350 Elementary Education 13! - - K-6 Methods: Social StudiesIThematic Studies (-5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EED 370 EED 380 ReadingIWriting in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: PPST and admission to department) Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department) 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) 5-12 Methods: TheatreIDance Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to the department) 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 300 ESE 325 ESE 310 ESE 320 ESE 330 EED 481, 483, 485,487 Student Teaching Three to four courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of degree program and program portfolio. K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and admission to department) EED 360 140 Secondary Education 5-12 Methods: Science Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) K-12 Methods: Music Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience.(Prereq.: PPST and admission to department) K-12 Methods: Visual Arts Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and cumculum development. Required for communication artsfliterature license. (Prereq.: PPST and admission to department) 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and cumculum development. Required for communication artsfliterature license. Fieldwork experience. (Prereq.: PPST and admission to department) 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and cuniculum development. Required for elementary concentration in communication araiterature. Fieldwork experience. (Prereq.: PPST and admission to department. NOTE: Students seeking 5-12 communication arts/literature license do not need to take ESE 300.) 5-12 Methods: Literature and Reading Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) Three to four courses of full-time, supervised student teaching required for licensure. Secondary licenses require three courses. K-12 licenses require four. Occurs upon satisfactory completion of licensure program and program portfolio. ESE 481, 483, 485, 487 Student Teaching ESE 370 ESE 360 ESE 352 ESE 351 ESE 350 ESE 340 P - Secondary Education 14 SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) HPE 115 Chemical Dependency (.5) ENG 111 Effective Writing INS 105 Introduction to American Indian Studies or INS 260 Contemporary American Indians Required Non-major Courses: Beginning Fall 2002, a graduate level licensure option will be available through Weekend College. Licensure will be obtained through a combination of graduate and undergraduate credits. Contact the Education Department for information. he special education EB/D major is available only through Weekend College; ideally, to people who are currently in schools working with students with this label. This major leads to Minnesota teaching licensure in special education with a specialty in ernotionaVbehaviora1disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD setting. Variations on this ideal are possible; see the Education Department for more information. T Required Education Courses: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Special Needs Learner EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts1 Children's Literature EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar SPE 400 Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 440 Parent and Professional Planning Student Teaching Summer Practicum Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and admission to department). SPE 420 SPE 430 SPE 440 Required courses: EDC 410 The Special Needs Learner EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 102 or PSY 105 Interested students should contact the director of special education at the outset of coursework. Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Psychological assessment Choose one from the following: PSY 351 Developmental Psychology: Child pSy 352 Developmental Psychology: Adolescent and Young Adult pSy 353 D~~~~~~~~~~~~ Psychology~ Middle and Older Adult Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 410 The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. - Special Education 14: Bachelor of ArtsIBachelor of Engineering (B.A.1B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: University of Minnesota ugsburg College has cooperative arrangements with two universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. A Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) EDU 491 The curriculum is the same as the B.A.B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate cumculum. The number of such courses varies by IT department and area of emphasis within a department. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. The Special Needs Learner (see EDC course descriptions) EDC 410 4 4 Special Education - Students are also encouraged to explore opportunities for graduate work at Michigan Technological University Further information on these and other graduate programs is available from the Augsburg engineering adviser. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. Michigan Technological University Application for admission into the B.A.N.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.Ah4.E. program are not guaranteed admission to the Institute of Technology. Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351,352. Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus I11 MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics I1 Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Engineering 14: Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library sci- The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English as a Second Language (ESL) students, or tutoring in the writing lab. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. T One upper division course in American literature: ENG 350 American Literature Before 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: The Romantics and the Victorians One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Major Nine courses above ENG 111, including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature Kathryn Swanson (Chair), Candyce Clayton, Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin,John Harkness, Dallas Liddle, Roseann Lloyd, John Mitchell, Ronald Palosaari, David Ross, John Schmit, Joan Thompson English Faculty ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses. Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to department approval) Note: If students choose two literature courses, one must be in American literature (ENG 350 or 351) and one must be in British literature (ENG 331, 336, 337, 338/438). SPC 112 Contest Public Speaking SPC 343 Broadcast Production I SPC 352 Persuasion SPC 354 Interpersonal Communication Major Requirements (12 courses) ENG 225 Intermediate Expository Writing ENG 226 Creative Writing or ENG 227 Journalism or one additional upper division literature course (ENG 350 or 351 recommended) ENG 245 Introduction to Literature ENG 271 or 272 European Literature ENG 345 Introduction to the English Language ENG 361 Studies in Modem Fiction ENG 399 Internship in Teaching Writing ENG xxx Upper division literature course (ENG 331,336,337, or 3381438 recommended) Prerequisite: ENG 111 Communication ArtsILiterature Teacher Licensure Major Majors are encouraged to consult their departmental adviser regularly. A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. 5-12 Methods: Speaking and Listening 5-12 Methods: Media Literacy (.5 course) Five courses above ENG 111, including ENG 245; an upper division literature course; and an additional writing course. Minor GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). Departmental Honors Students in this program must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. This major is only for those who seek to be licensed in communication artslliterature. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or a speech major. Additional ESE and EDC courses are required for licensure. They include EDC 200,210,220,310; ESE 300; EDC 410, 480; student teaching. Contact an education department adviser for information. ESE 352 ESE 351 English 14 Developmental Writing A preparatory course for ENG 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. Effective Writing Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. ENC 111 Note: First day attendance in all writing courses is mandatory for a student to hold hislher place in the course. ENG 111 Effective Writing is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division literature course is ENG 245 Introduction to Literature and/or consent of the instructor. Prerequisites Students in Effective Writing (ENG 111) and Developmental Writing (ENG 101) can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENG 101 or 111 a second time and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. required to enroll in ENG 101 Developmental Writing where they receive more individual instruction than is possible in ENG 111Effective Writing. These students must pass ENG 101 Developmental Writing with a grade of 2.0 or higher before enrolling in ENG 111Effective Writing. ENC 101 A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills-such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences-are The Enqlish - Placement Test Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer Students Five courses in writing (above ENG 11l), including ENG 225 and one upper division course in writing. Concentration in Writing 48 English - American Indian Literature A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature reflects and illuminates American Indian culture and traditions. Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) Intermediate Expository Writing This course builds on the practices and methods of Effective Writing (ENG 111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111) lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111) Journalism An introductory newswriting course with emphasis on writing for the print and broadcast media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experiences in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Introduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected esthetic movements. (Spring) ENC 223 ENG 225 ENC 226 ENG 227 ENC 236 ENC 241 ENC 217,218 English as a Second Language Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in ESL until the requirement is completed but can receive credit for only two courses (Fall: ENG 217; Spring: ENG 218) ENC 216 English 14 ENC 338 ENC 337 ENC 336 ENC 331 ENC 282 ENC 272 ENC 271 ENC 251 ENC 245 50 English Introduction to Literature Study of the bard's major plays-comedies, histories, tragedies, and romances -for their literary, dramatic, and cultural significance. Taught in conjunction with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the instructor. Spring) Shakespeare Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) A study of major writers of the 19th century, emphasizing Romantic and British Literature: the Romantics and the Victorians Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual, and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) British Literature: 17th and 18th Centuries A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) British Literature: Medieval to Elizabethan Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. Topics in Literature Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Spring) European Literature: From the Renaissance to the Modern Period Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) European Literature: Homer to Dante An introduction to selected texts of literary and historical importance that yield an understanding of our Western heritage and contemporary American world views. Themes could include the emergence of a national identity the shaping of a collective American memory, and the contributions to American thought by women and people of color. Readings in American Literature An initiation into the formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) Topics Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) Studies in Modern Fiction Writers are selected to represent the literary variety and the regional, ethnic, and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) American Literature Since 1920 Reading of selected writers from colonial times to the beginning of the 20th century. Attention given to the intellectual, social, and literary movements that stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall) American Literature Before 1920 This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 3.) Quantitative Journalism:Computer-Assisted Reporting and Research A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, and the development of the English language. (Prereq.: ENG 245 or consent of instructor.) Introduction to the English Language The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) Advanced Creative Writing ENC 436 A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor) Women and Fiction All 400-level courses will involve some reading and study of literary criticism or: in the case of writing classes, ofwhat writers andlor composition theorists have to say about writing. ENC 382 ENC 361 ENC 351 ENC 350 ENC 347 ENC 345 ENC 341 English 1s' Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and technigues for gatheTing information. (Prereq.: ENG 225 and consent of instructor. Alternate years) Criticism The course focuses on a variety of recent critical theories and approaches with which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) ENC 445 ENC 480 ENC 482 Playwriting Directed Study See description on page 92. lnternship See description on page 91. Note: The internship in Teaching Writing requires completion of ENG 225 and approval of the department chair. Independent StudyIResearch See description on page 92. Open to junior or senior English majors with an overall GPA of 3.0 and consent of department chair. ENC 299 ENC 399 ENC 499 See listing under Modem Languages. See listing under Modem Languages. See listing under Interdisciplinary Studies. lnternship See description on page 91. ENC 199 Internships and Independent Study Courses: THR 325 See department listingfor a description of the following approved elective: Shakespeare Taught in conjunction with ENG 338 (see above). Includes exposure to Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 438 s Critical Thinking A course to enhance the ability of students to analyze, synthesize, and evaluate claims, this course is designed specifically to strengthen critical thinking skills of entering students who are determined to need such skill enhancement by the entry critical thinking assessment. This course may not be taken by students who have passed the Critical Thinking Assessment. Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. Quantitative Reasoning/StatisticaI Literacy Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs, and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3) City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of internship/se~cdcooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students participate in a required seminar, completing five reflective assignments designed to introduce them to a systematic, ecological way to understand how cities function. The seminar enables the student to meet the objectives of The City Perspective. Permission of instructor. No course credit. CST 100 CST 140 CST 200 CST 209 See listing under Modem Languages. Cooperative Education (.O course) A non-credit notation recognizes the academic learning inherent in an approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center for Service, Work, and Learning. No course credit. CST 009 ome courses help to integrate learning around topics in ways that are different from the more traditional disciplines. General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating faculty Marilyn Florian (Chair), Brian Amrnann, Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri Ludeman, Jack Osberg, Joyce Pfaff, Missy Strauch, Eileen Kaese Uzarek Health and Physical Education Faculty All health and physical education majors seeking licensure must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. irtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity In addition, the gifted athlete as well as the recreational participant will find ample opportunity for athletic and developmental activities. v The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Fall: even years) HPE 356 Measurement and Assessment in HPE HPE 390 Instructional Methods and Materials (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (Fall: even years) HPE 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult Must have instructor's certification for CPR and first aid. HEALTH EDUCATION - The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 232 Dance (Interim) HPE 254 Introduction to Development/ Adapted Physical Education HPE 275 Prevention and Care of Athletic Injuries (Interim) HPE 323 Team Sports HPE 331 Individual and Dual Sports HPE 335 Outdoor Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 356 Measurement and Assessment in HPE HPE 473 Physical Education Curriculum BIO 103 Human Anatomy and Physiology Recommended: PHED 250, PHED 422, PHED 423, and PHED 425 (at St. Thomas). Also required: 1,500 hours of practical experience under the direction of a Certified Athletic Trainer to be completed by December 31, 2003. Internship in Athletic Training requires: BIO 103 Human Anatomy and Physiology BIO 252 Human Physiology (at St. Catherine) HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 350 Kinesiology HPE 351 Physiology of Exercise HPED 425 Advanced athletic training (at St. Thomas) HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory (Fall, even years) Coaching (not a major) Minnesota Board of Teaching Statute 35 12.3100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 101,115,210,223, 231,232,351. There is no PE teaching minor in Minnesota public schools. HPE 101, 110,114, 115,316,320,390, 450, BIO 103. PHYSICAL EDUCATION Minor Minor Health and Physical Education 15: - - HPE 450 HPE 410 HPE 390 HPE 356 HPE 320 HPE 316 HPE 115 HPE 114 HPE 110 HPE 101 personal (.5 course) (.5 course) (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years) Current Health Issues (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Fall: even years) Administration and Supervision of the School Health Program (.5 course) Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment. Evaluation and development of materials included. (Fall: odd years) Instructional Methods and Materials in Health Education Sunrey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) Measurement and Assessment in HPE Techniques for developing a course of study in school health, based upon growth and development, for grades K-12. Examination of "standardsn and pedagogy for health education, curriculum, and assessment included. (Fall: even years) School Health Curriculum A study of the psychological, social, and biological components of human sexuality (Spring) Human Sexuality An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, Spring) Health and Chemical Dependency Education Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) Health and Safety Education Modem concepts and practices of health and healthful living applied to the individual and the community (Fall) Personal and Community Health health and fitness. (Fall and Spring) A course designed to provide the knowledge and skills to mod* Fitness for Life HEALTH EDUCATION 156 Health and Physical Education HPE 340 HPE 335 HPE 331 HPE 323 HPE 275 HPE 254 HPE 232 HPE 220 HPE 210 HPE 101 (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) tion and athletic programs. (Prereq.: HPE 210. Fall) A survey of management, leadership, and decision-making for physical educa- Organization and Administration of Physical Education Programs (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years) Outdoor Education Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules, and skill development. (Fall) Individual and Dual Sports Theory and practice in team sports including history, rules, and skill development. (Spring) Team Sports Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: HPE 114. Spring) Prevention and Care of Athletic Injuries childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) A general overview of developmentalladapted physical education from early Introduction to Developmental/Adapted Physical Education (.5 course) Theory and practice in teaching and performing American heritage and international dances. (Spring) Dance The study of the processes associated with developing motor skills relative to physical activity (Spring) Motor Learning History, principles, and philosophy of physical education and sport. (Spring) Introduction to Physical Education A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) Fitness for Life HPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring) PHYSICAL EDUCATION Health and Physical Education 15; Kinesiology (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Physical Education Curriculum (.5 course) Procedures, materials, and issues for teaching physical education in secondary schools. (Consult with department chair for prerequisites. Spring) Physical Education Methods (7-12) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall) Physical Education Methods (K-6) Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) Measurement and Assessment in HPE The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103. Spring) Physiology of Exercise Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) HPE 499 HPE 399 HPE 299 HPE 199 See description on page 92. Open only to junior or senior majors. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: HPE 473 HPE 368 HPE 365 HPE 356 HPE 351 HPE 350 - Health and Physical Education 158 H Nine courses (including HIS 495 seminar). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and Major History Faculty Jacqueline deVries (Chair), Phil Adamo, William Green, John Gregg, Don Gustafson, Chris Kimball The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community" Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. Prerequisites First-year students should enroll in one or more of the 101-104 courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. Departmental Honors Five courses, at least three of which must be upper division. Minor The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure medieval, modem Europe, U.S., and nonWestern. - An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. The Modern Non-Western World A study of the main currents in Western civilization from the time of Napoleon to the present. The Modern World A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. The Shaping of Western Civilization An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. The Beginning of Western Culture courses at Augsburg. A minor normally requires two courses taken at Augsburg. HIS 220 HIS 195 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity that formed colonial life, including a study of independence, expansion, and democratization of the new republic. America to 1815 An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Topics in History This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 1621462 20th Century South Asia An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. Additional readings and written assignments will be required for upper-division students. (Prereq.: Consent of instructor required for HIS 350) HIS 150/350 Cultural Conflict and Change in Latin America HIS 104 HIS 103 HIS 102 HIS 101 Transfer students planning a major must normally take at least three of their Transfer Students 160 History 19th-Century U.S. HIS 311 HIS 249 History of African American Civil Rights, 1915-1972 HIS 243 Exploration of selected topics in women's history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Topics in Women's History (See Department of Art for course description) The Designed Environment A continuation of HIS 242 with special emphasis on the contributions of W. E. B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. History of African American Civil Rights, 1619-1915 A survey of the development of Afiican American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Topics in African American History This course examines the racial, ethnic, political and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. Minnesota History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modem legal system. American Legal History The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. History of the Twin Cities A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. 20th-Century U.S. A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. HIS 242 HIS 241 HIS 234 HIS 228 HIS 225 HIS 222 HIS 221 History 16 - HIS 348 HIS 347 HIS 346 HIS 336 HIS 335 HIS 332 HIS 331 HIS 326 HIS 323 162 History Modern China An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. (Prereq.: 100-level course or consent of instructor) Russia and the Soviet Union in the 20th Century Four specific mini-courses together provide an overview of Mexico's historical development from pre-Columbian times to the present day. MesoAmerica: Legacy of the Conqueror peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 179 in International Studies.) A survey of Namibia and South Africa including the experience of indigenous Namibia and South Africa: A Historical Perspective A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. American Labor History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. American Urban History A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the U.S. as an economic and military power. History of U.S. Foreign Relations In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Topics in U.S. History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. American Indian History A selective treatment of Chinese history since the Opium War of 1839; the erosion of China's isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 474 HIS 440 HIS 381 HIS 380 HIS 370 HIS 361 HIS 360 HIS 354 HIS 352 HIS 349 Europe's discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. The World and the West This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Topics in World History With attention to class, racial, and ethnic differences among women, this class examines the changing legal, political, economic, social, and sexual status of women in Europe and North America since the Victorian period. The History of Women in the West Since 1870 A thematic and comparative examination with primary focus on Europe and North America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles, and familial roles in the Renaissance, early American, Enlightenment, and Victorian periods. The History of Women in the West to 1870 emphasizing modifications of these institutions by the Italian Renaissance and' the early years of the Reformation. A study of the scholastic tradition and the role of the Church and state, The Late Middle Ages to 1560s Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. Hellenistic Greece and Rome to 330 A.D. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. The Ancient Near East and Greece to 338 B.C. This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Britain and the Commonwealth Since 1688 A survey of the social, political, and cultural development of modem Germany, focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. Modern Germany (See Department of Art for course description) The Designed Environment History 16 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the fall term.) lnternship See description on page 91. Independent StudyIResearch See description on page 92. A maldmum of one course in independent study may be applied to the major. (Prereq.: 3.5 GPA in history) HIS 399 HIS 499 Introduction to Computing and Communications Integrated with HON 100, this course introduces computing basics, hardware and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing. Self-Identify and Society Psychological, sociological, anthropological, and theological perspectives are used to explore the role of the individual in community and other social institutions. HON 160 HON 210 HON 100-101 Freshman Honors Seminar This is the program's introduction to the Honors Program and to collegiate scholarship. We explore an interdisciplinary mix of Western history, the Bible, English literature, and philosophical texts as we assess the Western tradition and Christianity's place within that tradition. T h e r e are two ways to graduate from the Honors Program- Graduate with Distinction or Honors Program graduate. Graduating with distinction requires satisfylng all program requirements, a 3.5 GPA, Directed Study See description on page 92. A maximum of one course in directed study may be applied to the major. HIS 299 and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the Honors Review editorial board. Students take five of the following courses and four mini-seminars. (Four mini-seminars equal one credit.) Internship See description on page 91. HIS 199 Internships and Independent Study Courses: HIS 495 164 History History of Jazz Studies not only jazz as an art form, but as an expression of culture, race, gender, creativity, and community created by jazz musicians. Philosophy of Science Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical implications of chaos and complexity. Senior Honors Seminar This capstone course explores one of three topics: the relationship of science to religion, the life and thought of C.S. Lewis, or the history and significance of Hispanic Christianity in the United States. HON 241 HON 365 HON 401 L Chemistry in Context A one-semester introduction to science through selected topics in chemistry that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing. HON 214 L The Poverty and Wealth of Nations Adam Smith published The Wealth of Nations in 1776 puzzling over the question of who's rich and who's poor. Do we have any more answers now than he did then? Emphasis in the course will be placed on understanding economic systems from around the world and how individuals make choices within this framework. This course fulfills the Social World Area 1 or 2 perspective. HON 217 I Human Community and Modern Metropolis Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions which facilitate that community. HON 212 For other interdisciplinary course listings, see International Studies. Augsburg also offers students the oppomnity to major and minor in Women's Studles, Metro-Urban Studies, and American Indian studies. dents are better prepared to become contibuting members of the global community. Dyanamic Social Systems This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of how social organizations function and adapt. HON 21 1 nterdisciplinary studies covers a broad spectrum of experience and coursework. students gain greater insight and understandmg of cultures and ~ersvectivesdifferent from their own. Through these experiences stu- - Honors Program 16: - Introduction to American Indian Studies This course is an introduction to the content areas of the American Indian studies curriculum, including an overview of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. Five courses including INS 105. At least two must be upper division. Minor In addition student must complete five electives. At least five of the courses toward the major must be upper division. Major Ten courses including; INS 105 Introduction to American Indian Studies INS 260 Contemporary American Indians HIS 326 American Indian History REL 370 American Indian Spirituality and Philosophical Thought INS 499 Capstone Project Adjunct Faculty Priscilla Buffalohead, Steve Chapman, Robert Danforth, Rick Greschyk, Sophia Jacobson, Dale Weston American Indian Literature (See Department of English for course description.) Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. ENC 216 INS 233 OJB 111, 112 Beginning Ojibwe I, I1 (See Department of Modem Languages for course description.) INS 105 Associated Faculty Eric Buffalohead (Sociology), John Gregg (History) Coordinator Eric Buffalohead American Indian Studies is a major h a t gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. 6 6 Interdisciplinary Studies INS 499 INS 495 REL 370 HIS 326 INS 332 INS 320 ART 290 INS 264 INS 260 - An independently designed research project to fulfill the capstone requirement. Independent ResearchICapstone Project This course will examine the experiences of the Dakota and Ojibwe in Minnesota from the time of contact to the present situation of both tribes. Each group's history and experiences will be studied and compared. Major historical events will be examined as well as significant events important to each group. Minnesota lndians (See Department of Religion for course description.) American lndian Spirituality and Philosophical Thought (See Department of History for course description.) American lndian History The objective of this course is to study Native American Storytelling from a cultural perspective. An appreciation of oral traditions ill be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. Native American Storytelling The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today. American lndian Women (See Department of Art for course description.) Tribal Arts and Culture Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies. American lndians in the Cinema This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. Contemporary American lndians Interdisciplinary Studies 16 - In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) River Politics Field Seminar This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) Building Working Relationships (See Department of History for course description.) Topics in African American History An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. The African American Experience in America The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and Islamic patterns of life. Introduction to Islam (See Department of Religion for course description.) Religion in African American History Coordinator The of the 'lst century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg Norma Noonan curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. This course introduces students to the range of qualitative methods available for the applied study of social issues and prepares them for a substantial research project. In separate labs, students will acquire skilk in either archival research, content analysis, interviewing, or participant observation. (Prereq.: upper division or graduate standing and at least one upper division course in the student's major, or consent of the instructors) INS 381I581 Qualitative Research Methods INS 342 INS 325 HIS 241 INS 232 INS 225 REL 231 68 Interdisciplinary Studies Metro-Urban Studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology, and other related disciplines. Memo-Urban Studies is designed to blend classroom and field experience, theory, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242) [S] HIS 222 20th-Century U.S. [WH, CT] INS 325 Building Working Relationships (WECDay) [HI, Sl PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) [Sl SPC 321 Business and Professional Speaking SPC 355 Small Group Communication (no prereq.) SPC 410 The Self and the Organization (WEC) [HI] Required electives: (2) Principles of Management (no . prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) [CT] SPC 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) [S] This course will be the only integrative course in the minor. BUS 242 Required courses: (4) Major 10 courses including: ECO 110 Economics of Urban Issues POL 122 Metropolitan Complex SOC 21 1 Community and the Modern Metropolis HIS 225 History of the Twin Cities or HIS 335 Urban American History SOC 362 Statistical Analysis or POL 483 PoliticaVStatistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar Metro-Urban Studies Faculty Gany Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, (ECO), Chris Kimball (HIS), Michael O'Neal (SOC) , Michael Shock (SWK) Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies and the general education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban Studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Interdisciplinary studies 16 - Internship See description on page 91. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. Independent Study-Metropolitan INS 399 INS 498 Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to six interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, C e n ~ a l -4merica. and the Twin Cities. Also see In tcmaiioml Studies listings. Independent Study/Research See description on page 92. (Prereq.: POL 484 or SOC 363) utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) An independently-designed course developed by a student (or group of students), URBAN STUDIES OPTIONS THROUGH HECUA INS 499 Directed Study See description on page 92. (Prereq.: POL 122 or SOC 211) INS 299 Resources Internship See description on page 91. INS 199 Internships and Independent Study Courses: The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate Minor POL 122, SOC 211, HIS 225, and two of the following: HIS 335, SOC 381, or INS 399. school are encouraged to take ECO 113 Principles of Microeconomics. SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. (Courses fulfilling The City Perspective generally meet the urbanrelated requirement.) 170 Interdisciplinary Studies - OR SPRING Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. Internship (2 course credits) See description on page 91. INS 359 INS 399 The Politics of Artistic Expression Studv of the social and cultural historv of urban art. the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Internship (2 course credits) See description on page 91. INS 331 INS 399 Ill. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CILA, AND EECLA) Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 330 Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. II. CITY ARTS-SPRING Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct obsewation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. INS 358 This "Semester in the Cities" program focuses upon the Twin Cities metro area. I. METRO-URBAN STUDIES TERM (MUST)-FALL Interdisciplinary Studies 171 - Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common val- Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): Requirements The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. 172 Interdisciplinary Studies Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology or social work. At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modem Languages. Other Requirements Minor Four upper division courses. Major Eight courses, six of which must be upper division. Coordinator Frankie Shackelford ues, and a high degree of political, social, and economic interdependency Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. (See International Studies, Scandinavian Urban Studies Term) Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Norwegian Art and Literature: Perspectives on Social Change (See Department of Art) Scandinavian Arts (See International Studies, Scandinavian Urban Studies Term) Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) Norwegian Language and Culture Readings include dramatic works by Ibsen, Strindberg, and selected 20th century h a t i * . Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian ISynng: alternate years) The Modern Nordic Drama Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) The Modern Nordic Novel A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. Contemporary Norden lnternship See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. For degree and major requirements see page 275. NAS 499 NAS 399 NAS 299 NAS 199 Internships and Independent Study Courses: NAS 394 NAS 393 ART 382 NAS 377 NAS 372 NAS 352 NAS 351 NAS 230 Interdisciplinary Studies 17: - - I Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Norma Noonan Director Recent students have had double majors in history, political science, international business or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. nternational Relations is an interdisciplinary major that offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems International Relations Major with International Business Concentration Interim courses, seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,368,465 ECO 317,360,365 HIS 346,348,352,354,440,474 MKT 466 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 241 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modem Languages.) SWK 230 Also, the equivalent of four terms of college work in a modem language. Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic nternational study at Augsburg aims to increase intercultural competency and reflects the College's strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenship. I GPA of 3.5 in the major; 3.0 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete Departmental Honors Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development Students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus through the study abroad adviser. In addition to semester and year-long programs, summer abroad courses also provide a number of educational opportunities. Students interested in these or other external off-campus study experiences should program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, distributiodgenera1 education, and graduation requirements when approved by the appropriate program directors and faculty before departure. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Minor an honors major by the end of their junior year. International Studies 17; The International Partners Program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. INTERNATIONAL PARTNERS International study programs administered by the Center for Global Education and approved by Augsburg are listed below. For information on these programs, contact the academic programs abroad office. The center's study programs are conducted in Mexico, Central America, and Namibia. They integrate rigorous academic work with real-life experiences. Students learn not only from textbooks but live in the midst of the society they are studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays, regional travel, community-based living, and opportunities for volunteer work and internships. The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. THE CENTER FOR GLOBAL EDUCATION contact the study abroad adviser. Applications are due April 1 for the fall term or academic year, and October 15 for the spring term. The cost for many programs is comparable to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as on-campus study. 76 International Studies International study programs administered by HECUA and approved through Augsburg are listed below. For information on these programs, contact the Center for Global Education. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different fullsemester programs in Norway, Guatemala, and Ecuador. All programs emphasize the impact of social change and cross-cultural factors on the human community HECUA programs include intense language experience and field study. The cost is equivalent to full tuition, room, and board for one semester on campus, plus airfare. THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Study abroad through International Partners emphasizes business, education, and social work, but is not limited to these fields. The study program may be for one year, one semester, or a summer session. Participation may be on an individual basis or as part of a student group. For further information, contact the International Partners office. The program is founded on reciprocal agreements with selected institutions of higher learning in Europe. Under these agreements International Partner students from abroad receive part of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. Latin American Literature: Before 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. SPA 356 SPA/INS/WST 399 Internship REL/WST 366 The Church and Social Change in Latin America A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and social/political transformation. POL/WST 359 Women in Comparative Politics-Women in Latin America An examination of critical global issues affecting Latin America and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies, and revolution. INS/WST 31 1 Gender, Health, and Development Students reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices are examined, as well as social change strategies. Conversation and Composition Improve written and Spanish language expression through discussions, debates, oral reports, journals, and compositions, including formal letters, newspaper articles, and position papers on key topics in Mexican current events. SPA 317 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Mexican instructors. (Required course. Placement level determined by program director.) Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also approved for credit in women's studies. Participation in the program will fulfill the IA general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one modem language skill credit. Application deadline is April 1. This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and leam first-hand from both women and men who are involved in struggles for sustainable development and social change. CROSSING BORDERS: GENDER AND SOCIAL CHANCE IN MESOAMERICA (MEXICO)-FALL International Studies 17 Latin American Literature: Before 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. Cultural Conflict and Change in Latin America An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. SPA 356 HIS 350 REL 313 Environmental Theology and Ethics POLIWST 341 Environmental Politics Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development. Conversation and Composition Improve written and Spanish language expression through discussions, debates, oral reports, journals, and compositions, including formal letters, newspaper articles, and position papers on key topics in Mexican current events. SPA 317 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks, taught by Mexican instructors. (Placement level determined by program director.) Participation in the program will fulfill the IA general education perspective credit, and a Spanish course will fulfill one modem language skill credit. This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline is Oct. 15. SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES (MEXICO)-SPRING SPA/REL/INSIWST 499 Independent Study Students design a proposal to independently explore a topic of interest that is either interdisciplinary or related to religious studies. If the proposal is approved, the student will collaborate with an instructor who will guide the independent study. Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 100 hours of community service required. 78 International Studies - The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Namibia and South Africa: A Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa, and the war for independence. Political and Social Change in Namibia: Liberation, Decolonization, and Nation Building This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Internship INS 312 REL 346 HIS 346 POL 353 INS 399 Participation in the program will fulfill the LA general education perspective credit. REL 346 will fulfill one CF3 perspective credit. This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social, and economic dynamics of building a new nation. Application deadline is April 1. MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL REL/INS/WST 499 Independent Study Students design a proposal to independently explore a topic of interest that is either interdisciplinary or related to religious studies. If the proposal is approved, the student will collaborate with an instructor who will guide the independent study. SPAIINSIWST 399 lnternship Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 100 hours of community service required. Learn about different approaches to environmental ethics in Latin America, including indigenous, Jewish and Christian perspectives, liberation theology and ecofeminism. international Studies 17 - Topics: Sustainable Economic Development This course examines the concepts of economic development and growth in the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. Church and Social Change in Latin America This course explores the role of religion in Latin American societies, past and present, given the factors of political oppression and social injustice. Students examine the "theologies of liberation." ECO 495 REL 366 RE1 346 will fulfill one CF3 perspective credit. Participation in the program will fulfill the IA general education perspective credit and This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Oct. 15. NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING Cultural Conflict and Change in Latin America An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. HIS 350 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Guatemalan instructors. (Placement level determined by program director.) Participation in the program will fulfill the IA general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one modem language skill credit. This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Application deadline is April 1. SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA)-FALL OR SPRING 180 International Studies Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Political and Social Change in Namibia: Liberation, Decolonization, and Nation Building This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Roots and Realities of Racism in Southern Africa and the USA: A Comparative Examination This course explores historical parallels of the development in southern Africa and in the US, strategies of resistance the successes and limitations of political victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism. Internship REL 346 POL 353 HIS 440 INS 399 Norwegian Language Scandinavia in the World Scandinavian Art and Literature: Perspectives on Social Change Urbanization and Sustainable Development in Scandinavia Independent Study (Students may choose either INS 372 or 499) INS 372 INS 377 INS 393 INS 394 INS 499 Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The cuniculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of social democracy. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the option of Norwegian language study or an independent study project. April 1. SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. INS 312 International Studies 1 Wealth, Poverty, and Community Development: Critical Social Issues Independent Study INS 363 INS 499 Internship Independent Study INS 399 INS 499 Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants will conduct a variety of field projects in small groups to learn about the environment and development efforts. Students gain hands-on experience field placements with organizations working in the Guatamalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community. Each student carries out an independent study project on a topic of personal choice, which includes field research. Oct. 15. ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA: GUATEMALA AND CUBA (EECLA)-SPRING (2 course credits) Community Participation for Social Change INS 366 The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Eduadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. April 1. COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL Development in the Latin American City INS 362 INS 2611386 Spanish in the Field The "Politics, Development, and the City" program explores historical and current issues related to rural-urban migration, industrialization, government policies, and effects on human communities. Students engage in dialogue with Latin American faculty, activists, and leaders from local communities to understand local conditions and efforts at social change. Learning is made vivid through field projects and interactions with organizations working on urban issues. A "Spanish in the Field course facilitates language learning directly related to content. April 1. POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND ECUADOR-FALL 82 International Studies - The Ethics of Development: Local and Global Implications Spanish in the Field (advanced-level language course) Independent Study Project (students chooses topic) INS 385 INS 386 INS 499 Politics o f Conflict and Transformation Internship INS 317 INS 399 See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. MANAGEMENT INFORMATIO SYSTEMS (2 course credits) Northern Ireland: Building a Sustainable Democracy INS 316 The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace and the progress being made. Through a seven week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Oct. 15 NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANGE- SPRING Social Dynamics and the Environment INS 384 International Studies 18 M Students may choose coursework supporting study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg's urban Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem-solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. athematics is the study of smcture and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale defending a coherent program of study, typically relating mathematics to another discipline. A minimum of three upper division MAT courses are required. Note that MAT 331 does not apply toward the major but is a recommended general education course for majors. Nine mathematics courses: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 271 Discrete Mathematical structures MAT 324 Analysis MAT 373 Probability and Statistics I MAT 3 14 Abstract Algebra or a modeling course, either MAT 247 or MAT 385 MAT elective numbered above 200 Mathematics Major Suzanne Doree (Chair), Nicholas Coult, Rebekah Dupont, Matthew Haines, Kenneth Karninsky Mathematics Faculty location allows students to gain experience working with mathematics through internships, cooperative education, and the practicum and colloquium courses. For distinction: GPA of 3.5 in MAT courses numbered above 200,3.5 overall GPA, a project, and approval of the mathematics department. For departmental honors: GPA of 3.5 in MAT courses numbered above 200, 3.0 overall GPA, a project or independent study course, and approval of the mathematics department. Specific requirements are described in "Guidelines for Graduation with Distinction and Departmental Honors in Mathematics" available from the department. Three supporting courses: CSC 160 Introduction to Computer Science and Communication or another CSC course with departmental approval The State of Minnesota has specific licensing requirements for teachers, and state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for licensure to teach mathematics in grades 5-12 are the same as the major, with the MAT electives specified as MAT 252 Exploring Geometry and MAT 314 Abstract Algebra and the additional course of MAT 331 History of Mathematics required. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades K-8 are MPG 4 or MAT 114 Precalculus, MAT 145 Calculus I or MAT 122 Calculus for the Behavioral and Social Sciences, MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I, MAT 252 Exploring Geomeq, MAT 271 Discrete Mathematical Structures, and MAT 331 History of Mathematics. Teaching Licensure Major Also required: MAT 491 Mathematics Colloquium during junior and senior years. Before enrolling in any mathematics course, students must have the required math placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar's office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the mathematics department. All other students must take the Augsburg Math Placement Exam, Math Placement Croup (MPC) - At least one MAT course numbered above 200 must be taken at Augsburg. Three electives numbered above 200, at least one of which is numbered above 300, other than MAT 331. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 331. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus I1 Graduation with Distinction and Departmental Honors in Mathematics At least two MAT courses numbered above 250 must be taken at Augsburg. Two additional supporting courses from the following list or substitutes with departmental approval: BUS 331, CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, MAT 163 or MAT 173 (not both), PHY 121, PHY 122. - Mathematics 185 - Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. Students in MPG 3 or higher may not register for credit. (Prereq.: MPG 2 and a year of high school algebra. WEC-additional sessions are required) Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with an emphasis on applications in the social and behavioral sciences and business and quantitative reasoning. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3) Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of Western civilization with an emphasis on connections to teaching mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3) MAT 105 MAT 114 MAT 122 MAT 131 A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. Prerequisites student's MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. MAT 103 which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a 186 Mathematics Numeracy for Contemporary Society An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students' life, work, and interests. Students who have completed a Quantitative Reasoning course may not register for credit. (Prereq.: MPG 3) Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160) Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3) Calculus Ill Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4) MAT 163 MAT 171 MAT 173 MAT 245 MAT 246 MAT 247 MAT 252 MAT 145, 146 Calculus I & II Concepts of calculus of one-variable functions, including derivatives, integrals, differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) MAT 132 - MAT 385 MAT 374 MAT 373 MAT 355 MAT 331 MAT 327 MAT 324 MAT 314 MAT 271 The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of instructor) Mathematics Practicum Concepts of statistics including sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT 373) Probability and Statistics II Concepts of probability including methods of enumeration, random variables and probability distributions, expectation, the Central Limit Theorem, and important ideas and problems of statistics. (Prereq.: MAT 245) Probability and Statistics I Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq.: MAT 146 and CSC 170 or consent of instructor.) Numerical Mathematics and Computation Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modem mathematics. An examination of the interaction between the development of mathematics and that of western civilization. Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or MAT 122 and MPG 4, junior or senior standing) History of Mathematics (See PHY 327) Special Functions of Mathematical Physics Concepts of real analysis including functions, derivatives, integrals, and series in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271) Analysis Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246, MAT 271) Abstract Algebra Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or two of the following courses: MAT 145/122, MAT 163, MAT 252, MAT 331) Discrete Mathematical Structures 188 Mathematics Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Independent StudyIResearch Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor). See also description on p. 92. See listing under Interdisciplinary Studies. METRO-URBAN STUDIES MAT 499 Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing). See also description on p. 91. MAT 1991399 Internship Internship and Independent Study courses: MAT 491 Study of an advanced topic such as complex analysis, mathematical biology, operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) MAT 395/495 Topics in MathematicdAdvanced Topics in Mathematics Mathematics 1 - Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, Donald Steinmetz Modern Languages Faculty Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. The modem languages department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. he Department of Modem Languages at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. T Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See majorlminor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Transfer Students Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P Majors seeking graduation with distinction must apply in the junior year. Requirements: 3.5 GPA in the major, 3.5 GPA overall, and honors thesis. Graduation with Distinction The minor consists of four courses above 21 1 (Norwegian only: 21 1 and above), including one in language and one in literature or culture. At least three of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Minor The major consists of nine courses above 21 1 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. Major Since spring term 2001, Augsburg College no longer offers a licensure program in modem languages. A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Topics in Literature, Culture, or Linguistics Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulaly enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall) FRE 295 FRE 31 1 FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulaly building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovely of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112. WEC-additional sessions required) FRENCH (FRE) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. AMERICAN SIGN LANGUAGE (ASL) Teaching Licensure Study Abroad Modern Languages 191 - French Civilization: Historical Perspective Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) Introduction to Literature for Language Students Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) French Civilization Today the modem period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) A study of the diversified development of the French from their beginnings to Topics in Literature, Culture, or Linguistics By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) Advanced Conversation and Composition FRE 499 FRE 399 FRE 299 FRE 199 See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 91. Internship Internships and Independent Study Courses: FRE 495 FRE 41 1 The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 351, 353 Survey of French Literature I, II FRE 350 FRE 332 FRE 331 192 Modern Languages CER 351 CER 350 CER 332 CER 331 Conversation and Composition CER 31 1 The intellectual, cultural, and political history of all peoples is reflected in their literature. The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Survey of Literature: Cerman Literature from Chivalry to Romanticism Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 311 or consent of instructor. On demand) Introduction to Literature for Language Students Survey of cultural currents that have shaped Germany. Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) German Civilization and Culture II Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) German Civilization and Culture I Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) Topics in Literature, Culture, or Linguistics CER 295 Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212) CER 211, 212 Intermediate Cerman I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. (Fall: 111; spring: 112. WEC-additional sessions required) CER 111, 112 Beginning Cerman I, II GERMAN (CER) P Modern Languages 19 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 3 11 or consent of instructor. Fall) Topics in Literature, Culture, or Linguistics CER 41 1 CER 495 Directed Study See description on page 92. lnternship See description on page 91. Independent StudyIResearch See description on page 92. CER 299 CER 399 CER 499 NOR 21 1 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112) NORWEGIAN (NOR) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. JAPANESE(JPN) lnternship See description on page 91. CER 199 Internships and Independent Study Courses: Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Karl Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modem age. CER 354 -Modern Languages 194 Conversation and Composition NOR 311 Introduction to Literature for Language Students Topics in Literature, Culture, or Linguistics Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 31 1.Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) Advanced Conversation and Composition Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) Survey of Norwegian Literature Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 499 NOR 399 NOR 299 NOR 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: NOR 495 NOR 41 1 NOR 353 NOR 350 A two-tiered approach allows students to place contemporary cultural developments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) Norwegian Civilization and Culture Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 21 1 or equivalent. Spring) Topics in Literature, Culture, or Linguistics NOR 295 NOR 331 I I _ Modern Languages 195 OJIBWE(OJB) Spanish and Latin American Culture Through Film SPA 312 Conversation and Composition SPA 31 1 Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice with emphasis on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) Spanish Expression Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) Topics in Literature, Culture, or Linguistics An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 SPA 248 Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 21 1; spring: 212) SPA 211, 212 Intermediate Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112. WEC-additional sessions required.) SPA 111, 112 Beginning Spanish I, II Courses in addition to those below are offered through various programs listed under International Studies. W SPANISH (SPA) An introduction to the language and culture of the Ojibwe (Chippewa) Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Alternate years: 111 fall of odd years; 112 spring of even years.) OJB 111, 112 Beginning Ojibwe I, II Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem languages department and as part of the American Indian studies minor. W -Modern Languages 196 Latin American Civilization and Culture Topics in Literature, Culture, or Linguistics Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) Advanced Conversation and Composition An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) Representative Hispanic Authors Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) Introduction to Literature for Language Students A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) SPA 499 SPA 399 SPA 299 SPA 199 See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 91. Internship Internships and Independent Study Courses: SPA 495 SPA 41 1 SPA 354 SPA 350 SPA 332 - Modern Languages 19 M Trudi Anderson, Matt Barber, Bridget Doak, Sally Dorer, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Mary Horozaniecki, Ned Kantar, Kathy Kienzle, Caroline Lemen, Steve Lund, Norbert Nielubowski, Celeste O'Brien, Paul Ousley, Part-time Faculty Full-time Faculty Robert Stacke (Chair), Jill Dawe, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Merilee Klemp, Sonja Thompson Participation in a variety of Music experiences including music ensembles, musictheater productions, private lessons, some music courses, and additional Interim courses or special performances is open to students in any major area of study, with permission from the instructor. In Addition, we offer a Music minor and a Music Therapy equivalency certificate. Bachelor of Arts (Music Major) Bachelor of Music (Music Education or Performance Major) Bachelor of Science (Music Therapy major) The Department of Music at Augsburg College offers music training within the context of a liberal arts education, and is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). The Music Department offers three degree programs and four majors as follows: usic has the power to strengthen the mind, heal the body, and unlock the creative spirit. Whether we experience music as a listener, performer, or teacher, it adds a significant dimension to our lives. Augsburg students who enroll as freshmen must apply to the Department of Music for acceptance to a degree program by the end of the sophomore year. Transfer students should meet with a music adviser immediately after enrolling at Augsburg to establish an appropriate course of music study and application/evaluation process. All students interested in pursuing a music degree at Augsburg are strongly encouraged to contact a music faculty adviser in their degree area as soon as possible to ensure a smooth program of study and timely completion of music degree requirements. Plus fulfillment of recital requirements as given under each specific degree and major Materials of Music I Materials of Music I1 Aural Skills I Aural Skills I1 Materials of Music 111 Materials of Music IV Aural Skills 111 Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music I1 MUS 341 Basic Conducting Large and Small Ensemble Participation Performance Studies Music Repertoire Tests Piano Proficiency MUS 101 MUS 102 MUS 111 MUS 112 MUS 201 MUS 202 MUS 21 1 MUS 212 MUS 231 Core Curriculum for all Music Degree ProgramsIMajors Fine Arts Coordinator Cathy Anderson Rick Penning, Nicholas Raths, Angela Wyatt Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocavgeneral or instrumentavgeneral emphasis. In addition to applying to the music department, bachelor of music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.5 in all music courses is necessary for the music education licensure program. Music Education M a j o r H BACHELOR OF MUSIC Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury For acceptance to any music major degree program, students must: submit an application for admission prior to spring juries of the sophomore year or as soon as possible after enrolling at Augsburg submit a copy of a current academic transcript and any transferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Two quarter course credits of performance studies in the major instrumentlvoice (first year) One of the following two areas of emphasis: Vocal emphasis-MUS 251,252,253, 254 Instrumental e m p h a s i ~ n course e credit of music elective One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting Requirements Core cuniculum plus: MUS 341 Basic Conducting (.5) MUS 358 Half junior recital MUS 459 Full senior recital HPE 115 Health and Chemical Dependency Education INS 105 or Intro. to Amer. Indian Studies INS 260 Contemporary American Indians EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 220 Educational Technology EDC 310 Learning and Development EDC 315 Critical Issues in Education Seminar ESE 300 Readinwriting in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485,487 Student Teaching MUS 359 Music Methods: ChoraWocal (.5) MUS 356 Music Methods: Brass/Percussion (.25) MUS 357 Music Methods: Woodwinds (25) MUS 355 Music Methods: Strings (.25) Music 19! - Two quarter course credits and six half course credits of performance studies in the major instrurnentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrurnentlvoice Improvisation competency on major instrurnentlvoice (may be fulfilled by MUS 129) Pass piano proficiency test Emphasizes intensive work in performance, supplemented by other courses in music and the liberal arts. The program is made available only to students of exceptional perfonning ability who are selected on the basis of an audition/interview application process. The bachelor of music performance program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions. Music Performance Major BACHELOR OF MUSIC Achieve a cumulative GPA of 2.5 in all music courses and in the major instrumentlvoice Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major instrumentlvoice Pass three music repertoire tests Pass piano proficiency test Four semesters in a non-credit small Augsburg ensemble on the major instrumentlvoice Four quarter course credits in a major Augsburg ensemble plus four semesters of departmental ensemble work as assigned by the student's academic adviser and studio instructor. Or, for piano or guitar emphasis: Instrumental emphasis-one and one half course credits of music electives, one methods course for major inshument Four semesters in a non-credit small Augsburg ensemble on the major instrumentlvoice Pass three music repertoire tests Piano or organ emphasis-MUS 436,456, one course credit of music elective One of the following three areas of emphasis: Vocal emphasis-MUS 251, 252, 253, 254, 435, EDS 359, one course credit of music elective Requirements: 14.5 course credits Core curriculum plus: MUS 358 Full junior recital MUS 459 Full senior recital Eight quarter course credits in a major Augsburg ensemble on the major ins trumentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir) Two full course credits of performance studies in the major instrumentlvoice (fourth year) Four half course credits of performance studies in the major instrumentlvoice (second and third year) !00 Music Requirements: 23 course credits Core cumculum plus: MUS 271 Music Therapy Techniques and Materials MUS 274,275 Music Therapy Practicums MUS 311 or 312 Composition I or I1 MUS 372,373 Psychological Foundation of Music I, I1 MUS 374,375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half senior recital EDC 4 10 The Special Needs Learner PSY 105 Principles of Psychology PSY 362 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 356 Music Methods: Brass and Percussion MUS 357 Music Methods: Woodwinds MUS 358 Music Methods: Strings Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B. S. in music therapy is minimally a 4 1/2 year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Music Therapy Major BACHELOR OF SCIENCE Eight quarter course credits in a major Augsburg ensemble on the major instrumendvoice Eight quarter course credits of performance studies in the major instrumendvoice Core curriculum plus one full credit music elective plus MUS 458 (Senior Recital) and two additional music credits Requirements Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many musicrelated business fields most often choose this course of study. Music Major W BACHELOR OF ARTS Achieve a minimum grade of 2.5 in all music therapy courses Pass three music repertoire tests Pass piano, guitar, and vocal proficiency tests Two semesters in a non-credit small Augsburg ensemble on the major instrumendvoice Eight quarter course credits in a major Augsburg ensemble on the major instrumendvoice and residency at Augsburg Eight quarter course credits of performance studies in the major instrumendvoice One of the following two: SOC 362 Statistical Analysis PSY 230 Research Methods: Design, Procedure, and Analysis I Strongly recommended: MUS 359 Music Methods: Vocal Music 201 -- - Requirements: 8 credits MUSBUS 105 The Music Business: Marketing, Promotion, Publishing, Recording The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business Minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today's music indusq. The minor is a collaborative program between the Music and Business Departments. Music Business Minor Candidates must submit an application for admission prior to spring juries of the sophomore year. Pass one music repertoire test Four consecutive quarter courses in a major ensemble concurrent with four quarter courses of performance studies on the major instrumendvoice One additional music course. One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 Requirements: 6 course credits Materials of Music I, I1 MUS 101, 102 MUS111,112 AuralSkills1,II MUS 341 Basic Conducting For acceptance to the degree program, equivalency/certification students must: submit an application for admission during the first semester of residency at Augsburg submit a copy of a current academic transcript and transferred credits with the application The music therapy equivalency program is available to students who already have a bachelor's degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student's degree and skill level, individual requirements will be outlined by the director of music therapy There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. Music Therapy Equivalency/ Certification Program All of the above courses plus two additional Music course credits beyond MUS 105 and MUS 295 (maximum of 1 credit in MUE andlor MUP courses). One of the following: MUSBUS 295 Topics: Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship Music Minor Pass three music repertoire tests Pass piano proficiency test ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I MUSBUS 399 Internship Approved for the Music Business Minor Four semesters in a non-credit small Augsburg ensemble on the major instrumendvoice 202 Music These musical organizations are open to music majors, music minors, and nonmusic majors. All music students are required to participate in a major ensemble on their major instrument (where possible) during their time at Augsburg College. Ensembles (MUE) An honors project could include but is not limited to one of the following: writing and defending a senior thesis; presenting a recital beyond that required by a degree; composing a work not less than 15 minutes duration; conducting a concert; or a project that combines any or all of the above listed projects in a manner appropriate to a student's degree area. A transcript showing a cumulative GPA of 3.0 or higher in all music courses An outline of the student's participation in departmental activities demonstrating leadership, musical goals and high musical standards. A proposal for an honors project Students may qualify for departmental honors by submitting a petition to the music faculty before the end of the first semester of the senior year. The petition for honors should include: Departmental Honors submit the studio insmctor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury. Private instruction in voice, piano, organ, or any instrument is available for all students in the following categories: No credit-l/2 hour lesson, 3 hours of practice per week 114 course credit-1R hour lesson, 4 hours of practice per week 1/2 course credit-1 hour lesson, 8 hours of practice per week Lessons for credit require: Private lessons Jury examination at the end of each semester Attendance at departmental student recitals and master classes Attendance at concerts and recitals Performance Studies (Private Lessons) While the music department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, the Augsburg Chamber Orchestra, the Augsburg Choir, Masterworks Chorale, Men's Chorus, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Ensemble requirements are fulfilled by participation for the entire year. One quarter course credit per semester is granted to members of major ensembles (MUE 111, 112, 121,141); other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or P/N grading, or may choose no credit with audit (V) designation. A maximum of two course credits in an ensemble may be counted toward graduation requirements. Auditions for membership in ensembles are scheduled during the first week of the school year or by arrangement with the individual ensemble director. Music 20 - Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or honors program will be sponsored by the music department. Other student recitals may be considered for departmental sponsorship. All music degree recitals must be representative of the academic guidelines set forth in this catalog and repertoire lists. Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Concurrent registration in performance studies in the major instrument/voice is required for recital performance. At least two full-time music faculty members and the student's private instructor must be present to evaluate junior and senior recitals. Recitals are given a padfail grade. Student Recitals A semester of study consists of 14 weeks of lessons, coaching, and a jury examination. Music majors and minors are required to register for music lessons for credit (quarter, half, or full credit depending on year of study and degree being sought). Credit is granted only for study with faculty members of the Augsburg College Department of Music, and private instruction for credit is graded traditionally Lessons for non-credit: Students may take private lessons for no credit and are not required to fulfill the performance and listening requirements. !04 Music Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. Music Repertoire Tests All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Piano Proficiency EXAMINATIONS B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. B. A. and B. S. degree senior recitals (MUS 458) will be one-half hour in duration. MUS 31 1 MUS 212 MUS 21 1 MUS 202 MUS 201 MUS 112 MUS 111 MUS 102 MUS 101 (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) Composition 1 Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) Aural Skills IV Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) Aural Skills 111 Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0) Form and Analysis Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) Materials of Music 111 Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) Aural Skills 11 Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (Prereq.: Aural Skills Placement Test to be given in the first week of class) Aural Skills I Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a grade of 2.0 or higher) Materials of Music 11 Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test to be given in the first week of class) Materials of Music I THEORY AND MUSICIANSHIP Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule or the music department for course offerings in each term. Music 20 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) The Music Business: Marketing, Promotion, Publishing, Recording Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,201) History and Literature of Music II A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101, 102, 201) History and Literature of Music I Relationship between music of each period and the other fine arts. For nonmusic majors. Introduction to Music and the Fine Arts An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as BUS 105. An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of Music-Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions. MUSITHR 235 Skills of Music Theatre MUS 232 MUS 231 MUS 130 MUS 105 (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) Choral Conducting Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) HISTORY AND LITERATURE MUS 344 MUS 342 Basic Conducting MUS 341 (.5 course) Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporaly techniques, atonal systems, and larger forms are studied and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) MUS 312 !06 Music Worlds of Music MUS 320 Music o f the Romantic Period (Prereq.: MUS 231, 232) Music o f the 20th Century (Prereq.: MUS 231, 232) Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254 or permission from instructor) MUS 333 MUS 334 MUS 432 MUS 435 (.5 course) (.5 course) (.5 course) Music of t h e Classical Period (Prereq.: MUS 231, 232) MUS 332 (.5 course) Music of the Baroque Era (Prereq.: MUS 231, 232) MUS 331 Thefollowing four half courses are extensive studies of special eras in the history of music: A survey of non-Western musical cultures. History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 241 Music 20 Independent Study (-5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 498 Directed Study See description on page 92. lnternship See description on page 91. lndependent StudyIResearch See description on page 92. Open only to advanced students upon approval of the faculty. MUS 299 MUS 399 MUS 499 Class Voice (.25 course) Fundamentals of tone production and singing. Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading, and simple accompaniment and music reading skills necessary to pass the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 152 MUS 155 MUS 158 MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Improvisation in Music (.O course) Basic improvisational skills within a jazz combo format. Open to Instrumentalists and vocalists. MUS 129 TECHNIQUE lnternship See description on page 91. MUS 199 INTERNSHIPS AND INDEPENDENT STUDY COURSES Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing, and performing. (Prereq.: MUS 231, 232) MUS 436 108 Music Junior Recital MUS 358 (.O course) One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. Senior Recital MUS 459 Human Identity through the Creative Arts MUS 272 MUS 373 MUS 372 Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Psychological Foundations of Music II An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Psychological Foundations of Music I (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills, including improvisation. Two hours per week. No course credit. MUS 274, 275 Music Therapy Practicums A study of the aesthetic expression and experience as they relate to human identity with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 271 MUSIC THERAPY B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No course credit. Private instructor may request a pre-recital hearing. (.O course) Senior Recital MUS 458 B.M. candidates only. One-half hour recital at repertoire Level 111 for music education majors, one hour recital at Level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. (.O course) Piano Pedagogy (.5 course) Principles, methods, materials, and techniques for teaching piano. Survey of various pedagogical schools of thought. MUS 456 Music 20 (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills, including improvisation. Two hours per week. No course credit. Human Identity through the Creative Arts MUS 479 (.5 course) Full-time placement in an AMTA-approved internship site for six months. (1040 hours) Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: completion of all other graduation requirements, including all proficiency exams and music repertoire tests) Music Therapy Clinical Internship Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests) (.25 course each) Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. Music Therapy Senior Seminar See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 474,475 Music Therapy Pradicums MUS 473 MUS 472 MUS 374, 375 Music Therapy Practicums 110 Music Augsburg Choir ( 2 5 course) Riverside Singers o f Augsburg (.25 course) Vocal Chamber (.O course) Masterworks Chorale (.25 course) Orchestra (.25 course) String Ensemble (.O course) Woodwind Chamber Music (.O course) Concert Band (.25 course) Brass Ensemble (.O course) Jazz Ensemble (.25 course) Percussion Ensemble (.O course) Piano Ensemble (-0 course) MUE 112 MUE 113 MUE 114 MUE 121 MUE 122 MUE 131 MUE 141 MUE 142 MUE 143 MUE 144 MUE 145 While the department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Some instruments are available for use by students. MUE 111 These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester or by arrangement with the ensemble director. Assignment to an ensemble is then made at the discretion of the appro-priate faculty. For Jazz Ensemble membership, preference is given to Concert Band members. ENSEMBLES (MUE) Music 21 - Baritone Tuba Percussion Organ Harp Improvisation MUP 142-442 MUP 143-443 M UP 144-444 MUP 152-452 MUP 159a MUP 161-461 MUP 171-471 MUP 181-481 MUP 191-491 MUP 192-492 MUP 122-422 Viola MUP 123-423 Cello MUP 124424 Bass MUP 131-431 Oboe MUP 132-432 Bassoon MUP 133-433 Clarinet MUP 134434 Saxophone MUP 135-435 Flute A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise except for illness immediately prior to A semester of study is 14 weeks of lessons and coaching. Note carefully the following provisions: Trombone MUP 141-441 MUP 121-421 Violin Credit is granted only for study with members of the Augsburg Department of Music. the lesson, the student will forfeit the right to a make-up lesson. Guitar Piano accompanying Piano Trumpet MUP 137-437 Horn are individualized to meet the experience, ability, background and goals of the student. Students may register for 0.00 credits; 0.25 credits; or 0.5 credits in accordance with their specific degree requirements (see Music Department Student Handbook for music degree and variable credit performance studies requirements.) MUP 111-411 Voice H LESSONS Performance Studies courses are available to music majors and non-majors and Performance Studies at Augsburg College provide a unique opportunity for students to study on an individual basis with artistlteachers who are active performers in this region and beyond. PERFORMANCE STUDIES (MUP) !12 Music The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. Teaching Licensure Major Coordinators Karen Ballen (Biology), Sandra Olrnsted (Chemist~y),Jeff Johnson (Physics) Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distributionlgeneral education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. he natural science licensure program - for teachers is designed to provide smong preparation for science teaching and to satisfy Minnesota licensure requirements. T Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 476 Microbiology BIO 355 Genetics or BIO 481 Ecology BIO 471 Advanced Cellular and Molecular Biology or BIO 474 Developmental Biology CHM 351,352 Organic Chemistq I, I1 One math course: MAT 114, 122, 145, or 163 Biology Major (for licensure in biology 5-12) Broad base requirements, plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Broad Base Requirements GEO XXX Introductory Geology PHY 101 Introductory Astronomy PHY 106 Introductory Meteorology BIO 113 Introductory Organisma1Biology BIO 114 Introductory Genetics, Evolution, and Ecology PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, 11 CHM 105, 106 Principles of Chemistry I, I1 or CHM 115, 116 General Chemistry I, I1 - 121, See listing under Modem Languages. NORWEGIAN See listing under Interdisciplinary Studies. One year of general physics-PHY 122 Two courses from: CHM 364,367,464,470,481,482 Chemistry Major (for licensure in chemistry 5-12) Physical Science Broad Base Requirement, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, I1 or CHM 115, 116 General Chemistry I, I1 CHM 351 Organic Chemistry I CHM 352 Organic Chemistry I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, I1 Physical Science Broad Base Requirement BIO 113, 114,215 PHY 101,106 Geology One year of general chemistry-CHM 105,106 or CHM 115,116 Two additional physics courses above 122; PHY 261 recommended Physics Major (for licensure in physics 5-12) Physical Science Broad Base Requirement, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory '14 Natural Science Teaching Licensures Nursing Faculty Cheryl Leuning (Chair), Ruth Enestvedt, Meny Beth Gay, Sue Nash, Pamela Weiss, Linda Holt, Beverly Nilsson (Emerita) Augsburg's nursing program, leading to a bachelor of science degree with a major in nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With two additional courses, they are eligible to apply for school nurse certification. The bachelor's degree equips nurses with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at Augsburg also provides educational opportunities to increase their skills in critical thinking, clinical investigation, and decision-making that prepares them to handle challenging new positions in today's health care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through the entire life span for people of diverse cultures and socioeconomic levels. he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the health care field. T Courses in the nursing major are offered on weekends with practicum courses requiring additional weekday time. More time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with the program coordinator from the Department of Nursing for program planning. The program has been planned so that the major can be completed within two academic years; however, students may pursue their studies at a slower pace. A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at the completion of Level I and Level I1 courses of study are required. Students also must complete Augsburg's residence and general education requirements. Major Nine courses including: NUR 305 Contemporary Nursing I: Communication NUR 306 Contemporary Nursing 11: Paradigms in Nursing NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 405 Leadership and Management: Theory and Practice NUR 410 Community Health Nursing I NUR 411 Community Health Nursing 11: Practicum PHI 380 Ethics of Medicine and Health Care - NUR 305 Nursing majors can complete the baccalaureate at the Minneapolis and Rochester sites. Students can complete their liberal arts general education requirements by taking courses in day school and Weekend College. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing courses at Augsburg are available only through Weekend College. Classes usually meet on alternate weekends for one 3 1/2 hour time block. Clinical practice usually occurs on weekdays. Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing this degree. Options for Completing the Degree 6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record. 5. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. Augsburg or at another accredited college or university. Contemporary Nursing I: Communication Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. 4. Prerequisite course content: The following content must have been completed with a minimum grade of Z.O-chemistry, anatomy and physiology, microbiology, English composition, sociology, and psychology. These courses may be taken at 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate degree or diploma nursing program with a 2.5 overall GPA. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. Admission to the honors major requires: a GPA of at least 3.6 in the major and 3.3 overall, application to the department chair by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Departmental Honors !16 Nursing Introduction to Nursing Research Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in nursing practice and design a research proposal. (Prereq.: MPG 3) Contemporary Nursing Ill: Families Provides a theoretical basis for nursing interventions with culturally diverse families and explores theories related to family structure and function throughout the life span. The role of the nurse in family health care is examined. (Prereq.: NUR 306, 350) LeadershipIManagement: Theory and Practice Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, and communities. Community Health Nursing II: Practicum* Provides clinical experience in community-based health care delively systems. Students will apply nursing process, teaching~learningtheory, and basic public health principles with culturally diverse clients. (Prereq.: NUR 310) NUR 350 NUR 403 NUR 405 NUR 410 NUR 41 1 Independent StudyIResearch See description on page 92. * This course involves an additional clinicalfee. Note: I f NUR 41 1 is not taken immediatelyfollowing NUR 410, students are required to consult withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to audit courses. NUR 499 Topics in Nursing Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Independent Study: Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 330 NUR 432 Contemporary Nursing II: Paradigms in Nursing An introduction to the idea of theory-based nursing practice. Nursing theory and conceptual models for nursing practice are studied and then utilized in a patientlclient situation. NUR 306 Nursing 21 P Philosophy Major Eight courses including: PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 285 Intro. to Formal Logic and Computation Theory PHI 343 History of Philosophy 111: Early Modem and 19-Century Philosophy PHI 344 Twentieth-Century Philosophy Philosophy Faculty David Apolloni (Chair), Markus Fuehrer, Bruce Reichenbach The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by philosophers from the past and present. hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the "big" questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Philosophy Minor Five courses, including two from PHI 241,242,343, and 344. Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Departmental Honors In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing on page 118. Major in Computational Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. PHI 242 PHI 241 PHI 175 PHI 125 PHI 120 PHI 110 Introduction to Philosophy studen& will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) History of Philosophy II: Medieval and Renaissance Philosophy Central philosophical questions that concerned the Greek philosophers and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life, from Thales to Plotinus. History of Philosophy I: Ancient Creek Philosophy Issues such as the ethics of sex in relation to marriage, pornography, and homosexuality are considered. Then consideration is given to the nature and history of romantic love and its relationship to sex. Philosophy of Love and Sex action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. A philosophical study of the role of human understanding, emotions, and Ethics and Human Identity By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Ethics This course introduces students to typical philosophical questions (like how we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically Philosophy 21 Philosophy and the Arts Class discussion of philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of "work of art"; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist's intention, the work of art, and its relation to the rest of the artistic tradition. PHI 365 PHI 355 PHI 350 PHI 344 PHI 343 PHI 300 The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: PHI 399 or one course in natural science) Philosophy of Science A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of reality, the self, and recommendations on how to live. Asian Philosophy We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? Philosophy of Religion A survey of major philosophical schools in the twentieth century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy. History of Philosophy IV: Twentieth-Century Philosophy The major rationalists of the 17' century (Descartes, Spinoza, Leibniz), the major empiricists of the 18' century (Locke, Berkeley, Hume), Kant's synthesis of rationalism and empiricism, and 19' century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). History of Philosophy Ill: Early Modern and l%h-Century Philosophy Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and principles underlying individual rights and responsibilities in business. Business Law and Ethics An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 2851385 Introduction to Formal Logic and Computation Theory PHI 260 220 Philosophy Existentialism The course lays out some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Ethics of Medicine and Health Care Studies in the writings--both philosophical and literary-f prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Topics in Philosophy Advanced studies. covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242,343,344, or consent of instructor. Offered annually) Internship See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 9 1. See listing under Health and Physical Education. PHYSICALEDUCATION PHI 499 PHI 399 PHI 299 PHI 199 Internships and Independent Study Courses: PHI 410 (See description for PHI 285/385) PHI 3851285 Introduction to Formal Logic and Computation Theory PHI 380 PHI 370 Philosophy 22 Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, computer science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments with some degree of comprehension. p hysicists . . are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called "natural philosophers," physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science, and space exploration. Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics BACHELOR OF ARTS Jennifer Posch Physics Research Staff Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Jasperson, Jeffrey Johnson, David Venne, J. Ambrose Wolf Physics Faculty The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor's and advanced degree levels, and administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Solid State Physics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, I1 MAT 245, 247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory I1 PHY 486 Quantum Physics I BACHELOR OF SCIENCE PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, I1 MAT 245, 247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121,122 during the freshman year, and MAT 245 and 247 (or PHY 327) during the sophomore year. A GPA of 3.5 in physics and 3.3 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Departmental Honors A GPA of 3.7 in physics and 3.5 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Graduation with Distinction Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. 18 course credits. It is the same as the B.S. major, with the addition of PHY 330 and PHY 430, and the omission of the elective physics course. Physics Major with Concentration in Solid State Physics BACHELOR OF SCIENCE Physics 22 Introductory Astronomy PHY 101 PHY 103 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) SCI 111 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Fall, spring) the course traces the development of scientific thought from early civilization to the present day Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) A descriptive course covering our solar system, stars, and galaxies. In addition Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 ) Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. SCI 110 Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, 11 Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics I1 The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Sigma Pi Sigma Society of Physics Students Teaching Licensure Major - Physics 224 PHY 261 PHY 245 PHY 122 PHY 121 PHY 116 PHY 114 PHY 106 lntroductory Meteorology AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) Electronics An introduction to modem physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory. Prereq.: PHY 122. Fall) Modern Physics A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration. Spring) General Physics II A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) General Physics I An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3 . Fall) Introduction to Physics admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour laboratoflecture periods. Prereq.: elementary education major and MPG 3 . Fall, spring) A practical and hands-on approach to earth and space science for students Earth Science for Elementary Education Teachers A survey of the basic principles of the Earth's weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) Physics 22 Introduction to Space Science pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) A survey of Earth's space environment including solar, planetary, magnetos- PHY 363 PHY 362 Mechanics II PHY 352 The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace's and Poisson's equations, and electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) Electromagnetic Fields I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed, including Molecular Beam Epitaxy, Sputtering, Diffraction methods, finnel and Force Microscopy and various magnetomew methods. (Three one-hour lectures. PHY 245 and PHY 351. Spring) A study of the physics of thin (magnetic) films, covering the entire range from Thin Films: Preparation Techniques and Methods for Structural and Magnetic Characterization PHY 351 PHY 330 Special functions encountered in physics. Partial differentiation, Fourier series, series solution of differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHYIMAT 327 Special Functions of Mathematical Physics PHY 320 !26 Physics Plasma Physics PHY 420 Introduction to Solid State Physics A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Spring) Quantum Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prerequisite: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 499 PHY 399 PHY 299 PHY 199 See description on page 92. Open to juniors and seniors with departmental approval. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: PHY 486 PHY 430 Comprehensive Laboratory 11 (.5 course) A continuation of PHY 395. (One three-hour laboratory and one seminar hour per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 396 Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration) Comprehensive Laboratory 1 (.5 course) An emphasis on independent laboratory work and participation in physics seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall) PHY 395 Physics 22 F Providing work in several subfields of political sciene, the major suppIies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy psychology, economics, history, and sociology to the study of politics. irmly in the liberal arts tra. grounded dition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. The honors major in political science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall; the student must take an honors independent study and a seminar, and must submit an Departmental Honors Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Required elective-ne of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 PoliticaVStatistics/Methodology POL 484 Political Analysis Seminar Milda Hedblom (Chair), Andrew Aoki, Mary Ellen Lundsten, William Morris, Nonna Noonan, Joseph Underhill-Cady Political Science Faculty area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 3 12 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division course Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary educaiton. Teaching Major in Political Science and Economics Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Minor honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. See the class schedule for precise listing of terms in which courses are offered. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. (I) American Government and Politics, (11) Comparative Politics and Analysis, (111) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Political Science Areas In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses Education Courses: EDC 200 Orientation to Education (required for licensure) EDS 375 Social Studies Methods-capstone course (required for licensure) Political Science 22! - American Government and Politics Surveys major parts of American national government-including Congress, the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties. Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy Includes case studies of the Twin Cities metro area. American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and Ostakeholders are trying to achieve sustainability in the watershed. Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing.) POL 121 POL 122 POL 124 POL 241 POL 323 POL 325 POL 326 POL 342 I. AMERICAN GOVERNMENT AND POLITICS !30 Political Science Media Law (See Section IV for description.) Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) POL 375 POL 421 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union andlor other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries valy. (Prereq.: one course in political science or consent of instructor) Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 350 POL 351 POL 359 POL 459 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 160 POL 363 Ill. INTERNATIONAL POLITICS Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 158 II. COMPARATIVE POLITICS AND ANALYSIS Constitutional Law (See Section IV for description.) POL 370 Political Science 23 0 0 y.4 r K ,aO 2 O G v, - n w $ 2 5. 8 s 3 2. z0 zg g* 9%g ;gg. 2.2 E$Cn zg 0g g.,gg -.g Z g m 2 5'4 2 In 5' n 5 $ w c ail % g 7 0 2g.g 3, 5' C g 5g.z m e - . , pl F -EagB a,, ~ ~ ,3 LI. g- - %3w %0.gcron , K? & gCK5 5 . q g~ -'C g m g 50 3 g.2 An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. .(Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) Political Analysis Seminar Origins and evolution of Manrist theory and movements, emphasizing Marxism as developed in Russia and China. Considers the political, social, and economic dimensions, and changing role of Manrist doctrines in society. (Prereq.: POL 158 or consent of instructor) Marxist Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) Topics in Democratic Theory Lower Division Seminar Selected topics. Consult department chair concerning terms and subject matter. Seminar Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Seminar in Political Statistics and Methodology Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 499 POL 399 POL 299 POL 199 See description on page 92. Independent Study/Research See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. P/N grading unless internship supervisor grants exception. lnternship Internships and Independent Study Courses: POL 495 POL 483 POL 295 VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 484 POL 382 POL 381 Political Science 23 - ~ Bridget Robinson-Riegler (Chair), Grace Dyrud, Emily Hause, David Matz, Nancy Steblay Psychology Faculty Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizationalpsychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg's active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community The curriculum's emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. P Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. *For WEC students, PSY 360 is recommended, not required, hence the WEC major is 10 courses not 10.5 Majors are strongly encouraged to take more than the rninimuml0.5 required psychology courses; no more than 13 course credits can count for graduation. Electives (3 courses in psychology) At least one course from the following: PSY 357 Behavioral Analysis PSY 359 Assessment PSY 363 Sports Psychology PSY 368 Behavioral Healthcare PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology Professional Perspectives (2 courses) PSY 399 Internship At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology Foundations of Psychology (5.5 courses) PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 215 Research Methods: Design, Procedure, and Analysis I PSY 315 Research Methods: Design, Procedure, and Analysis I1 PSY 360* Psychology Laboratory (.5) The major is 10.5* courses Major The Individual in a Social World A scientific investigation of social issues, with analysis of both individual and group factors. Topics include media, prejudice, conformity, legal processes, and consumer issues. Research participation is required. (This course does substitute for PSY 105 as a prerequisite to upper division psychology courses.) Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 105 Five courses, including PSY 102 or 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399, and 499 may be counted. Minor PSY 102 Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strength- Concentration in Social Psychology GPA of 3.0 in the major and 3.5 overall, and completion of a high-quality research project culminating the major program. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Successful completion of departmental honors in psychology automatically qualifies the student for graduation with distinction from the college. Departmental Honors/Craduation with Distinction Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. en a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. WEC psychology courses are offered only on an alternating year basis. All psychology majors must have an adviser in the psychology department. Psychology 23' - PSY 355 PSY 354 PSY 353 PSY 352 PSY 351 Psy 335 PSY 325 PSY 315 PSY 215 PSY 201 Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215) Biopsychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215) Cognitive Psychology Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population-the elderly. (Prereq.: PSY 102 or 105) Aging and Adulthood Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105) Adolescent and Young Adult Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 102 or 105) Child Development Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: Psy 102 or 105) Psychology and Law Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215) Social Behavior Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the term immediately following PSY 215. PSY 215 may be taken for one course credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher, ENG 111) Research Methods: Design, Procedure, and Analysis I1 Part I of a two-term sequence. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 102 or 105, MPG 3) Research Methods: Design, Procedure, and Analysis I Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 102 or 105) Health Psychology 236 Psychology Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105) Behavior Analysis Principles of lea&ing/behavior change and their application to self-management, family work, school, and clinic settings. ~ndihdualizedprojects. (Prereq.: PSY 102 or PSY 105) Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215) Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent enrollment in a full credit upper-level course (designated courses will vary depending on the semester) and approval by the instructor are required. (Prereq: Psy 102 or 105) Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 102 or 105) Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 102 or 105) Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: Psy 102 or 105) Behavioral Health Care Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.: PSY 102 or 105) Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 102 or 105) Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-rnaking, group processes, and organizational change. (Prereq.: PSY 102 or 105) PSY 356 PSY 357 PSY 359 Psy 360 PSY 361 PSY 362 PSY 363 PSY 368 PSY 371 PSY 373 Psychology 23 Historical Perspectives Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 215 and junior standing) Seminar: Contemporary Issues Research team experience in a seminar format. Designed to extend students' knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or comparable course approved by instructor) Advanced Research Seminar Specific topic will be published prior to registration. (Prereq.: PSY 215 and consent of instructor) Current Topics in Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: Two PSY courses plus PSY 102 or 105) Counseling Psychology Focus on the people in psychology's history their questions and positions, from the early Greek period to the present. Emphasis on the 20thlcentury, inclusions of women and minorities, and contextual histoly. (Prereq.: PSY 102 or 105) PSY 499 PSY 399 PSY 299 PSY 199 See description on page 92. (Prereq.: PSY 330) Independent StudyIResearch See description on page 91. Participation in a concurrent seminar is required. (Prereq.: PSY 330) lnternship See description on page 92. (Prereq.: PSY 102 or 105) Directed study See description on page 91. (Prereq.: PSY 102 or 105 and one other psychology course). Internship Internships and Independent Study Courses. PSY 493 PSY 491 PSY 490 PSY 385 PSY 381 ,313 Psychology ~e1i~i;i.i111, 221, or 33 1is prerequisite to all other courses. REL 111 or 221 is expected to be taken in either the freshman or sophomore year at Augsburg. Junior or senior transfer students who are required to take two Christian Faith Perspective courses may take REL 331 as the prerequisite for other courses. I Prerequisites The Religion Department offers two majors: Religion ( E L ) and Youth and Family Ministry (YFM). Majors Beverly Stratton (Chair),Janelle Bussert, Nancy Going, Lori Brandt Hale, Bradley Holt, Rolf Jacobson, Lynne Lorenzen, Philip Quanbeck 11, Mark Tranvik Religion Faculty eligion asks fundamental questions of life and meaning: Who are we as human beings? Where did we come from? Where did the world come from?What do good and evil mean in this time and place? Students will wrestle with these questions and with responses from the Christian traditions and from the perspectives of the other major world religions. R GPA of 3.5 in the major and 3.0 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student's senior year. Departmental Honors Graduation with Distinction requires application to the department chair in the junior year. Specific requirements are available from the chair. Graduation with Distinction All majors must have an adviser in the department. Advising All h-ansfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last ten years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or REL 111 credit for the major. Transfer Courses Courses designated REL and YFM are offered by the religion department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Graduation Requirements A religion major encourages students to seek their future in the world andlor church through a sense of vocation, serving as pastors, associates in ministry, nurses, youth and family ministry lay professionals in congregations, and as social service and human resource professionals in a wide variety of settings. Through the study of religion, students will learn to understand, appreciate, and articulate the Christian faith, as based in the Bible, as lived in the Christian fellowship, as embodied in the Christian Church and its history, and as interactive in the contemporary world and with other world religions. Students will also develop the ability to read and interpret the Bible, other religious texts, and various expressions and practices of faith, so that their meaning for human life in relation to God becomes evident. In addition students will develop skills for becoming leaders in the religious communities to which they belong and for living as responsible citizens with others whose religious views and practices differ from their own. Note: Not all courses that meet Christian Faith Perspectives are REL courses and do not count toward the religion major or minor. Five religion courses including REL 111 or 331. At least two upper division courses must be taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counted toward the minor. Religion Minor Note: Seminar, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. or Option B: REL 221 Biblical Studies and three additional religion courses, two of which must be upper division. Option A: REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament and two additional religion courses, one of which must be upper division. and Eight courses including: REL 111 Introduction to Theology REL 356 World Religions REL 481 Contemporary Theology REL 495 Religion Seminar Religion Major BACHELOR OF ARTS REL 309 REL 308 REL 306 REL 302 REL 301 REL 231 REL 221 REL 111 Religions themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Religion at the Movies A study of poetry from the Christian tradition and its interpretation, focusing on biblical psalms and poems, religious poetry, and Christian hymns and songs. Psalms, Songs, and Religious Poetry A study of Christian belief and paitice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. NonWestern Christianity Historical, literary, and theological interpretation of Paul's letters, the gospels, and other New Testament writings as persuasive literature for ancient and modem communities. Prerequisite REL 111. Interpreting the New Testament An investigation of the Torah, Prophets and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modem Jewish and Christian communities. Prerequisite REL 111 and entry level critical thinking. Interpreting the Old Testament An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery, and evangelicalism. Religion in African-American History The origin, literary character, and transmission of the biblical documents; the task of biblical interpretation; and the history of Israel and the emergence of the church. Not accepted for credit for students who have taken REL 301 or 302. Biblical Studies An introduction to the academic discipline of theology and to the dialogue between the church and the world that concerns Christian doctrine. Open only to freshmen and sophomores. Not accepted for credit for students who have taken REL 331. Introduction to Theology REL 111, 221, or 331 is a prerequisite for a17 other religion courses. Religion 2 - REL 363 REL 362 REL 357 REL 356 REL 353 REL 346 REL 343 REL 331 REL 320 REL 313 :42 Religion Environmental Theology and Ethics A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. Religion in America An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. Theology of the Reformers ures. Thinkers that may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. Giants of Christian Faith Christian history is examined through the lives and theology of notable fig- An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. World Religions A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. Denominations and Religious Croups in America This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia semester program. Religion and Social Change in Southern Africa An examination of the nature of modem marriage and family relationships within the context of the faith and practice of the Christian church. Theology of Marriage and Family An advanced introduction to the biblical and theological foundations of the Christian faith, focusing on writing and advanced critical thinking skills. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 111 or REL 221. Foundations in Bible and Theology An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand's contemporary problems such as AIDS and the sex industry. Short-term travel seminar. Buddhism and Christianity in Thailand An overview of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program. REL 471 REL 441 REL 425 REL 390 REL 386 REL 383 REL 374 REL 370 REL 366 The Church and Social Change in Latin America Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Jesusand His Interpreters Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Feminism and Christianity A practical forum on "habits of the heart" that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. Christian Spiritual Practices A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology. Theology of Death and Dying An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. Speaking of Genesis Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). Process Theology larly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences. A study of the implications for Christian theology of modem science, particu- Science and Religion Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG 111, junior standing, and REL 111, 221,' or 331) American Indian Spirituality and Philosophical Thought A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and sociavpolitical transformation. Taught in Mexico in short-term travel seminar or fall semester and in Central America fall or spring semester programs. Religion 24 Paul the Apostle This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: ENG 111. Fall) Seminar Selected topics in religion. Topics in Religion A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. Religion in Psychological Perspective The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. Christian Ethics An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. (Prereq.: ENG 111and REL 111, 221, or 331) Contemporary Theology An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community Judaism A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: Pass or waiver of critical thinking entry level skills test) Internship See description on page 92. Independent StudyIResearch See description on pages 91 and 246. Internship See description on page 92. Directed Study See description on page 91. Limited to special cases Philosophy of Religion Religion and Society PHI 350 SOC 360 See department listing for a description of thefollowing approved elective: REL 499 REL 399 REL 299 REL 199 Internships and Independent Study Courses: REL 495 REL 490 REL 486 REL 483 REL 481 REL 475 REL 472 44 Religion Youth and family ministry core: YFM 207 Contextual Education [required non-credit field experience] YFM 232 Peer Ministry: Principles and Leadership YFM 235 Basics in Youth and Family Ministry YFM 358 Life and Work of the Church or YFM 316 Church and Culture in Context Theology core: REL 111 Introduction to Theology REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 495 Religion Seminar Eleven courses including Youth and Family Ministry Major This major requires 150 hours of supervised contextual education (YFM 207) as preparation for a 150-hour internship (YFM 399) with a congregation or ministry organization. Students may satisfy the City perspective by taking GST 209 in conjunction with either of these experiential education components. Students are accepted into the program through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about when and how to apply for candidacy The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training, using resources of the Youth and Family Institute of Augsburg College. Youth and Family Ministry Major one formal, supervised field work experience: YFM 207 Contextual Education (noncredit requirement) YFM 399 Internship or field work with youth and families, supervised through another major and approved by the Religion department youth and family ministry coordinator. one upper division YFM course from: REL 343 Theology of Marriage and Family YFM 316 Church and Culture in Context YFM 358 Life and Work of the Church one Bible survey course from: REL 221 Biblical Studies REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament The minor consists of the following six courses REL 111 Introduction to Theology YFM 235 Basics in Youth and Family Ministry YFM 232 Peer Ministry Youth and Family Ministry Minor Note: A student with a youth and family ministry major or minor may not also major or minor in religion. and three supporting courses SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 351 Child Development or PSY 352 Adolescent and Young Adult Development or SWK 260 Humans Developing YFM 399 Internship REL 343 Theology of Marriage and Family REL 425 Christian Spiritual Practices - YFM 399 YFM 358 YFM 316 YFM 235 YFM 232 YFM 207 Supervised practice of youth and family ministry during 150 hours in an approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2) Internship faith through Christian education and cuniculum, youth and family ministry, and parish life. A study of the role of congregations and families in shaping and nurturing Life and Work of the Church situation in Norway. Emphasis will be on the role of congregations and families in both Norway and the United States in shaping and nurturing faith through Christian education and curriculum, youth and family ministry, and parish life. Short term travel seminar, offered in the summer. A study of Norwegian culture and church life and the contemporary religious Church and Culture in Context Development of youth and family ministry in the U.S. Conceptual models and basic skills for holistic approach to youth and family ministry in a congregation. Basics in Youth and Family Ministry Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Peer Ministry: Principles and Leadership Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during 150 hours in an approved congregational setting. They discuss ministry issues with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two to three semesters. (Prereq.: Candidacy step #1) Contextual Education (.O course) :46 Youth and Family Ministry T Adviser Magda Paleczny-Zapp Courses are offered at Augsburg College, Harnline University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. his major, offered through the Associated Colleges of the Twin Cities (ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of Central and Eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota one of the Eastern European languages, is required. Russian, Central, and East European studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science. Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or equivalent competencies. B. Area Studies Courses: Track 1: Concentration in humanities Five courses: Four courses from the list of approved courses in Track 1,plus one course from Track 2, as approved by adviser. Track 2: Concentration in social sciences Five courses: Four courses from the list of approved courses in Track 2, plus one course from Track 1, as approved by adviser. C. Two other courses selected from either Track 1 or Track 2. D. Students are strongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the Central or East European countries during a semester, Interim, or during the summer is strongly encouraged. All options should be discussed with the student's adviser. The current advisers are: Augsburg, Magda Paleczny-Zapp, 612-330-1761; Hamline, Karen Vogel, 651-523-2973; Macalester, Gary Krueger, 651-696-6222; and St. Thomas, Sr. Mary Shambour, 651-962-5164. Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central, and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. Faculty Advising ECO 317 at Augsburg Comparative Economic Systems is equivalent to: ECON 25 M Comparative Economic Systems ECON 349 C Comparative Economic Systems ECON 349 T Comparative Economic Systems HIS 348 at Augsburg Russia and the Soviet Union in the 20th Century is equivalent to: HIST 333 T Eastern Europe, 1914 to the Present HIST 373 H The Heart of Europe: Central & Eastern Europe in the 20th Century HIST 351 C Russia: The Last of the Romanovs, Bolshevik Interlude, and the Russian Republic See Nordic Area Studies under Interdisciplinary Studies. SCANDINAVIAN STUDIES (Lettersfollowing course numbers designate location: H=Hamline; MzMacalester; C=St. Catherine; T=St. Thomas) Students may not receive credit for the same course taken on different campuses. Since courses with similar content may not always have similar titles, students are strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one another: Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See the adviser or contact the ACTC office for further information. TRACK 2 SOCIAL SCIENCES CONCENTRATION REL 420 The Russian Orthodox Church ECO 317 Comparative Economic Systems EC0 495 Topics (Requires permission of adviser) POL 351 Topics in CommunistlPost Communist Systems (Requires permission of adviser) POL 363 Russian and Chinese Foreign Policy TRACK 1 HUMANITIES CONCENTRATION HIS 348 Russia and Soviet Union in the 20th Century REL 420 The Russian Orthodox Church HIST 60 M State and Society in Tsarist Russia is equivalent to: HIST 337 H Modem Russia from the Empire to Revolution 4 8 Russian, Central, and East European Studies 7 s An interdisciplinary social studies major is available for persons holding a bachelor's degree and seeking licensure only. Plus a major in one of six fields-economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. Social Studies Teaching Licensure Broad base requirements: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 220 America to 1815 or HIS 221 19th-Century United States or HIS 222 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Coordinator Don Gustafson tudents -preparing - to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. T Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Department of Social Work. The Twin Cities area provides both a variety of field placements for social work students and extraordinary community resources for the classroom. The social, cultural, ethnic, and economic diversity in this metropolitan area enriches opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves. Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time Master of Social Work (M.S.W.) degree on a weekend schedule. he social work major prepares graduates for entry-level generalist practice in the field of social work. The baccalaureate social work (B.S.W.) program is accredited by the Council on Social Work Education and leads to a bachelor of science degree. Graduates are prepared to work with individuals, families, groups, organizations, and communities building on strengths, and to develop, analyze, and influence social policy. The mission of the department is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Anthony Bibus (Chair), Vern Bloom, Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Sumin Hsieh, Barbara Lehmann, Rosemary Link, Sharon Patten, Curt Paulsen, Karen Robards, Nancy Rodenborg (BSW Program Director), Glenda Dewbeny Rooney, Michael Schock (BSW Field Coordinator), Maryann Syers (Field Education Coordinator) Social Work Faculty The social welfare minor and electives in the department allow students from other majors to gain knowledge about human needs and growth, human services, global social welfare, and the methods of effective citizenship. Using this knowledge, students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and the central importance of diversity in the social fabric of our world. and seven supporting courses: BIO 101 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A Cross-Cultural Perspective SOC 265 Race, Class and Gender SWK 257 Exploring Human Services SWK 260 Humans Developing A minimum grade of 2.0 is required for each core course and a 2.0 GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 317 Field Work 11: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research 11: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV Integrative Seminar SWK 419 The Social Worker as Professional and one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 111: With Communities and Polices SOC 265 Race, Class and Gender Social Welfare Minor (for other majors) Consult the social work department student manual for graduation with distinction requirements. Graduation with Distinction Social work majors must be granted candidacy status before the beginning of the first practicum in the junior year. Certain 300- and 400-level courses list candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core and supporting program courses below the 400 level are necessary for candidacy. Candidacy Social Work 251 - Suggested c o u r s e ~ h o o s four: e REL 231,263,342,343,353,360,363, 366,370,415,441, and 483. Social Ministries Minor in Religion Required course+hoose one: REL 111 Introduction to Theology or REL 221 Biblical Studies SWK 403 Research 11: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV Integrative Seminar SWK 419 The Social Worker as Professional Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines that are vital to fostering peace. Exploring Human Services This experiential learning course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 60 hours of work in a human service agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups. Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. SWK 230 SWK 257 SWK 260 ELECTIVE COURSES ARE OPEN TO ALL STUDENTS. This concentration helps to focus social workers on work in church congregations or church-sponsored social programs and projects. The concentration was designed by the Departments of Religion and Social Work. The concentration is achieved by completing the following course of study: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 3 17 Field Work 11: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) Social Ministries 252 Social Work History and the Analysis of Social Policy This course focuses on social change through community organization and influencing policies. Students build an understanding of communities, human service agencies, and policy practice in the local community. (Prereq.: senior standing or consent of instructor) Social Work Practice Ill: With Communities and Policies This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental responses to human needs and the contribution of social workers historically will be explored. (Prereq.: junior standing or consent of instructor) Social Work Practice I: With Individuals Field Work II: lntegrative Seminar SWK 317 SWK 402 Social Work Practice 11: With Families and Croups This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on generalist practice in group and family work. (Prereq.: SWK 306, SWK 307, and candidacy status) SWK 316 This is the first part of a sequence introducing students to basic research methods that social workers commonly use in their practice. Students learn not only to become knowledgeable consumers of social work research but also to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods. Research I: Fundamentals of Social Work Research and Evaluation (.5 course) Progressively-responsible, s u p e ~ s e dprofessional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only) Field Work I: lntegrative Seminar Beginning supervised professional practicum experience in a social work agency that focuses on interviewing experience and relationship building. A total of 120 hours, plus a small-group integrative seminar. (concurrent &th SWK 301 in day program and SWK 306 in day and WEC. P/N grading only) This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in the day program, and junior standing) SWK 307 SWK 306 H COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 406 SWK 301 Social Work 25 This course reviews professional ethical practice, organizational analysis, strategies for agency change, and client empowerment, and social work career planning. (Prereq.: Senior and candidacy status) The Social Worker as Professional Continuation of SWK 407; a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) Field Work IV: lntegrative Seminar Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) Field Work Ill: lntegrative Seminar This is the second part of a sequence in which students learn to use evidence in evaluating whether their practice and programs are helping or harming clients. Since these courses cover the graduation skill of Quantitative Reasoning, students learn to apply techniques of statistics and data analysis in research and evaluation. (Prereq.: SWK 402 and MPG 3) Research II: Evaluation of Social Work Practice and Programs (.5 course) SWK 499 SWK 399 SWK 299 SWK 295 SWK 199 See description on page 92. lndependent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study Special themes in social work specified in subtitle. Topics: See description on page 91. lnternship Internships and lndependent Study Courses: SWK 419 SWK 41 7 SWK 407 SWK 403 !54 Social Work s Diane Pike (Chair), Eric Buffalohead, Lars Christiansen, Gany Hesser, Michael O'Neal, Tim Pippert, James Vela-McConnell Sociology Faculty Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, urban planning, and human services. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. ociology is the study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. Students interested in community crime prevention as well as the traditional aspects of criminal justice-courts, prisons, probation, and law-will be served by this concentration in the major. Additional courses required for the concentration are: SOC 211, SOC 231, SOC 265, SOC 277 and an upper division Internship approved by the department. See Diane Pike for advising and visit the department Web site for details. Concentration in Crime and Community This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. In addition to the seven core courses, students are required to take four additional courses: SOC 211, SOC 381, SOC 399 and one additional elective. See Gany Hesser for advising and visit the department Web site for details. Concentration in Community Studies Note: SOC 399 is highly recommended. Majors must have a 2.0 or better in each required course to receive credit in the major. Major Ten courses including: SOC 121 Introduction to Human Society SOC 349 Organizational Theory SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Sociological Theory SOC 495 Senior Seminar and three additional sociology courses. - A course of study designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career and professional goals. Courses required beyond the core major requirements are: Work and Society (SOC 222), a practicum in Advanced Organizational Analysis and Development, and three courses in related fields-one from BUS 242 or ECO 113, one from PSY 373 or BUS 340, and one from SPC 345 or SPC 410. See Professor Lars Christiansen for advising and visit the department Web site for details. Concentration in Organizational Analysis and Development This concentration offers sociology majors an opportunity to examine and develop the methods and theoretical perspectives used by cultural anthropologists to study and understand the dynamics of culture. To complete the concentration, the sociology major must complete five additional courses beyond the seven core courses. Two of those courses must be SOC 241 and SOC 499. The remaining three courses must be selected one each from three course groupings: World Cultures, Anthropological Research, and Theoretical perspectives. See Eric Buffalohead for advising and visit the department Web site for details. Concentration in Cultural Anthropology 256 Sociology To complete departmental honors in sociology and graduate with distinction from the college, the student must have a minimum GPA of 3.5 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An appli- Departmental Honors/Craduation with Distinction The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major The intent of the social psychology concentration is to provide sociology andlor psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition to the seven required sociology major courses, students must take: PSY 105, PSY 325, SOC 399, and PSY 491. See James Vela-McConnell for advising and visit the department Web site for details. Concentration in Social Psychology Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) Work and Society Through a sociological analysis of the social and technical organization of work in capitalist society, this course explores the various meanings of work, the work ethic, the functions and schools of management, social relations at work, and the character of past and contemporary occupations and industries. Family Systems: A Cross-Cultural Perspective The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modem cultural and social patterns. (Fall, spring) Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) Race, Class and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 21 1 soc 222 SOC 231 SOC 241 SOC 265 Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counting toward the minor. Minor SOC 121 cation for departmental honors/graduation with distinction must be completed by spring of the junior year. Successful completion of honors in socioloqualifies the student for gy graduation with distinction from the college. Sociology 25 Cultures of Violence What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on rotating schedule) SOC290 Organizational Theory What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) Religion and Society An examination of the interaction of religion and society in tenns of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: SOC 121 or consent of instructor. Fall) Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall) Research Methods Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) Social Psychology How does society construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society, as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 349 SOC 360 SOC 362 SOC 363 SOC 375 SOC 381 SOC 300, 301, 302, 303, 304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy. (Fall) SOC 277 258 Sociology - Topics: Senior Seminar This capstone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Seniors only. (Spring) SOC 495 Directed Study See description on page 92. lnternship See description on page 91. lndependent Study-Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring) lndependent StudyIResearch See description on page 92. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SOC 299 SOC 399 SOC 498 SOC 499 See listing under Modem Languages. SPANISH lnternship See description on page 91. SOC 199 Internships and Independent Study Courses: Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) SOC 485 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: Soc 121 or consent of instructor) Sociology 259 O Speech/Communication and Theatre Arts Faculty Martha Johnson (Chair), Julie Bolton, Michael Burden, Darcey Engen, Robert Groven, Daniel Hanson, David Lapakko, Deborah Redmond Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. The Augsburg communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in their programs. Since communication careers demand a broad educational background, the department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religion, social work, sociology, or theatre arts. ur quality . . of life, both personally and professionally, depends in large part upon the quality of our communication. A . . communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to improve communication skills. Five additional electives from the following: SPC 329, SPC 345, SPC 399, SPC 495, SPC 499; THR 350, THR 360; BUS 301. BUS 302; PHI 120, PHI 241, PHI 260; POL 380, POL 326, POL 342, POL 370, POL 375; PSY 325, PSY 371; REL 383; SOC 362, SOC 363 Professional Communication Studies Emphasis Required of all communication majors: SPC 111 Public Speaking or SPC 112 Contest Public Speaking SPC 188 Forensics Practicum (non-credit) SPC 321 Business and Professional Speaking or THR 350 Voice for Speech, Stage, and Screen or THR 360 Interpretive Reading SPC 351 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 Small Group Communication One of the following: ENG 223, 225, 226,227 12 courses overall-seven required core courses and five courses within one of seven emphases. For transfer students, at least six of these 12 courses must be upper division courses offered at Augsburg. Communication Major BACHELOR OF ARTS Five electives from: BUS 242, 340, 440; INS 325; MIS 175,379; PSY 373; SOC 349; SPC 329,345,399,410 Supervisory Management Emphasis Five electives from: INS 325; PSY 373,485; SOC 231,265,349,375; SPC 329,345, 399,410,480 Human Relations Emphasis Five electives from: BUS 252, 352, 355, 357,450; SPC 329,399,410,480; POL 342 Marketing Communications Emphasis Five electives from: ART 132, 224, 225; BUS 242,252,355; MIS 379; PSY 373; SOC 349; SPC 345,399,410,480; POL 342 Students interested in this emphasis are strongly urged to take ENG 227 Journahsm as part of the major. Public Relations and Advertising Emphasis Mass Communication and journalism Emphasis Five electives from the following: SPC 343, 347,348,399,495,499; ART 132,225, 330; ENG 226,227,241,327,347; POL 342,375; THR 232,325,350,360; SPClTHR 333 Five additional electives from the following: SPC 329,345,399,410,480,495, 499; ART 132,225,330; SPC 345; BUS 340,355 or 450; CSC 160; INS 325; PSY 325,371,373; SOC 265,349,375 Organizational Communication Emphasis The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (SPC 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Departmental Honors Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or depament chair. All day majors should plan to include at least one internship (SPC 399) as one of their electives. We encourage all majors to participate in Augsburg's interscholastic forensics program. Day students are required to attend at least two interscholastic speech tournaments. Registering for and completing SPC 188 (Forensics Practicum) is required to document participation. Students should be aware that the tournament season is essentially from October through midMarch, and should plan schedules accordingly For All Seven Emphases Option #2: A 20 page research paper with complete documentation (using M U Handbook as a style sheet) Option #1: A 30-40 page research paper with complete documentation (using M U Handbook as a style sheet) The project must result in one of the following options: Criteria for project: the graduation with distinction project must: be centered on a topic in the SCT majors be original and distinguished "by depth of insight, by thoroughness of research, by creativity;" build on previous coursework in the major as well as demonstrate proficiency in General Education graduation skills of writing, critical thinking, and speaking; have an outcome made public through public forum, symposium or performance; result in the product or copy of the product retained by the college and archived in the library Eligibility: Students graduating with distinction in SCT must: be a senior maintain a 3.5 GPA in the major; maintain a 3.5 GPA overall; complete an individual project that is departmentally approved according to departmental criteria for graduation with distinction; have appropriate coursework for this project; register for 499 either in the fall or spring of their senior year. Please consult with your department adviser regarding guidelines and procedures. Graduation with Distinction Six courses including: SPC 111 Public Speaking or SPC 112 Contest Public Speaking POL 342 Mass Communication in Society or SPC 343 Broadcast Production I SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Communication Minor Note: The department will make attempts to provide some budget and resources (equipment, space) for graduation with distinction candidates on a firstcome, first-serve basis. However such arrangements must be made early and are purely up to discretion of the department, depending on resources available at the time. Availability of equipment, supplies, budget and other resources cannot be guaranteed. AND: the carrying out of a substantial directing project with a director's notebook, or the execution of a substantial stage or lighting design project including design renderings and models, or the execution of a substantial acting recital including role analyses; notebook, or the execution of a substantial video or film project including video scripts, story boards of video/film project Contest Public Speaking Theory and practice of speaking in formal contest situations. Students must attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate, speaking to entertain, andlor communication analysis. (Note: Students may take either SPC 111 or 112 for credit, but not both.) Forensics Practicum SPC 112 SPC 188 SPC/THR 216 Introduction to 16 mm Film This course demonstrates the basics of 16 mm. filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, spring) Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either SPC 111and 112 for credit, but not both. Fall, spring) This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.5 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. Communication Arts/Literature Teacher Licensure Major SPC 111 Note: For transfer students, at least three of these six courses must be upper division courses offered at Augsburg. Prospective minors must obtain prior approval from a communication faculty adviser. Plus one of the following: SPCJTHR 295 Topics: Screenwriting THRIENG 325 Playwriting THR 328 Stage Design SPC 347 Documentary Video SPC 348 Broadcast Production I1 THR 366 Stage Direction Six courses including: ENG 241 Introduction to Cinema Art SPCJTHR 216 Introduction to 16mm Film SPCJTHR 333 Acting for Camera SPC 343 Broadcast Production I SPCJTHR 420 Issues in Contemporary Cinema Film minor Business and Professional Speaking This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years) Intercultural Communication This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or 112) SPC 352 SPC 351 SPC 348 SPC 347 SPC 345 SPC 343 Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: SPC 111 or consent of instructor. Spring) Persuasion Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: SPC 111 or consent of instructor. Fall) Argumentation This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: SPC 343 or 347) Broadcast Production II A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Documentary Video An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. (Fall alternate years) Organizational Communication Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken concurrently with THR 333. (Fall) Broadcast Production I An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate years. Prereq: THR 232 SPCITHR 333 Acting for Camera SPC 329 SPC 321 Interpersonal Communication The Self and the Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) ,A leadership styles and conflict management. (Spring) A study of g o u p dynamics and leadership with emphasis on decision making, Small Croup Communication messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) A study of the dynamics of human interaction through verbal and non-verbal Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. SPC 495 lnternship See description on page 91. Directed Study See description on page 92. lnternship See description on page 91. Independent Study/Research See description on page 92. SPC 199 SPC 299 SPC 399 SPC 499 Internships and Independent Study Courses. Public Relations/PromotionaI Communication Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) SPC 480 SPC/THR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways; and to provide a sophisticated critical apparatus to help them read film as texts and to interpret the cinema's larger societal value and impact. (Prereq: ENG 241 and JR/SR standing) SPC 410 SPC 355 SPC 354 See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 252 BUS 340 BUS 352 BUS 355 BUS 440 BUS 450 CSC 160 ENC 226 ENC 241 ENC 347 INS 325 MIS 379 PHI 120 POL 342 POL 375 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 SOC 375 THR 232 THR 325 THR 350 THR 360 T In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour- Augsburg's location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students,) and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. he study of theatre is firmly grounded . in the liberal arts, integrating knowledege and principles from many academic and artistic disciplines, including speecWcommunication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Program offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Ten theatre practicum units distributed as follows: 1-5 Practicum Units in the performance area from THP 111 or THP118; 4-8 Practicum Units in the production area from THP 112, THP 113, THP 114, THP 115 or THP 116; 1-2 Practicum Units in the artistic area from THP 117, THP 119 or THP 120. Two electives from: THR 116 Creative Drama THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Eight core courses: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 328 Theahical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Ten THR courses-eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Theatre Arts Major BACHELOR OF ARTS nalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department strongly encourages a second major or minor in such fields as speecWcommunication, art, English, education, music, or religion. Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPAin the major and a 3.0 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candi- Departmental Honors Majors must participate in two out of three dramatic productions every year. Students must maintain an overall 2.0 GPA to have major participation in productions. Note: Some courses are offered alternate years only. Freshmen planning to major in theatre arts should begin with courses THR 116, 222, 232; sophomores: THR 228, 245, 361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365,366. Unless you are a transfer student, all eight core courses must be taken at Augsburg; therefore, careful, early planning is required. Students may take a maximum of 13 credits in the major. The following cross listed and capstone courses are encouraged, but not required: THRIMUS 235 Skills of Music Theatre THRENG 325 Playwriting THRISPC 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 or 005 is recommended to fulfill one of the lifetime sports requirements. Please note that all Theatre Practicum courses count as one theatre practicum unit except for THP 116, Stage Management (3 practicum units) and THP 115 Assistant Stage Managements (2 practicum units), because of the exceptional time requirement of these two practicum areas. Theatre Arts Plus one of the following: SPCITHR Topics 295: Screenwriting THRENG 325 Playwriting THR 328 Stage Design SPC 347 Documentary Video SPC 348 Broadcast Production I1 THR 366 Stage Direction Six courses including: ENG 241 Introduction to Cinema Art SPCrrHR 216 Introduction to 16mm Film SPC 343 Broadcast Production I THRISPC 333 Acting for Camera SPCrrHR 420 Issues in Contemporary Cinema Film Minor Five theatre practicum units including THP 111plus 4 theatre practicum units from THP 112, 113, 114, 115, or 116. See note above about THP 1151116. Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Theatre Arts Minor Transfers: Transfer students are required to take a minimum of three Augsburg upper division theatre arts courses. Please refer to departmental guidelines and procedures under Speech/Communication. Graduation with Distinction dates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. 11 required theatre (THR) courses (nonpracticum) : THR 116 Creative Drama THR 222' Introduction to Theatre THR 228 Introduction to Stagecraft This major, combined with secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and dance in public schools and allows them to become certified to teach at the elementary through the secondary level. The major is limited to licensure for teachers of dance and theatre arts with a theatre specialization and does not include licensure with dance specialization. All theatre courses are taught in Day School only. Recommendation for teacher licensure is granted only to students who complete the requirements for this major with a minimum grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA of 2.5 in the major. All theatre requirements must be completed prior to student teaching. For additional education requirements, see the secondary education section of this catalog and consult with the education department. Dance and Theatre Teacher Licensure Major Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history Theatre History and Criticism Dramaturgy Minor One recommended, but not required, theatre course: THR'h4US 235 Skills of Music Theatre 'THR 222 is linked to an AUG SEM course, but may be taken separately 'THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to Dance and THR/HPE 005, Modem Dance and Improvisation (non-credit Lifetime Sports classes) or an approved ACTC dance course or consent of instructor. For secondary education licensure coursework, see the secondary education section of thls catalog and consult with the education department. Also required: ESE 320 Special Methods in Teaching Theatre and Dance Five total practicum units: THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115, 116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120. THR232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 2952 Topics: Modem Dance, Improvisation and Choreography THR/ENG 325 Playwriting THR 328 Theatre Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction Theatre Arts 26 Creative Drama A study of theatrical movement, voice, mime, mask, acting with an emphasis on active participation and reflective writing. Teaching and instructional methods of creative drama are included in course content. lntroduction to Theatre An introduction to the art of acting. Focus on physical, mental and emotional preparation, and exploration of the creative approach to scene and character study in American drama. Students attend and review live productions. (Spring) Acting Introduction to the backstage world of the theatre; its organization, crafts, magic, and art. Technical production experience, practical projects and theatre tours. Open to all students. Lab required. (Fall) lntroduction to Stagecraft An introduction to dramatic art including major historical periods, plays, artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of Music-Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions. THRIMUS 235 Skills of Music Theatre THR 232 THR 222 This course demonstrates the basics of 16 rnm. filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. THRISPC 216 lntroduction to 16 mm Film THR 116 Dance and Improvisation Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002,003, 004, or 005 to fulfill the lifetime sports requirement.) THRIHPE 005 Lifetime Sports-Modern (.O course) to Dance (.O course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and stretches. Each class includes a rigorous, physical warm-up, mixing yoga, pilates, and modem dance. THRIHPE 002 Lifetime Sports-Introduction !70 Theatre Arts Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. (Fall: alternate years) Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. Class will take theatre tours, have visiting designers, and practical involvement with the Augsburg spring production. (Lab required, materials needed. (Prereq.: THR 228 or permission of instructor. Spring) Theatrical Design Voice for Speech, Stage, and Screen Theatre History and Criticism II THR 362 An overview of theatre history, dramatic literature, and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENG 111. Fall: alternate years) Basic principles of oral interpretation of prose, poetry, and drama. Study written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENG 111. Spring) Interpretive Reading A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 361 THR 360 THR 350 An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate years. Prereq: THR 232 THRISPC 333 Acting for Camera THR 328 An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one literature course. ENG 226 also recommended. Alternate years) THRIENC 325 Playwriting THR 245 Theatre Arts 27 Stage Direction Basic directorial techniques: play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of two pieces required, the latter for public recital. Permission from instructor required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring, alternate years) THR 366 Theatre Topics Selected topics in theatre. Directed Study See description on page 92. lnternship See description on page 91. THR 299 THR 399 THP courses involve practicum teaching and learning in the 'Ontext of play Productions and are required for the Theatre Arts Majorminor and the Dance-Theatre Licensure Major. All THP Theatre Practicum Courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered, 2. pos- THP courses require: ' Supervision by theatre faculty ' C ~ n ~ eof n tinstructor itive and professional attitude and work ethic demonstrated by the student and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. Independent StudyIResearch See description on page 92. lnternship See description on page 91. THR 199 Internships and Independent Study Courses: THR 495 THRISPC 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema's larger societal value and impact. Prereq: ENG 241 and JWSR standing Advanced Acting This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles from the classics (Shakespeare, French neocl&sicism,~estorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and THR 232. Fall or spring) THR 365 !72 Theatre Arts Theatre Practicum: Acting/Performance 1 Practicum unit (.O course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for DancdLicensure majors only); or substantial participation as an actor in a Senior Directing Project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at 2 Forensics tournaments (at least 20 hours coaching and competition). Theatre Practicum: House Management 1 Practicum unit (.O course) Substantial participation (20 hour minimum) in house management, ushering, or box office. Theatre Practicum: Set, Lights, Costumes 1 Practicum unit (.O course) Set or costume building, light hanging, for main stage production. Theatre Practicum: Running Crew 1 Practicum unit (.O course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Theatre Practicum: Assistant Stage Management 2 Practicum units (.O course) Assistant stage management for main stage production. Theatre Practicum: Stage Management 3 Practicum units (.O course) Stage management for main stage production. THP 112 THP 113 THP 114 THP 115 THP 116 tively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Six practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. THP 111 Please note: THP courses may be repeated. Crew work required for classes/coursework does not count towards Practicum. Work-study hours do not count towards Practicum. Completion of THP 115 and 116 count as two and three practicum units respec- A minimum of 20 hours of assessed participation by the student Registration for THP course for semester when practicum is completed Registration for practicum before deadline dates set by the registrar's office Theatre Arts 27 - Theatre Practicum: Senior Directing Project 1 Practicum unit (.O course) Must be taken with THR 499. See Metro-Urban Studies listing under Interdisciplinary Studies. URBAN STUDIES THP 120 Theatre Practicum: Senior Design Project 1 Practicum unit (.O course) Must be taken with THR 499. A senior design project may be done in the area THP 119 of scenery or lights in collaboration with another student's Senior Directing Project if the student carries the design project out as a THR 499TTHP 119 combination. Theatre Practicum: Senior Acting Recital 1 Practicum unit (.O course) Must be taken with THR 499. Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production). Theatre Practicum: Artistic Assistance 1 Practicum unit (-0 course) THP 118 THP 117 274 Theatre Arts Cass Dalglish (Coordinator),Kristin M. Anderson, Janelle Bussert, Candyce Clayton, Jacqueline devries, Grace B. Dyrud, Darcey Engen, Doug Green, Milda Hedblom, Sophia Jacobsen, Barbara Lehrnann, Lynne Lorenzen, Anita Luttennan-Aguilar, Kathleen McBride, Norma Noonan, Michael O'Neal, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson,Joan Thompson, James Vela-McConnell Women's Studies Faculty The Women's Studies Program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. he Women's Studies Program provides students with the oppo&nityto examine critically women's contributions and experiences in various historical and cultural contexts. his is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women's experiences. T Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written approval of the women's studies program coordnator. Minor Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg's Center for Global Education. Two programs have been preapproved for women's study credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Gender and the Environment: Latin American Perspectives (offered spring semester). Ten courses that must include WST 201 Foundations in Women's Studies, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining seven electives are to be selected from approved women's studies courses, and should include at least two courses in the social sciences, two in the humanities, and one in cross-cultural studies. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women's Studies Program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women's studies major must also be completed at Augsburg. Each student's program must have the written approval of the women's studies program coordinator. Major Foundations in Women's Studies WST 481 WST 366 WST 359 WST 341 INS 320 WST 313 Gender, Health, and Development WST 311 in Latin America Topics in Women's Studies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) The Church and Social Change in Latin America (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) Women in Comparative Politics-Women (CGE Course. See International Studies, Social and Environmental Justice in Latin America.) Environmental Issues in Latin America: Environmental Politics (See American Indian Studies for course description.) American Indian Women (CGE Course. See International Studies, Social and Environmental Justice in Latin America.) Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) Topics in Women's Studies U.S. culture including various disciplinary perspectives and theory. The course includes guest speakers, a service-learning component at local glbtlsupporting agencies, and some travel and experiences in the T e n Cities, including an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). A study of basic issues surrounding sexual orientation in the contemporary lssues in Cay and Lesbian Studies This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. Women: A Cross-Cultural Perspective This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientation, and class. WST 281 WST 305 INS 233 WST 201 276 Women's Studies Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an independent study (499). It is offered at a different college each year. lnternship See description on page 91. Independent Study/Research See description on page 92. WST 399 WST 499 Women and Art Women and Fiction Criticism Topics in Women's History History of Women t o 1870 History of Women Since 1870 Human Sexuality American Women and Politics Topics in American Politics Topics in Comparative Politics Psychology of Gender Family Systems Gender, Race, and Ethnicity Feminism and Christianity ART 352 ENC 236 or 436 ENC 480 HIS 311 HIS 380 HIS 381 HPE 316 POL 124 POL 421 POL 459 PSY 371 SOC 231 SOC 265 REL 441 See department listingsfor descriptions of thefollowing approved electives: Any must be approved in writing by the women's studies coordinator Directed Study See description on page 92. WST 299 Internships and Independent Study Courses: WST 199 lnternship See description on page 91. WST 495 women's Studies 277 1 Campus Maps - 301,302 Faculty Emeriti - 298 Faculty and Administration - 282 Officers - 282 Administration - 282 Faculty - 284 ELCA, Division for Education - 281 Board of Regents - 280 Treasurer Ron Nelson '68 Vice Chair James E. Haglund "Philip Sty'lmd '79 (2006) MVP-Channels, ADC Telecommunications, Minneapolis, MN Dean C. Kopperud (2004) Senior Vice President, National Sales: Director for Oppenheimer Funds, New York, NY "Jean M. Taylor '85 (2006) President, ~ a ~ l Corporation, or Eagan, MN Glen J. Skovholt (2006) President, Government and Community Strategies, St. Paul, MN *Dr. Ruth Johnson '74 (2006) Assistant Professor of Medicine, Mayo Clinic; Mayo Breast Clinic, Rochester, MN David J. Larson (2002) Retired Businessman, Golden Valley, MN *Glen E. Person '47 (2005) Retired Businessman, Eden Prairie, MN Ronald J. Peltier (2004) President and CEO, Edina Realty Home Services, Edina, MN *Ronald G. Nelson '68 (2002) Vice President and Controller, 3M Company, Minneapolis, MN *Julie R. Nelson '83 (2002) Executive Director, The Dwight D. Opperman Foundation, Minneapolis, MN Jennifer Martin (2007) Senior Vice President Corporate and Human Resources, Lutheran Brotherhood, Minneapolis, MN Rev. Jose Antonio Machado (2004) Pastor, El Milagro, Minneapolis, MN Gloria C. Lewis (2005) Director, Office of Minority and Multicultural Health, Minnesota Department of Health, St. Paul, MN Beverly Thompson Hatlen (2005) Founder and Board Chair, Minnesota Life College, Richfield, MN James E. Haglund PresidentIOwner, Central Container Corporation, Minneapolis, MN "Michael R. Good '71 (2007) Executive Vice President, NRT, Parsipanny, NJ , *H. Theodore Grindal'76 (2002) AttorneyFartner, Lockridge Grindal Nauen EL.L.P, Minneapolis, MN Michael 0.Freeman (2006) Attorney, Lindquist & Vennum, Minneapolis, MN *Tracy Lynn Elftmann '81 (2002) President, Customized Employer Solutions, LCC, Edina, MN *Rev. Gary E. Benson '70 (2002) Directing Pastor, Zumbro Lutheran Church, Rochester, MN The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. Secretary Joan Volz '68 Chair Kathryn H. Tunheim *Joan L. Volz '68 (2006) Welch, MN Rev. Harold Usgaard ex oficio (2002) Bishop, Southeastern Minnesota Synod ELCA, Rochester, MN Executive Director Leonard G . Schulze Secretary, Board of Directors Dr. Dean Baldwin Chair, Board of Directors Raymond E. Bailey Asst. Director for Colleges and Universities Sue Edison-Swift Director for Colleges and Universities Dr. Arne Selbyg Director for Administration and Planning Vacant DIVISION FOR HIGHER EDUCATIONAND SCHOOLS THEEVANGELICALLUTHERAN CHURCH IN AMERICA (ELCA) Kathryn H. Tunheim (2004) President and General Manager, GCI Tunheim, Minneapolis, MN "Dr. P. Dawn Taylor '78 (2002) Des Moines, IA Board of Regents 28 Came Carroll (1997). Co-director, Weekend College Admissions. B.A., Hamline University. Peggy Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Emiliano C h a d (2000). Director, HispanicLatino Student Services. M.A., St. Paul Seminary School of Divinity-University of St. Thomas. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College. Robert Doljanac (1999). Director, Center for Learning and Adaptive Services. B.A., Indiana University; M.A., Western Michigan University; Ph.D., University of Michigan. Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine; M.A., Loyola University;J.D., University of Minnesota. Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Administration William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of Washington. Richard S. Adamson (1989). Vice President for Finance and Administration. B.A., University of St. Thomas; Certdied Public Accountant. Christopher W. Kirnball (1991). Vice President for Academic and Learning Services and Dean of the College. Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community Relations. B.A., Metropolitan State University; M.P.A., John F: Kennedy School of Government, Haward University; M.A., Hamline University. Thomas E Morgan (1983). Vice President for Enrollment and Market Development. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A., Hamline University. Officers of the College Beginning year of service of faculty is indicated with parenthesis. AND Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College. Daniel E Jorgensen (2000). B.A., M.S., South Dakota State University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Adrienne Kaufmann (2000). Program Director, Academic Program Development, Center for Global Education. B.S., Mundelein College; M.A., Antioch University; Ph.D., George Mason University. Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon. Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point; M.S., Ohio University Liz Knight (1994). Co-director, Weekend College Admissions. B.A., Augsburg College. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Janeen McAllister (2001). Program Director, International Travel Seminars, Center for Global Education. B.A., Macalester College, M.A., University of Minnesota. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. Regina McGoff (1992). Director of Marketing and Administration, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Phoebe Milliken (2001). Acting site director, Namibia, Center for Global Education. B.A., Bates College; M.A., George Washington University. Barbara E Nagle (1998). Director, Marketing. B.S., Ohio University. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of Minnesota. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of Texas. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St. Olaf College; Ph.D., University of Minnesota. Augsburg College Administration 28 - Nancy J. Baker (2000). Consulting Medical Director, Assistant Professor, part-time, Physician Assistant Studies. B.A., St. Olaf College; M.D., University of MissouriColumbia. Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D., University of Minnesota. Matthew C. Barber (1992). Studio ArtistRercussion, part-time, Music. B.M., University of Michigan. Carol E. Barnett (2000). Studio Artist/Composition, part-time, Music. B.A., M.A., University of Minnesota. Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College; M.A., University of Minnesota. B Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University. Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Sandra J. Agustin (1997). Instructor, part-time, Speech, Communication and Theatre Arts. B.S., University of Wisconsin-Madison. Beth J. Alexander (2000). Assistant Professor, part-time, Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Thomas M. Allen (2001). Instructor, part-time, Art. B.EA., Wayne State University; M.EA., University of Minnesota. Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestem Seminary. Sheldon M. Anderson (1988). Instructor, part-time, History. B.A., Augsburg College; M.A., College of St. Thomas; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio ArtistFlute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota. A Faculty Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. Donald M. Warren (1978). Director, StepUP Program. B.A., M.A., University of Minnesota. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Joe Young (1998). Director, Pan-African Center. B.A., University of Minnesota. 284 Augsburg College Faculty William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees, University of Minnesota. C Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. William I! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State University. Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W, University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; MIA., University of Minnesota. Julie H. Bolton (1975). Professor of Speech, Communication, and Theatre Arts. B.S., M.EA., University of Minnesota. Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Christine A. Bosquez-Heman (1999). Assistant Professor of Physician Assistant Studies. A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S., University of Nebraska. Nora M. Braun (1997). Assistant Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota. Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., M.S., Florida State University. Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian Studies. B.A., M.A., A.B.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Speech, Communication and Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University of Minnesota. Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Instructor, part-time, Biology. B.S., St. Cloud State University; M.S., PbD., University of Minnesota. Marcia M. Byrd (2000). Instructor, part-time, Nursing. A.A., Mount St. Mary's College; B.S., M.S., University of Minnesota. Augsburg College Faculty 28 - Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; MIA., Vermont College; Ph.D., The Union Institute. Robert J. Danforth (2001). Instructor, part-time, Sociology, American Indian Studies. B.A., M.S., M.A., Ph.D., University of Wisconsin-Madison. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio State University; PA., Bowman Gray School of Medicine. Jacqueline R. deVries (1994). Associate Professor of History. Director of A.C.T.C. Women's Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Jay D. Dobberstein (2000). Assistant Professor of Business Administration. B.A., University of St. Thomas; M.B.A., University of Minnesota. Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. D John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret M. Cemto (1991). Instructor, part-time, Business Administration. Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Hamline University. Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of Wisconsin-Stout; M.EA., Minneapolis College of Art and Design. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A., Ph.D., University of Minnesota. Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. Nicholas A. Coult (2000). Assistant Professor of Mathematics. B.A., Carleton College; M.S., Ph.D., University of Colorado. Robert J. Cowgill (1991). Instructor, part-time, English. B.A., M.A., Ph.D., University of Minnesota. Lany J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. 286 Augsburg College Faculty Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Sally Gibson Dorer (1998). Studio ArtistJCello, part-time, Music. B.M., New England Conservatory of Music. Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Steven A. Draheim (2001). Assistant Professor of Speech, Communication, and Theatre Arts. B.EA., University of Minnesota-Duluth; M.EA., University of Minnesota. Susan Sacquitne Dmck (1993). Studio Artisnoice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Rebekah N. Dupont (1995). Assistant Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. David L. 0.Ehren (2001). Instructor, part-time, Mathematics. B.A., Macalester College; M.S., University of Wisconsin-Milwaukee. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey Engen (1997). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Augsburg College; MIA., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991). Studio Artist~Tmmpet,part-time, Music. B.A., Bethel College; M.EA., D.M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio ArtistlFiano, part-time, Music. B.EA., B.A., Central Michigan University; M.M., University of Minnesota. Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.A., M.A., Mankato State University. E - Augsburg College Faculty 287 - Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Meny Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N., Anoka Ramsey Community College; B.S., Metropolitan State University; M.S., University of Colorado. Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio ArtistlClarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Sandra E Gilbert (1997). Instructor, part-time, Business Administration. B.A., St. Olaf College;J.D., William Mitchell College of Law. Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Nancy Schmidt Going (2001). Assistant Professor.of Religion. B.A., Valparaiso University; M.A., Covenant Seminary. Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University, Jerusalem; M.S.W., Yeshiva University. C Cherie L. Farseth (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A., College of St. Thomas. Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of Montana. Phillip E Fishman (1988). Instructor, part-time, Political Science. B.S., University of Wisconsin-Madison;J.D., Washington University; M.S.W., St. Louis University. Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Stacey R. Freiheit (2000). Instructor, part-time, Psychology. B.A., University of Central Florida; M.A., Ph.D., Case Western Reserve University. Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas College. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Leola E. Dyrud Furman (2001). Instructor, part-time, Social Work. B.A., Augsburg College; M.S.W., University of Chicago; Ph.D., The Fielding Institute. 288 Augsburg College Faculty Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Assistant Professor of Religioin. B.A., University of Iowa; M.A., University of Chicago. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMoms; M.S., Ph.D., Iowa State University. Daniel S. Hanson (1988). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Augsburg College; M.A., University of Minnesota. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts. B.A., University of Wisconsin-Eau Claire. H Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of Minnesota. Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The University of Minnesota. John C . Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A., Ph.D., University of Iowa. Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Robert C . Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA., University of Minnesota. Satya I?Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Augsburg College Faculty 289 - L John U. Harkness (2001). Instructor, part-time, English. B.A., University of Minnesota; Ph.D., Harvard University. Lee Ann Hartmann (2001). Instructor, part-time, Computer Science. B.A., Augsburg College. Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., Northern Illinois University Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S., M.Ed., University of Minnesota. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Angela K. Hochhalter (2001). Instructor, part-time, Psychology. B.A., University of Minneso ta-Winona. Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA., University of Iowa. David R. Holmes, 111 (2001). Instructor, part-time, Computer Science. B.A., Carleton College. Bradley P Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration. B.A., M.B.E., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M., Indiana University. Sumin Hsieh (1999). Assistant Professor of Social Work. B.A., M.A., Tunghai University, Taiwan; Ph.D., University of Minnesota. Lee (Charles L.) Hurnphries (2001). Instructor, part-time, Business Administration. B.M., M.M., C.Ph., Indiana University Mary A. Hunt (2000). Studio Artistmian0 Accompaniment, part-time, Music. B.A., Fort Wright College of the Holy Names; M.M., Boston University; D.M.A., University of Wisconsin-Madison. 290 Augsburg College Faculty Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A., University of California;J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Assistant Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic Institute. Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University; Ed.M., Haward Graduate School of Education; Ed.D., National-Louis University K Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A.Ed., Hamline University. Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas; M.Div., Luther Seminary; Ph.D., Princeton Theological Seminary. Sophia J. Jacobson (1999). Instructor of Sociology (American Indian Studies). B.A., Metropolitan State University; M.A., University of St. Thomas. William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S.. University of Wisconsin-Eau Claire; M.S., Mankato State University. Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. Daniel E Jorgensen (2001). Instructor, part-time, English. B.A., M.S., South Dakota State University. J Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. I - Augsburg College Faculty 291 - Stephanie L. A. Lach (2001). Instructor, part-time, Nursing. A.A., Rochester Community College; B.S., Augsburg College; M.B.A., M.S.N., University of Texas-Austin. Bonita S. LaDuca (1989). Instructor, part-time, Education. B.A., Mercyhurst College; M.S., Ohio University. Steven J. LaFave (1991). Associate Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Associate Professor of Speech, Communication, and Theatre Arts. B.A., Macalester College; M.A., PbD., University of Minnesota. Velma J. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUW, M.M., Northwestern University. Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Susan Rector Li (2001). Instructor, part-time, Business Administration. B.S.N., Duke University; J.D., University of North Carolina. Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. L Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard School; M.M., University of Arizona. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Merilee I. H e m p (1980). Assistant Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. 292 Augsburg College Faculty Sara G. MacDonald (2001). Instructor, part-time, Music. B.A., Augsburg College. Sharon B. Mahowald (2001). Instructor, part-time, Psychology. B.S., University of Wisconsin-River Falls; M.S., Emporia State University; Ph.D., Forest Institute of Professional Psychology. David C. Matz (2001). Assistant Professor of Psychology B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Paul K. McAlister (2001). Instructor, part-time, Philosophy. B.A., Minnesota Bible College; M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary. John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; M.EA., University of Miami-Coral Gables. Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of California-Berkeley. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Jane C. Melton (1999). Instructor, part-time, Modern Languages. B.A., Lindenwood College; M.A., Tulane University. Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social Academy, Groningen, Netherlands; M.S.W., University of Minnesota. Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. M J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The Claremont Graduate School. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., PA. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven F! Lund (1982). Studio Artisflrombone, part-time, Music. B.S., University of Minnesota. Kyle M. Lundby (2000). Instructor, part-time, Education. B.A., University of Minnesota; M.S., San Diego State University; Ph.D., University of Tennessee. Dee A. Lundell (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A., Ph.D., University of Wisconsin-Madison. Augsburg College Faculty 29 - - Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. P Celeste M. O'Brien (1975). Studio Artisfliano, part-time, Music. B.A., Hamline University Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S. University of Wisconsin; Ph.D., University of Minnesota. Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A. Augsburg College. Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of Wisconsin - Eau Claire; M.M., Eastman School of Music. 0 Susan K. Nash (1998). Assistant Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Julie D. Naylor (2001). Instructor, part-time, Business Administration. Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. N James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of Minnesota. William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary; Ph.D., University of Colorado. William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland University; Ph.D., Carnegie-Mellon University. 294 Augsburg College Faculty - Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Studio ArtisdGuitar, part-time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond (1981). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A., Ph.D., Northwestern University. Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College. Karen Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W., Ph.D., Washington University. Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A., University of St. Thomas. M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University; M.S.W, University of Minnesota; Ph.D., Arizona State University. Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. David A. Ross (2001). Instructor, part-time, English. B.A., Yale University; A.B.D., Oxford University, St. Anne's College. R Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Luther Theological Seminary. Q Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University; M.S.W, Barry University. Diane L. Pike (1981). Professor of Sociology A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Assistant Professor of Sociology B.A., M.A., Ph.D., University of Nebraska-Lincoln. Augsburg College Faculty 29 Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W.,University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence, part-time, Speech, Communication, and Theatre Arts. B.A., M.A., M I A , University of Minnesota. David G. Schwain (1995). Assistant Professor of Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas. Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Trygve R. Skaar (2000). Studio Artist/, part-time, Music. Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College; M.A., Saint Mary's College. Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John P: Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern Colorado; MS., Mankato State University. Stuart M. Stoller (1986). Associate Professor of Business Administration. B.S., M.S., Long Island University. Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. S 296 Augsburg College Faculty - - - Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of Minnesota. David B. Washington (1997). Instructor, part-time, Business Administration. B.A., B.L., J.D., University of Pittsburgh. Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska; M.F!H., Ph.D., University of Minnesota. Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of Minnesota. W Joseph Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University James A. Vela-McConnell (1997). Assistant Professor of Sociology B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D., Iowa State University Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. U-v Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A., Ph.D., University of Minnesota. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1991). Instructor, part-time, Psychology B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. T Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. Augsburg College Faculty 29 - - ' Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin; M.S.W., Loyola University. Larry J. Zimmerman (2000). Studio Artist, part-time, Music. B.A., St. Olaf College; M.M., Boston University. Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer College; M.S., University of Utah. X-Y-z Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University; MS., Winona State University; Ph.D., University of Minnesota. J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., MS., University of Muenster; Ph.D., University of Cologne and KFA-Julich, Germany. Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin coliege; M.B.A., Western ~ i c h i ~ University. an 298 Augsburg College Faculty Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of Brooklyn; Ph.D., New York University. Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Marie 0 . McNeff. Professor Emerita of EducationIDean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean ~fnerita.B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. ~ a c d t yEmeriti 29 - Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M I A . , University of Iowa. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of Pennsylvania. 7 300 Faculty Emeriti COLLEGE M A P INFORMATION 1. Admissions Weekday Program 2. Admissions Annex and Wcckcnd Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Struchlic 5 . Christensen Center 6. East Hall 7. Faculty Guest House 8. Foss, Lobeck, Miles, Center forWorship, Drama and Communication 9. Sverdrup Ilnll 10. Husby-Strom~nenTennis Courts 11. Icc Arena 12. Dcvclopment, PR/Comrnunications, and Alumni/Parent Relations 13. Lindell Library 14. Maintennnce and Grounds Shop 15. Mortenscn Hall 16. Murphy Place 17. Murphy Park 18. Music Hall 19. Ncw Rcsidence Hall 20. Old Main D. Faculty/Staff/Commutcr/Residcnt Parking E. Resident Parking F. Resident Parking G. Admissions/Faculty/S taff Parking H . Faculty/Staff Parking I. Visitor Parking J. FacultylStaff Parking K. FacultylStaff Parking L. Visitor Parking M . Faculty/Staff/Commuter Parking N. Faculty/Staff/Commuter Parking 0. Fairview-University Parking Ramp PARKING INFORMATION A. Visitor Parking B. Resident Parking C . Commutcr Parking 21. Anderson Hall 22. Quad 23. Scicncc Hall 24. Security Dispatch Center 25. Shipping and Receiving 26. Melby Hall 27. Sverdrup-Oftedal Memorial Hall 28. Urness Hall Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. I-35W from the NorthTake Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. I-35W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 2lst Avenue South. PUBLIC PARKING DIRECTIONS TO CAMPUS 4 MINNEAPOLIS d Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, natlonal or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, qr disability in its education ~olicies,admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg Collegt is committed to providing reasonable accommodations t c its employees and Its students. A About Augsburg 10, 18 Academic and Achievement Scholarships 31-32 Academic Advising 56 Academic Calendar 4-7, 54 Academic Divisions 56 Academic Information 53 Academic Internships 66 Academic Policies and Procedures 69 Academic Progress, Probation and Dismissal 85 Academic and Learning Services 44 Academic Skills Center 44 Access Center 45 Accessibility 18 Accounting 104, 110-1 12 Accreditation and Memberships 11, 17, 18 Activities 43 Admissions 14, 20-24 Administrative Officers of the College 282 Advanced Placement Program Test (AP) 83 Advanced Transfer Students 74 African American Student Services (see Pan-Afrikan Student Services) 47 Air Structure 44 Alumni Center 15 American Indian Studies 166-167 American Indian Student Services 47 American Sign Language 191 AmeriCorp Scholarship 32 Anderson Hall 14, 50 Application Procedures 20, 31 Applied Economics 131 Architecture Minor 94 Art 93-97 Art History 93, 96-97 Asian American Student Services (see Pan Asian Student Services) 47 Asian Studies (see East Asian Studies) 128-129 Assessment of Previous Learning (APL) Program 83-84 Associated Colleges of the Twin Cities (ACTC) 59, 62 Associated Support Organizations 16 Athletic Affiliation 18 Athletic Training Internship 155 Athletics 43 Audit Fee 26 Auditing Courses 82 Augsburg Echo 43 Augsburg Experiences 73 Augsburg Seminar 73, 98 Augsburgian, The 43 Calendar 4-7, 54 Campus Location 14, 18, 301-302 Campus Map 301-302 Campus Ministry 42 Campus Tours 20 Canadian Program 69 Career Services 67 Carlson (JeroyC. Carlson) Alumni Center 1 Center for Global Education 15, 63, 176-18 Center for Global Education Courses 63-65, 177-181 Center for Learning and Adaptive Student Services (CLASS) 44 Center for Service, Work, and Learning 66 Change of Program 71 Chemistry 118-123 Chinese 191 Chapel 15,42 Choir 43, 203, 21 1 Christensen Center 14 Class Schedule 90 Classification (Class Year) 82, 85 Coaching Endorsement 155 College Costs 2002-03 26 College Level Examination Program (CLEP) 83 College of the Third Age 16, 69 Commencement 86 Commons 51 Communication 260-266 Communication ArtsILiterature Teacher Licensure 147 Community Service-Learning 66 Community Studies Concentration (Sociology) 255 Computational Economics 124 Computational Philosophy 125, 218 Computer Science 123-127 Concert Band 43, 203, 21 1 Continuing Education Program 69 Cooperative Education 67 Costs 26-27 Counseling 48 Counseling and Health Promotion 48 Course Descriptions 90-277 Credits 90 C Biology 99-103 Board of Regents 280-281 Books and Supplies 27 Business Administration 104-109 Business Administration and Economics Major 106, 131 B Early Admission of Freshmen 21 East Asian Studies 128-129 East European Studies 247-248 East Hall 14 Echo 43 Economics 130-134 Economics/Business Admin. Major 106, 131 Economics/Political Science Teaching Major 229 Edor Nelson Field 14 Education 135-144 Education for Service 11 Education (Master of Arts) 68 Elementary Education 136-137, 139-140 Emotional/Behavioral Disabilities 142-143 Employment 35 Engineering 144-145 English 146-152 English as a Second Language (ESL) Program 84-85 English Placement Test 148 Enrollment 18 Enrollment Center 8, 70 Enrollment Deposit 27 Ensembles 203, 21 1 Entry-level Skills 74 Ethnic Studies 168 Evaluation and Grading 79, 82 Evangelical Lutheran Church in America (ELCA) 18, 281 E Dance and Theatre Teacher Licensure Major 269 Dean's List 85 Degrees Offered 18, 54 Departmental Comprehensive Exams 83 Departments and Programs 90-277 Deposits 27 Development 8 Directed Study 92 Directory 8 Directory Information 87-88 Dismissal 85 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 14, 50-51 Dual Degree Programs 59, 68, 144-145 D Crime and Community Concentration (Sociology) 255 Crossover Registration 71 Cultural Anthropology Concentration (Sociology) 256 Gage Family Endowment (CLASS) 45 General Education Curriculum 72-78 General Education Requirements 72-78, 80-81 General Studies 153 German 190, 193-194 Gift Assistance 33 Global Education Center 15, 63, 176-181 Global Education Program Courses 63-65, 177-181 Grade Point Average 73, 82 Grading 79, 82 Graduate Programs 67 Graduation (Applying for) 72 Graduation Level Skills 75-76 Graduation Requirements 72-78, 80-81 Graduation With Distinction 86 Grants 33 Gymnasium (Melby Hall) 15 C Facilities and Housing 14, 50-51 Facts and Figures 18 Faculty 18, 55, 284-298 Faculty Emeriti 298-300 FAFSA (Free Application for Federal Student Aid 31 Family Educational Rights and Privacy Act (FERPA) 51-52, 87-88 Federal Work Study Program 35 Fees 26-27 Film Minor 263, 268 Finance Specialization (Business Administration) 106 Financial Aid 18, 30-40 Financial Policies 28-30 Fine Arts 43 Fitness Center 49 Food Service 51 Foreign Languages (See Modern Languages) Forensics 261 Former Students 23, 72 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Four-Year Assurance Program 86 French 190-192 Freshmen 20, 21 F Experiential Education Programs 66-67 Explanation of Grades 79 Exploring Our Gifts 42 Index 30 Language Courses 190-197 Leadership (Master of Arts) 67-68 Leadership Studies Minor 168-169 Leadership, Service, and Performance Scholarships 32-33 L Karen M. Housh Tutor Center 44 K Japanese 190, 194 JeroyC. Carlson Alumni Center 15 john Evans Learning Laboratory 44 J Ice Arena 15 Incomplete Grade 79, 82 Independent Studies 91, 92 lnformation Technology Resources 55 Inter-Institutional Programs 62 Inter-Race 16 Intercollegiate Athletics 43 Interdisciplinary Studies 165-173 lnternational Baccalaureate Program (IB) 83 lnternational Business Minor 107 lnternational Business Specialization (Business Administration) 106 lnternational Partners 176 lnternational Relations 174-175 lnternational Relations (International Business) 174 lnternational Student Advising 49 lnternational Student Services 24, 49 lnternational Students 24, 49 lnternational Studies 175-183 Internships 66-67, 91 Intertribal Student Union 47 Intramural Athletics 43 I Health and Physical Education 154-158 Health Clinic Services 49 Health Education 154-156 Health Insurance 49 Health Promotion 48 HECUA Courses 65, 181-183 Higher Education Consortium for Urban Affairs (HECUA) 62, 65, 176, 181-183 HispanicILatino Student Services Program 48 History 159-164 History of Augsburg College 10 Honors Program 61-62, 164-165 Housing 14-16, 26, 50-51 Hoyt Messerer Fitness Center 49 H 306 Index - Majors and Minors 56-59, 89-277 Management lnformation Systems 113-11 Management Specialization (Business Administration) 106 Maps 301, 302 Marketing 116-117 Master's Degrees 54, 67-68 Math Placement Group (MPG) 75, 185-18 Mathematics 184-189 McNair Scholars Program (TRIO) 45-46 Medical Refund 30 Melby Hall 15 Membershi~s17. 18 Memorial i a l l (sverdrup-~ftedalMemorial Hall) 16 ~ e t r o b r b a nStudies 170-171 Middle East Studies Minor 172 Minnesota Indian Teacher Training Partnership (MNIlTP) 47 Minnesota Minority Education Partnership (MMEP) 16 Minnesota Work Study Program 35 Minors 56-59, 89-277 MIS Courses 113-115 Mission Statement 10 Modern Language Skill 75 Modern Languages 190-197 Mortensen Hall 15, 50 Murphy Place (2222 Murphy Place) 15 Murphy's 51 Music 198-212 Music Business Minor 202 Music Education Major 199-200 Music Ensembles 203, 21 1 Music Hall 15 Music Performance Major 200 Music Re~ertoireTests 204 Music ~ h ' e r ~a~~u~i v a l e n ~ ~ l ~ e r t i f i c a t 202-203 Music Therapy Major 201, 209-210 M Learning Disabilities Program 44-45 Legacy Scholarship 32 Liberal Arts Perspectives 76-78, 80-81 Library and lnformation Technology Center 15, 18, 55-56 Licensure (Teaching) 60, 135-144 Lifetime Sports 76 Lindell Library 15, 18, 55 Loan Assistance 34-35 Location 14, 18, 301-302 Lutheran Leader Scholarships 33 Q Paired Resources in Ministry and Education (PRIME) Awards 32 Pan-Afrikan Student Services 47 Pan-Asian Student Services 47 Part-Time Students 26-27 Pass/No Credit 73, 79 Pastor 42 Payments 28 Performance Studies 203, 212 Performing Arts Scholarships 32 Perspective Requirements 76-78, 80-81 Philosophy 218-221 Phi Theta Kappa Scholarships 32 Physical Disabilities Program (Access Center) 45 Phvsical Education 155. 157-158 ~hisicalScience ~ e a c h i nLicensure ~ 119, 214 Physician Assistant Studies (Master of Science) 68 Physics 222-227 Piano Proficiency Test 204 Policies 17, 18, 51-52, 87-88 Political Science 228-233 Political Science/Economics teaching major 229 PortFolio Assessment Program 83-84 Pre-Professional Programs 60-61 Prerequisites 91 P, Off-Campus Programs 18 Officers of the College 282 Official Notices 51 Ojibwe 190, 196 Old Main 15 Orchestra 43, 203, 21 1 Organizational Analysis and Development Concentration (Sociology) 256 Orientation (AUG) 73, 98 0 NASA Scholarship 33 Natural Science Teaching Licensures 21 3-214 New Hall 15, 50 No-Credit Grades 79 Nordic Area Studies 172-173 Norwegian 190, 194-195 Notification of Admissions Decision 21, 22 Number Grades 79 Numbering of Courses 90 Nursing 215-21 7 Nursing (Master of Arts) 68 N Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies 65, 181 Scholarships 31-33, 35-40 School Year 4-7, 18 Science Hall 15 Science Scholarship 32 Secondary Education 137-138, 140-141 Service-Learning 66 Sigma Pi Sigma 224 Skills Requirements 74-76 Smiley's Point 16 Social, Cultural, Recreational Activities 43 Social Psychology Concentration 235, 256 Social Studies 249 Social Welfare Minor 251 Social Work 250-254 Social Work (Master of Social Work) 68 Society of Physics Students 224 Sociology 255-259 Solid State Physics 223 Space Physics 223 Spanish 190, 196-197 Special Education 142-144 Special Interest Housing 51 Special Students (Non-Degree or Second Degree) 23 Speech/Communication and Theatre Arts 260-274 Sponsored Scholarships 35-40 Sports 43-44 5 Re-Admitted Students 72 Refunds 28-30 Regents 280-281 Regents' Scholarships 32 Registration 69-72 Religion 239-244 Religious Affiliation 18 Residence Life Program (see also Housing) 50-51 Residence Requirements 74 Rochester Program 13, 70 ~oom'bndBoard 26 ROTC 62 Russian, Central, and East European Studies 247-248 R President's Greeting 2 President's Scholarships 31 PRIME Scholarship 32 Probation 85 P~y~h010gy 234-238 Public Relations and Communication 15 Index 30 308 Index Teaching Licensure (see also individual majors) 60, 135-144 Test Scores 20 Theatre Arts 267-274 Theatre History and Criticism Dramaturgy Minor 269 T StepUP Program 46-47 Student Activities 43 Student Affairs (see Academic and Learning Services) 44 Student-Designed Major 57 Student Educational Loan Fund (SELF) 35 Student Employment 35 Student/Faculty Ratio 18 Student Government 42 Student Life 41 -52 Student Newspaper 43 Student Project for Amity Among Nations (SPAN) 18 Student Publications 43 Student Rights 51-52 Student Standards of Behavior, Complaints, Records 50 Student Support Services (TRIO) 46 Student Teaching Abroad 65, 135 Studio Art 93-96 Study Abroad 63-65, 175-183 Summer Session 8 Support Programs 44-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 16 7 Yearbook 43 Youth and Family Institute 16 Youth and Family Ministry Major 245-246 Youth and Family Ministry Partner Scholarship 32 x, y, z Weekend College 12-13, 21, 27-28, 70-71 Withdrawal From College 30, 72 Women's Studies 275-277 Work Study Program 35 W Veterans 86 Vocation 42 v Upper Midwest Association of Intercultural Education (UMAIE) 18 Urban Studies 169-171 Urness Hall 16, 50 U Theatre Practicums 272-274 Transcripts 20, 21, 28 Transdisciplinary Major 57-58 Transfer Regents' Scholarship 32 Transfer Students 22-23 TRIO Programs 45-46 Tuition, Fees, Room and Board 26-27 Tutor Center 44 C O L L E G E AUGSBURG SUPPLEMENT WITH ADDITIONS AND CHANGE 2 0 0 2 T O 2 0 0 4 C A T A L O G Minneapolis, Minnesota C O L L E G E AUGSBURG I I I Although information was current at the time of publication, it is subject to change without notice. It is the responsibility of each student to know the requirements and academic policies contained in this publication and the 2002-2004 Catalog. If you have questions about anything in this supplement or the Catalog, consult a faculty adviser, the dean of the College, or the registrar. Supplement information is listed under the same headings in the printed Catalog, followed by page numbers in parentheses. Refer to these pages in the Catalog for complete information. This catalog supplcmun t amends inrormatiou given in the 2002-2004 Augsburg Catalog. OnIy those sections that havc srths~rentinlchni~gesare included. Coust~ltthe registrar's of~icror the Augsburg C a l a l online ~~ at cww.augshur~.eriu/catal~)g> [or inronnaltion im ncw or deleted courses, changes in course titlcs, or descriptions. Checklist and Summary of Requirements for Graduation (page 80) . . . . . .12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6. . Graduation Requirements (page 72) Transfer Students (page 22) 5 . . . . . . . . . . . . . . . . . . . . . . . . 4. . Academic Calendar. Weekend College (page 7) . . . . . . . . . . . . . . . . . . . . . . . Academic Calendar. Day Program (page 5) Table of Contents Spring Term 2004 Jan. 12Non. ................................ Classes begin Jan. 19/Mon. ............................. Martin Luther King Day-no classes Mar. 15/Mon. ............................. .Mid-term break begins Mar. 22/Mon. ............................... Classes resume .Early registration for fall Apr. 5-16/Mon.-Fri. .................... Apr. 9/Fri. ....................................Easter break Apr. 23/Fri. ..................................Classes end Apr. 26-29Non.-Thurs. .............Final exams May M a t . ................................ .BaccalaureatdCommencement Fall Term 2003 Summer...................................Freshman registration Aug. 31-Sept. 2/Sun.-Tues. .........New student orientation Sept. 3fWed. ............................... Classes begin Oct. 24/Fri. ............................... Mid-term break (one day only) Nov. 17-Dec. 5Non.-Fri. ............Spring term registration Thanksgiving recess begins Nov. 271Thurs. ............................. Classes resume Dec. l/Mon. ................................. ,.,,.Classes end Dec. 12/Fri. ............................ Dec. 15-18/Mon.-Thurs. ..............Final exams The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~www.augsburg.edu/enroll/registrar>. Spring Term 2004 Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13, June 25-27 Winter Term 2004 Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14, Mar. 26-28, Apr. 2-4 Fall Term 2003 Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16, Nov. 21-23, Dec. 5-7 The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at cwww.augsburg.edu/enrolI/registrar>. Students transferring from the Minnesota State College and University System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. Acceptance of courses submitted for transfer is done by the registrar's office based upon the official student transcript(s1. Acceptance of courses presented for a major or minor also requires approval of the department. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. A cumulative grade point average (GPA) of 2.5 (on a 4.0 scale) or better is required on previous college work for admission to the College. Augsburg College limits transfer coursework from two-year colleges once a student has reached junior status. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches junior status, no additional credits will transfer from two-year institutions toward the minimum of 32 Augsburg credits required for a baccalaureate degree. These courses can, however, be used to meet Augsburg Core Curriculum and major requirements. Augsburg College welcomes students who wish to transfer from other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. TRANSFER STUDENTS Replaces "ALL TRANSFER STUDENTS" on pages 22-23 of current catalog & Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Students are advised to consult major departments for major requirements upon transfer. One Foundations of Fitness or activity course if the student has transferred an equivalent Foundations course. This requirement is waived for students who have transferred in two equivalent courses. College algebra or Math Placement 3 One graduation skill writing course in the major One course that meets the Quantitative Reasoning Graduation Skill requirement The Modern Language requirement One Augsburg Experience Senior Keystone Course REL 300 Bible, Christian Theology, and Vocation Course 2. All Augsburg Core Curriculum requirements will be waived except: 1. Admission will be with junior standing following the Minnesota Transfer Curriculum. A maximum of 17 Augsburg equivalent courses (64 semester credits or 96 quarter credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. The following applies only to the MNSCU A.A. graduate: 1. Completion of 32 course creditsNo more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) - 14; music education (B.M.) - 17; music performance (B.M.) - 20; music therapy (B.S.) - 17; and social work (B.S.) - 15. Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. Requirements f o r Undergraduate Graduation: All degree and course requirements must be completed and verified in the registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Students should apply before the start of their last academic year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center. Each student must apply for graduation at the end of his or her junior year. Students who enter an academic program with a baccalaureate or higher degree should contact the registrar's office about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in the printed catalog in Undergraduate Admissions-Special Students (Second Degree). Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. The responsibility for seeing that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar's office one year prior to graduation. Replaces "GENERAL EDUCATION CURRICULUM" on pages 72-78 of current catalog -7 An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: ( I ) Integrates experiential learning with academic learning and (2) Links on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, 4. Augsburg Experiences-All student must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community, both locally and globally Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, facultystudent research, community service, study abroad, and off-campus immersion experiences. 3. Completion of t h e Augsburg Core Curriculum-Requirements for the Ausburg Core Curriculum are listed in the next section 2. Completion of a MajorRequirements for each major are listed under the departmental headings. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent1 directed study; four courses of internship; an six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). Cultivates the transformative discovery of, and appreciation for, one's place of leadership and service in a diverse world-vocatio and caritas. Calls for common inquiry into questions of Christian faith and the search for meaning; and -Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills: The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: THE AUGSBURG CORE CURRICULUM 6 . Residence-The last year of full-time study or equivalent (no less than 7 of the last 9 creditslrequirements) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the registrar's office if an official inlerpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the majorlminor or the chairperson of the department. 5. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, creditlno-credit status, and grading options for approved Augsburg Experiences will vary All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community, both locally and globally Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, study abroad, and off-campus immersion experiences. Augsburg Experience Transfer students entering with advanced transfer status will take one Search for Meaning course: REL 300 Bible, Christian Theology, and Vocation. In these courses students articulate and critically reflect upon Augsburg's concept of vocation and ils meaning; Christian theological concepts as well as concepts from other religious traditions; and the meaning of the Bible in Judeo-Christian thought, its cultural contexts, and concepts of human identity and vocation. Two Search for Meaning course credits are required except for the following: Augsburg's Signature Curriculum is centered on its identity as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian scriptures, theological concepts, ethical values, their own faith and values, and religious concepls outside of the Christian faith as part of becoming educated. Search f o r Meaning THE AUCSBURG SIGNATURE CURRICULUM Skills Requirements The Liberal Arts Foundation The Augsburg Signature Curriculum The curriculum has three major components: The Liberal Arts Foundation courses THE LIBERAL ARTS FOUNDATIOL Engaging Minneapolis courses are specially designed courses that make intentional and substantial use of the resources of the Twin Cities as they orient first-year weekday students to the community where they will be studying, living, and working during their college careers. Most Engaging Minneapolis courses also fulfill an Augsburg Core Curriculum or major requirement. They normally are taken during the first year, but may be taken in the second year. Engaging Minneapolis All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. The Seminar is attached to a first-semester major or Augsburg Core Cuniculum course. Its purpose is to introduce students to what it means to have an Augsburg education and to help them make the transition to college work. Augsburg Seminar In order to help them make the transition to college and their new community, first-year weekday program students are required to take Augsburg Core Curriculum and introductory major courses containing the following components: The Augsburg First Year The Senior Keystone course connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It thus asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education- vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Senior Keystone Writing *Mathematics Placement in writing, math, modern languages, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. *Modern Languages *Critical Thinking There are entry level skills assessments in: Entry Level Skills Assessments SKILLS REQUIREMENTS Art, Music, Speech/Communications and Theatre Arts. Two courses or approved activities from two different departments: Fine Arts Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. English, History, Philosophy, Religion, Modern Language (literature courses) Two courses from two different departments: Humanities Economics, Political Science, Psychology, Sociology Two courses from two different departments: Social and Behavioral Sciences One course must be a lab science course. Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. Natural Sciences and Mathematics Students choose two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) The list of courses meeting the Liberal Arts Foundation requirement is available online and from the registrar's office. introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. , Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. u All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar's office. All other students must take the Augsburg Math Placement Exam, which is administered by the Academic Advising Office. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Mathematics Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are reauired to take GST 100 Critical Thinking. Critical Thinking - Requirement The Mathematics assessment and requirement as described below. The Modern Language assessment as described below. The Writing assessment and requirement as described below. Advanced transfer students (who enter with 1 3 course credits or more or an A.A. degree accepted in transfer) take only the following entry level skills assessments and fulfill the following requirements: Freshmen (all students entering with fewer than seven Augsburg course credits) and sophomore transfer students with fewer than 1 3 course credits are required to take entry level skills assessments and satisfy all skills requirements. ~n Students should complete ENG 111 by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. ENG 111 Effective Writing or the equivalent with a grade of 2.0, ,'F or higher, is required. Attendance the first day of class is required. Students should complete ENG 111 by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. Effective Writing Core Skills Students who have transferred in an equivalent course to ENG 111 are excused from the entry level exam. The entry level assessment determines readiness for ENG 111 Effective Writing. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111. Writing Requirement The BW-CAPE language assessment is offered to students who have had at least a year of Spanish, French, or German language studies in high school. It is designed to assess and place students at the appropriate course level for language study Students may waive the modern language requirement by completing this assessment and placing at the 311 level or above. Modern Language Requirement Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3 , or 4 as a prerequisite. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3 . Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Two Foundations of Fitness courses are required. HPE 001 Foundations of Fitness (or a transfer equivalent) is required of all students. The second course may be chosen from a variety of different lifetime activities. Students who are not health and physical education majors or intercollegiate athletes may test out of one lifetime activity course. Students may demonstrate proficiency from a selected list of lifetime activities. There is a fee to take the lifetime activity proficiency test. Foundations of Fitness Students whose first language is not English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language (ESL) requirement. The requirement is satisfied by successfully completing the ESL course(s) and achieving a score above the minimum on the ESL placement exam. Students who complete the ESL requirement fulfill the Modern Language Graduation Skill requirement. Contact Academic Advising or the English Department for additional information. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Skill. There is a seven-year time limit on language courses presented for transfer and automatic waiver. Requirements for the Modern Language Skill are determined by placement test. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of a two-course sequence in the same language with the minimum grade of 2.0P in both courses is required. Students whose placement test is at 31 1 or higher will be exempted from further language study Modern Language All Writing Skill courses have the prerequisite of ENG 111 or its equivalent. All Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3 , and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill this requirement. Academic advisers will provide a list of these courses. An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Students are required to have one course each with Critical Thinking, Quantitative Reasoning, and Speaking skill components, and two courses with a Writing Skill component. These requirements are modified for advanced transfer students (see page 10). Graduation Skills Requirements Foundations of Fitness courses are non-credit courses and are not included in the 32-course graduation requirement. Complete at least one Augsburg Experience Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) Complete the Signature Curriculum: Complete two (2) Search for Meaning courses. Complete a Senior Keystone course. Complete the Augsburg Core Curriculum. Complete a major. Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Social Work (B.S.) . . . . . . . . . . . . 15 Other maximums are described on page 7 Music Therapy (B.S.) . . . . . . . . . . 17 Music Performance (B.M.) . . . . . . 20 Music Education (B.M.) . . . . . . . . 17 Accounting (B.A.) . . . . . . . . . . . . 14 All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 7. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. Replaces "CHECKLIST AND SUMMARY OF GENERAL EDUCATION REQUIREMENTS FOR GRADUATION" on pages 80-81 of current catalog One course with a Quantitative Reasoning component. One course with a Critical Thinking component. One course with a Speaking component. One course with a Critical Thinking component. Two courses with Writing components. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or F! (Courses meeting these requirements are designated by the major.) Complete HPE 001 Foundations of Fitness and one HPE activity course. Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete Eng 111 Achieve a Math Placement Group score of three. Modern Language Assessment Critical Thinking Assessment Writing Assessment Mathematics Assessment Fine Arts Complete Entry Level Skills Assessments and Core Skills Requirements: Humanities Social and Behavioral Sciences Natural Sciences and Mathematics Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) 2. Complete an Engaging Minneapolis course. 1. Complete the fall orientation and Augsburg Seminar. ........... 14 Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Achieve a Math Placement Group score of three. Complete Entry Level Skill Assessments and Core Skills Requirements: Satisfy entry level skill requirements in writing. Fine Arts Humanities Social and Behavioral Sciences Natural Sciences and Mathematics Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) Complete one Augsburg Experience Complete REL 300 Bible, Christian Theology, and Vocation course Complete a Senior Keystone course. Complete the Signature Curriculum: W Complete the Augsburg Core Curriculum. Complete a major. W Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Social Work (B.S.) . . . . . . . . . . . . 15 Other maximums are described on page 7. Music Therapy (B.S.) . . . . . . . . . . 17 Music Performance (B.M.) . . . . . . 20 Music Education (B.M.) . . . . . . . . 17 Accounting (B.A.) . All advanced transfer students (those entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): W Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Complete one Augsburg Experience Complete a Senior Keystone course. Complete REL 300 Bible, Christian Theology, and Vocation course. Complete the Signature Curriculum: W Complete the Augsburg Core Curriculum W Complete a major. W Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Other maximums are described on page 7. Social Work (B.S.) . . . . . . . . . . .15 Music Therapy (B.S.) . . . . . . . . . 17 Music Performance (B.M.) . . . . . 20 Music Education (B.M.) . . . . . . . 17 Accounting (B.A.) . . . . . . . . . . . 14 W Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: One course with a Quantitative Reasoning component. Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: One course with a Speaking component. One course with a Critical Thinking component. One course with a Writing component. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) Complete HPE 001 Foundations of Fitness or one HPE activity course (depending on transcript assessment.) All students are required to file a graduation application with the registrar's office one year prior to graduation. One course with a Quantitative Reasoning component. One course with a Writing component. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P (Courses meeting these requirements are designated by the major.) Complete HPE 001 Foundations of Fitness or one HPE activity course (depending on transcript assessment) Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete Entry Level Skills Assessments and Core Skills Requirements: Complete one college algebra course course or achieve a Math Placement Group score of three. AucssuR~ \IV\IVW aunchurn d u 22 1l Riverside Avenue Minneapolis, MN 55454 C O L L E G E
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C O L L E G E
Transforming Education
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College and
its curriculum. Although
information was current a t
t h e time o f publi...
Show more C O L L E G E Transforming Education OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current a t t h e time o f publication, it is subject t o change without notice. The written policies in the catalog are t h e College policies i n force a t the time o f printing. It is the responsibility o f each student t o know the requirements and academic policies in this publication. If you have questions about anything i n this catalog, consult Academic Advising, a faculty adviser, the dean o f the college, o r the registrar. Key offices are listed o n page 8 for correspondence o r telephone inquiries. Published May 2004 -Y n UI GGLII 13 from the President I hope you are looking a t this catalog because you've enrolled at Augsburg College. If so, welcome! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a clarifying definition of the vocation to which you feel called, and a confident satisfaction that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. I- If you are reading this to find out more about Augsburg College and an Augsburg education, welcome to these pages. I believe you will find 5 that they not only tell you about the character +. and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides a great learning laboratory, but one in which you will be able to share your own talents and skills. Augsburg's challenging academic environment is enhanced by both educational and service experiences that trandorm theory into action and unite the liberal with the practical in preparing students as leaders for service in a global society. Y F . The study you are undertaking at Augsburg-r thinking of undertaking-will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. A you join Augsburg, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and from which new destinations are reachable. Bon voyage! Sincerely yours, William V. Frame President The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2004 Summer...................................... F r e s a n registration Sept. 5-7lSun.-Tues. ....................New student orientation Sept. 81Wed. ................................ Classes begin Oct. 29/Fri. ..................................Mid-term break (one day only) Nov. 15-Dec. 3/Mon.-Fri. ............Registration for spring Nov. 25Dhurs. ............................ Thanksgiving recess begins Nov. 29/Mon. .............................. Classes resume Dec. 17/Fri. ..................................Classes end Dec. 20-23IMon.-Thurs. ..............Final exams Spring Term 2005 Jan. 18Dues..................................Classes begin Mar. 21/Mon. ............................... M i d - t e r m / break begins Mar. 29/rues. ................................ Classes resume Apr. 4- 15/Mon.-Fri. .....................Registration for fall Apr. 29/Fri. .................................. Classes end May 2-5IMon.-Thurs. .................Final exams May 7lSat. .................................... BaccalaureatdCommencement The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2005 Sept. 7/Wed. .................................Classes begin Oct. 28/Fri. .................................Mid-term break (one day only) Nov. 241Thurs. .............................Thanksgiving recess begins Nov. 28/Mon. ...............................Classes resume Dec. 16/Fri. .................................. Classes end Dec. 19-22tMon.-Thurs. ..............Final exams Spring Term 2006 Jan. 17/Tues. .................................Classes begin Mar. 2O/Mon. .................... . , ...... Mid-term break begins Mar. 27/Mon. ............................... Classes resume Apr. 14/Fri.................................. ..Easter break Apr. 28/Fri. .................................. Classes end May 1-4hion.-Thurs. .................Final exams May 6lSat. ....................................BaccalaureatdCommencement The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~.augsburg.edu/enroll/registrar>. Fall Term 2004 June 7 .......................................... Web opens for registration* Aug. 13 ........................................ Remote registration ends (must register in person after this date) Sept. 10 ........................................s t day to add class without faculty signature Sept. 17 ........................................ Last day to add class with faculty signature** Sept. 23 ........................................ s t day to petition Student Standing Committee to add a class . L a day to drop class without record notation Sept. 17 ...................................... Last day to change grade option or withdraw from class** Oct. 27 .................................... Class Weekends: Sept. 10-12, Sept. 24-26, Oct. 8-10, Oct. 22-24, Nov. 5-7, Nov. 19-21, Dec. 3-5, Dec. 10-12 Winter Term 2005 Nov. 1 .......................................... Web opens for registration* Dec. 17 ........................................ Remote registration ends (must register in person after this date) Last day to add class without faculty signature Jan, 7 Last day to add class with faculty signature** Jan. 14 ......................................... Last day to drop class without record notation Jan. 14 ................. Jan. 20 .......................................... Last day to petition Student Standing Committee to add a class Feb. 16 ........................................ s t day to change grade option or withdraw from classx* Class Weekends: Jan. 7-9, Jan. 21-23, Feb. 4-6, Feb. 11-13, Feb. 25-27, Mar. 11-13, Mar. 18-20, Apr. 1-3 Spring Term 2005 Web opens for registration* Feb. 7 ....................................... Mar. 25 ........................................Remote registration ends (must register in person after this date) Last day to add class without faculty signature Apr. 15 ........................................ Apr. 22 ........................................ Last day to add class with faculty signature** Apr. 28 ........................................ Last day to petition Student Standing Committee to add a class Last day to drop class without record notation Apr. 22 ....................................... Last day to change grade option or withdraw from classx* May 25 .................................... Class Weekends: Apr. 15-17, Apr. 29-May 1, May 13-15, May 20-22, June 3-5, June 10-12, June 24-26 *Questions related to course selection or degree completion should be reviewed with your faculty adviser at least two weeks prior to registration. **Time 1 and 2 classes meeting for two or four sessions have different registration deadlines. Consult the registrar's Web page for details The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~www.augsburg.edu/enroll/registrar>. Fall Term 2005 Class Weekends: Sept. 9-11, Sept. 23-25, Oct. 7-9, Oct. 21-23, Nov. 4-6, Nov. 18-20, Dec. 2-4, Dec. 9-11 Winter Term 2006 Class Weekends: Jan. 13-15,Jan. 27-29, Feb. 3-5, Feb. 17-19, Feb. 24-26, Mar. 10-12, Mar. 24-26, Apr. 7-9 Spring Term 2006 Class Weekends: Apr. 21-23, Apr. 28-30, May 12-14, May 19-21,June 2-4, June 16-18, June 23-25 Area Code 612 Access Center .............................................................................................................. 330-1749 Academic Advising......................................................................................................330-1025 Academic Enrichment ................................................................................................ .330-1165 Academic and Student Affairs.................................................................................... .330.1024 ................................................... .330-1001 Undergraduate Admissions ............................ Toll-free number ..................................................................................... 1-800-788-5678 .................................................. 330-1178 AlumniParent Relations ........................... Toll-free number ....................................................................................... 1-800-260-6590 ...................................................................................................................... Athletics 330-1249 Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053 Center for Service, Work, and Learning .................................................................... .330-1148 .330-1732 College Pastor/Campus Ministry ............................................................................... .......................................... ............................. Public Relations & Communication -.330-1180 ConferenceEvents Coordinator ................................................................................. 330-1107 Development (financial gifts to the College) .............................................................330- 1613 Toll-free number ............................ ......-................................................... 1-800-273-0617 330-1046 Enrollment Center ................................ Toll-free number ................................. .---. ................................................ 1-800-458-1721 Facilities Management ............................................................................................... .330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only) ........................... 330-1000 .................. 330-1649 Fax ....................*.......................................‘......... ............... .............................................................. ............................... Graduate Programs 330-1101 Human Resources ...................................................................................................... .330-1058 Lost and Found ........................................................................................................... 330-1000 President's Office ........................................................................................................ .330-1212 Registrar .............................. .....-.................................................................................. 330-1036 Residence Life (Housing)........................................................................................... .330-1109 Rochester Program............................................................................................... 507-288-2886 Student Activities ........................................................................................................ 330-1111 Student Government ................................................................................................... 330-1 110 Summer Session .............................-- .......................................................................... .330- 1046 TRIO/Student Support Services .................................................................................. 330-13 11 Weekend College ................................................................................................. 3 3 0 - 1101 Mailing Address: 22 11 Riverside Avenue Minneapolis, MN 55454 Web Site: www.augsburg.edu A Selection from over 50 majors t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Augsburg offers more than 50 major* or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Discovering your gifts and talents The Weekend College Program offers 18 majors. The heart of an Augsburg education is the Augsburg Core Cumculum- designed to prepare students to become effective, informed, and ethical citizens. Through "Search for Meaning" courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: "To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. -- About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg's second president (1876-19071, required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity This change made Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. 12 About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a cumculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William \! Frame became president in August 1997. Under his leadership, the College has sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now almost 18,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences Augsburg offers master's degree programs in business, education, leadership, nursing, physician assistant studies, and social work. WEEKEND COLLEGE Augsburg's Weekend College program provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a baccalaureate degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more areas of the liberal arts. -- About Augsburg 13 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with approximately 1,000 students enrolled each term and 18 majors, Augsburg's Weekend College is the largest program of this type among Minnesota private colleges. Faculty in Weekend College are full-time Augsburg professors as well as adjunct professionals. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations. A Community of Learners Augsburg Weekend College continues to develop to meet the needs of the adult and nontraditional student. The heart'of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. They are actively involved in a dynamic faculty development program that introduces them to current thought in many fields, but especially in teaching and learning techniques and theories. The Adult as Learner Augsburg Weekend College is based on the assumption that students who enroll in the program will be mature, self-disciplined and motivated learners who seek a combination of classroom experience and individual study. Each course is divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and one-half hours on either Friday evening, Saturday morning, Saturday afternoon or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. Essential to the goals of Augsburg's Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ROCHESTER PROGRAM Augsburg has established a branch campus in Rochester, Minnesota. Classes in Rochester meet on an evening or weekend schedule, making them accessible to working adults. There are three trimesters in each academic year, following the same schedule as the Weekend College program. - 14 About Augsburg Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to have an individual e-mail address and have access to the Internet to facilitate the use of technology in the learning and communication process. Further information may be obtained from the Rochester program website at <www.augsburg.edu/rochester> or by calling the Weekend College Admissions Office at 612-330-1101. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview-University Medical Center-are adjacent to Augsburg, with the Mississippi River and the Seven Comers theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnevramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices-The Office of Undergraduate Admissions for the day program is located on the first floor of Christensen Center. The Weekend College Admissions Office, Rochester admissions, and the Graduate Studies Admissions Office are located at 624 21st Avenue South. Anderson Hall (1 993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Public Relations and Communication. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. The Office of Undergraduate Admissions is located on the first floor. East Hall-Houses the Minnesota Minority Education Partnership (MMEP) and the Fond du Lac Tribal College Center. Edor Nelson Field-The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. - About Augsburg 15 Foss, Lobeck, Miles Center for Worship, Drama and Communication (1 988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the StepUP program. The Foss Center's lower level is home to the Academic Enrichment Office, which includes the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory; and the Center for Learning and Adaptive Student Services (CLASS) program. Ice Arena (1 974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community The JamesC. Lindell Family Library (1 997)-This library and information technology center houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh St. The jeroy C. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center, with its Office of Alumni and Parent Relations, is located inSrmley's Point, 2200 Riverside Ave. Melby Hall (1961)-Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)-Named in honor of Gerda Mortensen (dean of women from 1923 to 19641, it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964)Murphy Place is home to the three of the four components of the Office of International Programs- Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color -American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and HispanidLatino Student Services. Music Hall (1978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty New Hall (1 999)-A three-story apartment complex along 20th Ave., between 7th and 8th Sts. housing juniors and seniors in units from efficiencies to two-bedroom suites. Old Main (1900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. -About Augsburg 16 Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the finance and administration offices, and various other program offices. In 1960 the Lisa Odland Observatory on the roof was completed. Smiley's Point (2000)-The Smiley's Point building on Riverside Avenue, once a favorite ice-cream parlor for Augsburg students, now houses the Institutional Advancement and Community Relations division, including the Development offices and Alumni and Parent Relations. Sverdrup Hall (1 955)-Named in honor of Augsburg's fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Hall (1967)-Named in honor ~ ~ of Mr. and Mrs. Andrew Umess, t h tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. College of t h e Third Age-In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods. Many of the instructors are retired Augsburg faculty. The College of the Third Age is located in Foss Center, Room 172. Inter-Race: The International Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (M MEP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. The MMEP office is located in East Hall. - About ~ u ~ s b u r17 g H POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1023. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDrrATlON AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Commission on Collegiate Nursing Education Council on Social Work Education (B.S. and M.S.W.) National Association for Music Therapy, Inc. National Council for Accreditation of Teacher Education National League for Nursing Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs Council of Independent Colleges (CIC) National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential ducat ion, and Campus Compact. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission of the North Central Association of Colleges and Schools, 312-263-0456; <www.higherlearningcommission.o r p Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 18 percent represent other denominations and religions. Accreditation-The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the National League for Nursing. Member-Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Higher Education Services Office, as described on page 17. Enrollment (Fall 2003)-3,172 dents from 29 countries. W Financial Aid-Over 80 percent of the students receive some form of financial aid from the College and many other sources. CI Library--Over 180,000 items, direct access to over 1,300,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. CI School Year-Two semesters from September to May, and two summer school sessions. Augsburg Weekend College-trimesters, September to June. Augsburg Graduate Programtrimesters, September to June. M Majors-More than 50 majors in 35 departments and programs. CI Off-Campus Programs-The Office of International Programs offers study abroad programs throughout the world, including Augsburg's own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). CI Athletic Affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. CI Policy--Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. stu- Graduates-18,000 graduates from 1870 through August 2003. Student/Faculty Ratio-15 to 1. Undergraduate class size averages 13-17. Campus-17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility Accessibility-Augsburg is now one of the most accessible campuses in the region. A skywayItunneVelevatorsystem provides access to 10 major buildings without going outside. Deqrees - Granted-B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. A ugsburg College is looking for students with intelligence - and character. We want people who can benefit from and contribute to their community, the College community, and the community at large. Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.--612-330-1001 or toll-free 1-800-788-5678. We'll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1 101. DAY PROGRAM FRESHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. Transcripts-An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institution should also be sent. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test ScoresFreshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations-Two letters of academic recommendation are required. References may use the Augsburg recommendation form in lieu of writing a letter. If the applicant has been out of school for several years, the form or letter may be completed by a supervisor, employer, or other person for whom the applicant works. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. -- Undergraduate Admissions 21 On occasion, the Admissions Committee may defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision-Augsburg College uses a "rolling" admissions plan. The first offers of admission are made on November 1. After that, students are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $loo* enrollment deposit to the Office of Undergraduate Admissions within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $100" enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants and arrange a personal interview with the director of undergraduate admissions. WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Weekend College Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekendz. Transcripts-Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate's admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. 22 Undergraduate Admissions Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. W TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other colleges or universities. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.O/C or better. Augsburg does not grant credit for developmental courses, technical courses, or courses with grades below Z.O/C. The College reserves the right to require that certain courses be taken at Augsburg. Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits from semester or quarter hour institutions are converted to Augsburg credits by dividing by four or six, respectively. Augsburg College limits transfer credits from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches these credit limits, no additional credits will transfer from two-year institutions toward the 32 Augsburg credits required for a baccalaureate degree. Courses taken beyond the credit limit can, however, be used to meet liberal arts and major requirements. Augsburg students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions. A cumulative grade point average (GPA) of at least 2.5 (on a 4.0 scale) in previous college work is recommended for admission to the College. The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student's official transcripts. The registrar's office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student's major or minor. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transferring from the Minnesota State College and University System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1. Admission will be with junior standing following the Minnesota Transfer Curriculum. A maximum of 16 Augsburg equivalent credits (64 semester credits or 96 quarter credits from a community college) will be accepted. No additional credits may be transferred from a community college. 2. All Augsburg Core Curriculum requirements will be waived except: REL 300 Bible, Christian Theology, and Vocation Course Senior Keystone Course One Augsburg Experience I - Undergraduate Admissions 23 - Modem Language requirement (0-2 courses, depending on initial assessment) One college algebra course ( W T 105) or Math Placement Group 3 One course that meets the Quantitative Reasoning Graduation Skill requirement One course in the major that meets a Writing Graduation Skill requirement HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment). This requirement is waived for students who have transferred two equivalent courses 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official tran- script sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a.petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. -Undergraduate Admissions 24 INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>;or write to: International Student Admissions Augsburg College 22 11 Riverside Avenue Minneapolis, MN 55454 USA I I ) ' , .-' ,':, .- , :I, , \ * , I I ! . , I4 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Audit Fee (for part-time students) per course................................$ Full-time students-see page 84. DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$20,260 This rate applies to all full-time students attending in September 2004. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 2,460 This rate applies to students taking fewer than three courses in a semester andlor an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. audit policy on Room Rent (on average, includes basic services) ..................................$ 3,100 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) The Board of Regents has approved the costs listed below for the 2004-05 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. 763 ..................$ 2,980 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................4 2,900 ....................$ 2,650 Student Activity Fee ................S 180 ACTC Bus (full-time students only) ..................$ 18 Information Technology Fee ..$ 300 Flex 5 point plan OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time $ 90 students) ................................. Late Registration .............................. $ 50 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ................... $ 180 Extended Payment Plan Fee ............$ 50 - Financial Information 27 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$2,460 Private Music Lessons, per semester (14 lessons-.0 cr. or .25 cr.) ......$350 (14 lessons-.5 cr.) ......................$700 Student Teaching (per course for full-time students) ..................$100 Student Teaching (per course for part-time students) .................$150 Study Abroad (in approved non-Augsburg programs) .............$350 Zero-credt seminar (part-time students) .......................................$763 Fees Payable by Check/Cash Application (new and/or special students) ....................... .$ 25 Locker Rental ....................................$ 50 Student Parking Lot Permit -car ........................................... $ 200 -motorcycle .............................. $ 100 Transcript Fee Regular service ........................... .$ 5 Next day .....................................$ 8 On demand ................................. $ 15 Special Examinations, Cap Q Gown Costs (Schedule onfile in registrar's office) BOOKS AND SUPPLIES These costs are estimated to average .OO per course. H DEPOSITS Enrollment Deposit (non-refundable) ....................$ 100 Required of all new students after lcceptance. The enrollment deposit is credted to the students' account only upon yaduation or withdrawal. Any net credit lalance (after all charges and/or fines) will ]e refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages andlor fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. Application Fee (payable once, non-refundable) ......................... $ 25 Tuition (per course) .........................$1,525 Tuition (per summer course 2004) ..$1,400 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 763 Lifetime Sports: Fee for Weekend College Course ......................... ..$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 50 Transcript Fee Regular service ............................$ 5 8 Next day ......................................$ On demand ..........................,......$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar .......................... .$ 763 Extended Payment Plan Fee .............$ 50 -Financial Information 28 PAY MENTS-DAY PROGRAM Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options-Day Program(1) Semester payments, due August 15 and December 15 as billed; (2) Extended Payment Plan-an extended payment plan is available each semester. Details are included with the bill for each term. PAYMENTS-WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options-(1) Payment in full at the start of each term. (2) Extended Payment Plan-an extended payment plan is available each semester. Details are included with the bill for each term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees may pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 60 days after the last day of the term. Students on this plan must file an employer reimbursement application form each academic year. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. - ~ A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student's account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s1 . . and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the E m o h e n t Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing conmact and/or the appropriate tuition refund schedule. - - Financial Information 29 Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Augsburg College Day Program Refund Policy: Applies to day program students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Refwut Amount ReJund Period 100% Through the first 10 days of classes (less $100 administrative fee) 90% From the 1l t h day through the 15th day of classes 80% From the 16th day through the 20th day of classes 70% From the 21st day through the 25th day of classes 60% From the 26th day through the 30th day of classes 50% From the 31st day of classes through the midpoint of the term. Augsburg Weekend College Program tefund Policy: This policy applies to new ind returning Weekend College students who drop a portion of their scheduled :ourse load. It also applies to students who :ompletely withdraw from college and do lot receive financial aid. Refund Amount 100% Refund Period Through the Friday following the first class weekend (less a $100 administrative fee if withdrawing from the current term entirely) 80% Through the Friday following the second scheduled class meeting 60% Through the Friday following the third scheduled class meeting 40% Through the Friday following the fourth scheduled class meeting. No refund after the fourth scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Rochester Program and United Hospital Program Refund Policy: See the published refund schedule for your program. Federal Return of Funds Policy: This policy applies to students who have completed at least one full term, withdraw from all courses for the current term, and receive federal Title IV financial assistance (including Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, Parent PLUS Loan). The Return of Funds Policy is based on a percentage derived from the number of days attended divided by the number of days in the term. - - 30 F~nanc~al Information The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. Requests for medical refunds should be made through the Financial Petition Committee. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the enfire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non- All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Enrollment Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2003-2004 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family Financial aid supplements student and family resources. - Financial Information 31 The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. HOW TO APPLY The following are required to process your financial aid application: 1.Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>.Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at cwww.augsburg.edu/enroll>,and submit it to the Enrollment Center. 4. Submit copies of federal tax forms For the preceding year (e.g. tax year 2003 to be considered for financial aid for 20042005). Tax forms are required for the stulent and parents of dependent students, or spouse of student if filing separately. WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility SubsidizedIUnsubsidizedFederal Stafford loan application Students complete and return one copy of their award letter to the Enrollment Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. H KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans' Children, and other sources. 32 Financial Information Academic Excellence Scholarships President's Scholarship-President's Scholarships are awarded based upon competition. The applicant must have a 3.7 or higher GPA and a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. Phi Theta Kappa S c h o l a r s h i p These scholarships are awarded to selected transfer students with a 3.5 GPA. Call Undergraduate Admissions for info., 612330-1001. Achievement Scholarships Regents' S c h o l a r s h i p T h e Regents' Scholarships are awarded to all qualified new freshmen of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents' S c h o l a r s h i p Transfer Regents' Scholarships are awarded to all qualified transfer students with a minimum 3.0 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award-These scholarships provide tuition benefits to full-time day students working toward their first bachelor's degree who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science ScholarshikThese scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Deadline: Accepted for admission by May 1. Augsburg AmeriCorps Scholarship-These scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is May 1. Minority Encouragement Program Scholarship-The Minority Encouragement Program Scholarship recognizes freshmen who have graduated from a St. Paul public high school in good standing and who participated in their school's Minority Encouragement Program. MEP students are assured of receiving a minimum award of $5,000 per year upon admission to Augsburg College. Application deadline is May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership ScholarshipsEthnic Leadership Scholarships recognize incoming freshmen and transfer students with demonstrated scholarship and a record of, andlor potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student's extracurricular activities. The application deadline is May 1. For more information and an application, contact: American Indian Student Services, 612-330-1144 Hispanic-Latino Student Services, 612-330-1309 Pan-Afrikan Student Center, 612-3301022 Pan-Asian Student Services, 612-3301530 Financial Information 33 Performing Arts S c h o l a r s h i v Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 1. Minnesota State Scholarship a n d Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment Center for accepted enrollment patterns. Lutheran Congregational Scholarship Program Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. PRIME Scholarships (Paired Resources in Ministry a n d Education) -Augsburg College will match congregational grants or scholarships up to a maximum of $750 ($1,500 total award) per student per year. Deadline for application is February 1. CALL Scholarships (Congregations and Augsburg support Lutheran Leaders) -Augsburg College CALL Scholarships recognize incoming students of high academic achievement with a demonstrated record of leadership within their Lutheran congregations. Augsburg will provide a double match of congregational grants or scholarships up to $750 ($2,250 maximum award) for students who meet the leadership criteria as specified on the application. The awards are renewable, depending on the class level at entry point (i.e., a new entering junior will have two years of eligibility). Final selection of CALL Scholarship recipients is made by the College. Deadline for application is February 1. Gift Assistance (Need-Based) Augsburg Tuition Grant-These awards are based on financial eligibility academic record, and participation in extracurricular activities in school, community, and church. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 2003-04 is $4,050. Bureau of Indian AffairsITribal and State Indian ScholarshipBureau of Indian Affairflribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairnribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. 34 Financial Information Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000 ($40,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1. Interest is capped at 8.25%. The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniorsfieniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College Enrollment Center or the lending institution. - Financial Information 35 Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty, staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. *Indicates endowed scholarships GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship* American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* , Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* Kopp Investment Advisors Presidential Scholarship Emma Johnston Mathwig Scholarship Memorial Scholarship Foundation Scholarships* Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Senior Challenge Endowment Fund* Rosemary J. Shafer Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Xcel Energy Scholarship Edward Yokie Memorial Scholarship* 36 Financial Information SPECIAL SCHOLARSHIPS Aid Association for Lutherans Scholarship Charles and Kate Anderson Endowment Fund* Mildred Ryan Cleveland Memorial Scholarship* Dain Rauscher Scholarship* David J. Formo Memorial Scholarship* The Grace Scholarship* David Gronner Memorial Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hoversten Peace Scholarship* ING Foundation Scholarship Torgney and Valborg Kleven Memorial Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Mutual Foundation Scholarship Minnesota Power Company Scholarship Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Rev. John and Ingeborg Peterson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* Loren Manuel Schottenstein Memorial Scholarship John and Agnes Siverson Scholarship* Genevieve E. Stelberg Memorial Scholarship* Wells Fargo Scholarship CAMPUS MINISTRY/CHRISTIAN SERVICE John Andrew Adam Memorial Scholarship* C. A. L. and Esther J. E. Anderson Scholarship* Charles and Catherine Anderson Diversity Scholarship* Kyle A. and Sandra L. Anderson Scholarship Carl C. and Kathleen A. Casperson Scholarship* Corinne and Herbert Chilstrom Scholarship* Laura Ann Erickson Memorial Scholarship* Pastor Bob Evans Scholarship* Dave Hagert Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Lee Family Scholarship* Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Pastor Carl 0 . and Edith W. Nelson Memorial Scholarship* Philip and Dora Quanbeck Scholarship* Russell and Helen Quanbeck Scholarship* Rev. Olaf Rogne Memorial Scholarship* Russel and Virginia Smith Scholarship* Roy C. and Jeanette Tollefson Scholarship MULTICULTURAL/INTERNATlONAL STUDENT SCHOLARSHIPS American Indian Scholarship* Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship General Mills Foundation Scholarship I - Financial Information 37 Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* KerridgdMueller American Indian Scholarship James M. Kingsley American Indian Scholarship* Little Six, Inc. Scholarship* McKnight Foundation Scholarship* Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarships* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA Native Women's Achievement Award* PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship* Harold B. and Laura M. Lanes Scholarship* Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund* DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship Norman D. Holen Art Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Biology Biology Scholarships Eleanor Christensen Edwards Scholarship* Dr. Paul R. and Maxine Fridlund Biology Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* Business Administration/Accounting/ Economics Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Malcom and Maybelle Estrem Scholarship* Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Clifford A. Peterson Scholarship* David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship* Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Carl Fosse Chemistry Scholarship* 38 Financial Information Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* Dr. Einar 0 . Johnson Scholarship* S. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* Barbara Tjomhom and Richard K. Nelson Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Pederson Samuelson Scholarship* English Dagny Christensen Memorial Scholarship* Murphy Square Literary Award* Anne Pederson English Scholarship* Prof. P A. Sveeggen Memorial Scholarship* Health and Physical Education Jeroy C. and Lorraine M. Carlson Scholarship* Paul Dahlen Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Roy and Eleanor Krohn Scholarship* Hoyt Messerer Athletic Scholarship* Robert D. and Carolyn W. Odegard Scholarship* James P Pederson Memorial Scholarship* Stan Person Memorial Scholarship* History Rev. and Mrs. 0 . J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bemhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics Floyd \! and Ruth M. Case Scholarship* Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Robert Wick Scholarship* Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs* Modern Languages Emil M. Fossan Modem Language Scholarship* Mary E. (Mimi) Johnson Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* Music Albert and Solveig Birkland Scholarship Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Leonard and Anabelle Dahlberg Scholarship Robert Ellingrod Memorial Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* Marjorie and James R. Gronseth, Jr. Memorial Music Scholarship* Mabeth Saure Gyllstrom Scholarship* Beth Halverson Violin Scholarship* Kay Halverson Scholarship* Lynn Halverson Cello Scholarship* Carol Halverson Heam Violin Scholarship* Hanwick Thanksgiving Scholarship* Financial Information 39 0 . I. Hertsgaard Scholarship* Orville and Gertrude Hognander Scholarship Robert Karlen Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship* Catha Jones Memorial Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Susan and Dean Kopperud Scholarship for Excellence in Music* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . ~ o w e r - ~ d r d Male k a ~ Chorus Music Scholarship* Susan Halverson Mahler Viola Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Grace Carlsen Nelson Scholarship* Edwin W and Edith B. Norberg Scholarship* St. John's Lutheran Church-John Nonis Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* Sampson Music Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships John and Vera Thut Scholarship* Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship* Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarship* Nursing Augsburg Nurses Alumni Association Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physician Assistant Alne Swensen Scholarship* Dr. Kristofer and Mrs. Berth E. Hagen Memorial Scholarship* Physics Floyd V and Ruth M. Case Scholarship* Theodore J. Hanwick Physics Scholarship* Alfred A. Iversen Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Martin and Sylvia Sabo Scholarship* Myles Stenshoel Scholarship* Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship Religion Scholarships Augsburg College Associates Scholarship* Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* Joel and Mary Ann Elftmann Scholarship* Luthard 0 . Gjerde Scholarship* Financial Information Rev. Dr. Harald D. and Jonette T. Grindal Scholarship* Elias F! Harbo Memorial Scholarship* Arnold and Neola Hardel Memorial Scholarship* Iver and Marie Iverson Scholarship* Pastor George J. Kundson Memorial Scholarship* Rev. Arnold J. Melom Memorial Scholarship* Gerda Mortensen Memorial Scholarship* Onesimus Scholarship* Johan H. 0 . Rodvik Memorial Scholarship* Ronholm Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Moms G. C. and Hanna Vaagenes Missionary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Phyllis M. Baker Memorial Scholarship* Blanca-Rosa Egas Memorial Scholarship* Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo F: Suemnig Memorial Scholarship* Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre ArtsReligion Scholarship* E xperiences in the classroom are an important part of college life, but learning and develo~ment"'0 occur in formal and informal activities of the Colleg'e and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staffhave officesin the F ~~ ~~ b ~~ ~, i Center ~ kl , ~ for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to explore Christian ministry Contact the director of Exploring Our Gifts for further information about the program. Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student Government is organized into several committees. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. The Student Activities Program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations that serve the student community. Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, speakers, and visiting personalities in various fields. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Echo; the yearbook, The Augsburgian; Student Government; the community senrice organization, the LINK; and the Augsburg Student Activities Council (ASAC). -- Student Life 43 FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. 4 4 Student Life 7 SPORTS AND RECREATION At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 49.) Augsburg's mission focuses on student learning in the broadest sense. As an indication of the emphasis placed on student learning, the student and academic affairs offices work to bring together the student learning found in the classroom with the activities of experiential education and work, residence life, and the learning resources of the library and information technology. The following sections elaborate on facets of student life. The formal academic programs and requirements are described on page 56. ACADEMIC SKILLS CENTER The Academic Skills Center, located in Room 18 of Foss Center, is designed to offer students study-skills assistance so that they may achieve academic success. The center assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies, and learning styles. The staff will assist students in developing effective and efficient study skills. The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for con- tent tutoring in most freshman- and sophomore-level courses. The center also notifies students of tutoring labs available and coordinates supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. The John Evans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing, and mathematics through the use of computer software. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. SERVICES FOR STUDENTS WITH DISABILITIES Center for Learning and Adaptive Student Services (CLASS)-The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented cognitive, psychological, and neurological disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the college cuniculum. Its mission is a reflection of Augsburg's commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Students who qualify for assistance from CLASS work directly with one of our disability specialists to develop an appropriate educational plan. These plans may include: Accommodations for testing and classroom (e.g., extended time, notetaking) Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) - Student Life 45 Use of assistive technology through the Groves Computer Laboratory Individual meetings (weekly or occasional) with a specialist for assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the college faculty, staff, or administration to ensure that students have every opportunity for success. Taking advantage of those opportunities, however, remains the student's responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage Learning Disabilities Program Endowment and the Groves Foundation. Access Center-The Access Center provides support and specialized services to students with documented physical disabilities. The goal of the Access Center is to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the educational experience at Augsburg College. Areas of assistance include but are not limited to: *Individual meetings with the physical disabilities specialist on a regularly scheduled basis -Assistance with organization and time management issues -Academic advising and registration -Housing assistance -Advocacy with faculty and staff -Assistance with community support services and other non-academic issues The Access Center also provides academic accommodations for students. These include providing note takers, taped texts, typing of papers, sign language interpreters, and adaptive physical education courses. Adaptive technologies available through the center include Braille translating software, a Braille printer, CCTY TTY, Jaws, and speech recognition software. Through a system of skyways and tunnels, the majority of the Augsburg campus is accessible to those with mobility impairments ensuring access regardless of the weather. There are a variety of modified and fully .accessible rooms available in the residence halls. TRIO PROGRAM TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support ServicesStudent Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate - - 46 Student Life degree. Participants in TRIOISSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIOIStudent Support Services serves 120 students from the point of admission through graduation, including transfer students, Day program and Weekend College Students. TRIOISSS typically admits 25 new students to the program each year. Major components of the Augsburg College TRIO/SSS program include: *Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building *Academic program planning, including pre-registration for each term, major and career decision-making, and extended four-year planning *Financial aid counseling and education *Academic progress monitoring, weekly progress meetings for students on academic probation *Academic success workshops, group academic skill development *Student leadership development and opportunities for conference travel *Social and cultural activities and student-led events *Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for a small group of incoming first-year students *Need-based scholarships for first- and second-year students actively participating in TRIOISSS *Program-sponsored tutoring, academic learning communities and supplemental instruction in select academic subjects Students may apply for TRIOISSS any- time after admission to Augsburg College, however preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIOISSS Advisor, please contact TRIOISSS program staff at 612-330-1311. STEPUP PROGRAM The StepUP Program is an Augsburg College program for men and women in recovery from addiction to alcohol and other drugs who are pursuing their college education. The StepUP Program concurrently supports Augsburg students in their academic studies and their recovery. The StepUP Program offers separate chemical-free housing accommodations, advocacy with faculty and staff, weekly individual support meetings with the director or assistant director, referrals to campus services, and extracurricular team building and community activities. Requirements for admittance into the StepUP Program include an agreement to live in StepUP housing, a minimum of six months continuous sobriety, and a commitment to a 12-step abstinence-based recovery program. StepUP promotes the vision of belonging and being at peace with oneself, while respecting the hard work of personal growth. We encourage students to create friendships and form bonds, some of which will carry throughout a lifetime. StepUP celebrates recovery in community as a normal part of personal growth. Students are challenged to take responsibility for themselves and their decisions while maintaining a healthy respect for the disease of chemical dependency. StepUP students join together for mutual support and to help one another access additional opportunities outside of StepUF! - Student Life 47 HISPANICILATINO STUDENT SERVICES AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg's policies, procedures and expectations. The program Assists with application process Helps students secure financial aid Nurtures students' identification as an American Indian Provides opportunities for students to leam about their heritage Provides opportunities for the campus community to leam about American Indian culture Provides academic advising and assists in the development of individual education plans Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul public school districts, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one fifth of the loan will be forgiven. The Hispanic/Latino Student Senices Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanid Latino students and provide awareness of the unique aspects of Hispanic culture. PAN-ASIAN STUDENT SERVICES The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. 48 Student Life PAN-AFRIKAN STUDENT SERVICES The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called "One Day in May" when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre-professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. The offices of PAC and PASU are located in Murphy Place 208 and 209. CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of licensed psychologists. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Students may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, motivation, transitions, family issues, selfimage, difficult decisions, eating concerns, grief and loss or other issues with the psychologist. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased selfunderstanding and personal growth. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. HEALTH INSURANCE Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may purchase a student policy by contacting the Center for Counseling and Health Promotion for more information. HEALTH CLINIC SERVICES The College offers basic health care services to students through a contract with UFP-Smiley's Clinic. These services are limited. For students without health insurance, Smiley's Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of I Student Life 49 7 any kind are not covered through the contract between Augsburg and Smiley's Clinic. Students with health insurance can also access Smiley's Clinic for a variety of clinic or other health services. A student's health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. # For more information regarding counseling, health promotion, health insurance or health clinic services, call 612-330-1707 or visit <www.augsburg.edu/cchp>. AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! FITNESS CENTER Located on the lower level of Melby Hall, the Hoyt Messerer Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center; some hours are reserved for classes. ISlrs mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: *Fulfilling duties of Principal Designated School Official (PDSO) for F-1 student visa program and Responsible Officer (RO) for J-1 student/scholar exchange program *General advocacy for international students *Advising the International Student Organization *Facilitating intercultural skill building sessions for students, faculty and staff *Celebrating diversity of cultures by increasing awareness of internationavintercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communication theory to explore their adjustment to a new culture and education system. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. (Also see Study Opportunities Abroad on page 63 and Student Teaching Abroad on page 66.) 50 Student Life Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 900 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to complete their degrees. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun, and leadership. Research indicates that students living in residence halls also earn higher grades and gain greater satisfaction during their college career. Numerous events are planned to welcome students to the community including dances, movie nights, coffee house concerts, and weeks devoted to special themes or issues. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. In order to secure housing, students are urged to make their enrollment deposit by May 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after May 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall-All new students and some upper-class students live in Urness Hall. This nine-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms may be available. Mortensen Hall-This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall-Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, desks, and chairs. New Hall-Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. - Student Life 51 Special Interest Housing-Special Interest Housing is available to students who are interested in creating a living~learningenvironment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-up The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar's office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available from the Office of Academic and Student Affairs. OFFICIAL NOTICES FOOD SERVICE Commons-Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle and Murphy Square. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's-Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student's Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. Students should also routinely review the A-Mail, published on-line, and available in hard copy at locations throughout campus. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 87 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the 52 Student Life official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. Complete information about Augsburg's procedures with regard to FERPA are available from the Office of the Registrar. DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, Ground Floor, Memorial Hall 19, 612-330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin). Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on gender or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. General Information - 54 Degrees Offered - 54 Academic Calendar - 54 - I r 7 ~ibra6 and Information Technology Services - 55 Academic Advising - 56 T Academic Organization and Programs - 56 Divisions and Departments - 56 Majors and Minors - 56 Teaching Licensure - 60 Pre-Professional Programs - 60 Honors Program - 61 Inter-Institutional Programs - 62 Study Abroad - 63 Center for Service, Work, and Learning - 66 Graduate Programs - 68 Other Programs - 70 I Academic Policies and Procedures - 70 Registration - 70, 73 Crossover Registration - 72 Withdrawal from College - 73 Student Standing/ Petition Process - 74 Re-Admission - 74 . - Graduation Requirements - 75 Graduation Requirements- 75 Liberal Arts Foundation - 77 Skills Requirements - 78 Quick Check Summary of Graduation Requirements- 82 -- Evaluation and Grading - 80 Explanation of Grades - 80 Assessment of Previous Learning Program - 85 Academic Progress, Probation and Dismissal - 87 Dean's List - 87 Latin Honors - 88 Commencement - 88 Four-Year Assurance Program - 89 m $ L ' C B h h - FERPA - 89 A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. H DECREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), and the master of social work degrees. H ACADEMIC CALENDAR The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term. (See Registration on page 70 and Calendars on pages 4-7.) Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for three and one-half to four hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term. Courses and majors offered through Weekend College are the same as their day program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Augsburg offers two summer school sessions. A maximum of four course credits (two per term) can be earned in the two five-week-long summer sessions. The Summer Session Catalog is published in the winter of each year. Augsburg graduate programs follow a trimester calendar, except for Physician Assistant Studies. (See Graduate Programs on page 68.) -- Academic Information 55 FACULTY The heart of any educational institution is its faculty. Augsburg College is particu- larly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened in 1997. The four-level, 73,000square-foot facility houses all library and information technology functions of the College. In addition to the 180,000 volume main collection, the Lindell Library includes the Gage Family Art Gallery, special collections and archives, curriculum library, a computer lab and student computing help desk, library instruction classroom, and facilities for media viewing and listening. A skyway links the building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment Center, as well as additional computer labs and multimedia classrooms, a lounge, and vending area. Library Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. Appropriately equipped laptop computers can be connected to any of several hundred data ports throughout the building to access these resources. lnformation Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit Augsburg's Web site <www.augsburg.edu> for more on IT at Augsburg. Computing Students have access to over 180 oncampus personal computer systems. There are desktop machines in two computer labs and five computer classrooms, as well as 80 laptops that can be checked out at the IT Service Center for use in the library. Other machines are available for student use within academic departments. A campus-wide network provides access to AugNet online services as well as support for printing and internet access. Appropriately equipped student-owned machines can also be connected to the network to provide access from dormitory rooms. 56 Academic Information 7 Media Resources Lindell Library provides a large collection of sound recordings, video tapes and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law is available. The library supplies TV sets, VCRs, video cameras, video editing, tape recorders, microphones, slide-, overhead-, filmstrip-, and movie projectors as well as screens and carts. Facilities for classes in broadcasting are located near the communications department in Foss Center. ed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All day students are required to meet with their academic adviser prior to registration. All students are encouraged to meet with their faculty adviser as often as is necessary. DIVISIONS AND DEPARTMENTS Telecommunications A campus-wide telecommunications system enables easy and convenient voice communication between students, faculty, and staff. Students can leave voice mail messages with any member of the faculty, administration or the staff; voice mail or call waiting are available to resident students at a modest cost. Long-distance service, billed to individual students, can be arranged for any on-campus residence phone. ACADEMIC ADVISING Academic Advising orients new day and Weekend College undergraduate students to the academic policies and procedures of the college and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have complet- The College curriculum is offered by 24 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts a n d Humanities-Art, communication studies, English, history, modem languages, music, philosophy, religion, theatre arts, College librarians. Professional Studies-Business administration, education, health and physical education, nursing, physician assistant studies, social work. Natural a n d Social SciencesBiology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. The college requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indi- - - Academic Information 57 cated, majors are part of the bachelor of arts degree. 2. Develop a student-designed major program proposal that includes: Student-Designed Major a. A statement of learning goals and objectives. Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student's proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supportmg letters of approval to AAC. Supporting letters should assess BOTH the student's ~bilityto complete the proposed major and :he validity and value of the proposed najor, including (in at least one of the let:en) the proposed capstone course. The tdvisers' signatures and supporting letters .epresent their approval of the program, ncluding the capstone course, and their :ommitment to oversee the student's xogress. b. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Center for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point andlor prepares one for further study In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the AAC Chair. The student will be informed of the date that AAC will hear the proposal. The student and advisers, one of whom must attend, will be invited to a meeting if AAC has questions. 58 Academic Information If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. Listings that are shadedire offered through both the day progran1 and Weekend College. Weekend (Iollege students may choose a major offered in the day program if t hey wish. They ma)7 take as many courst:S as possible throu)~h Weekend College, tlhen finish the majo~ r as --* -L-- -- -4a day program studr11~. r i L I I ~ I I ~U C I plogram is allowed once each academic year. A --a General Communication Studies Mass Communication Organizational Communication Rhetoric Human Relations " "--'--'kg Communications :elations and Advertising ;ory Management C U ~ L ~ ~Science U L C (B.A. ~ or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) East Asian Studies Economics Applied Economics ~omputational~conomics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B:S.licensure) Special Education: EmotionaYBehavioral Disabilities (WEConly) . -. Secondary (non-major, licensure only) Engineering 2 English Film Finance Health Education (B.A. or B.S.) History International Relations International Business ~ a n a ~ e m e1nformation~Systems nt Marketing Mathematics (B.A. or B.S.) Metro-Urban Studies Modem Languages French German Norwegian Spanish - Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology (B.A. or B.S.) Life Sciences (B.A.) Business-~dministration Economics/Business Administration --International~usiness Management Music Business Chemistry (B.A. or B.S.) Clinical Lab Science (B.S.) - ~ c k i m u n l ~ a t i oStudies n Communication Arts/LiteratFe (Teacher Licensure Major) -1.- 7 ' usic Music (B.A.) Music Business Concentration (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) ordic Area Studies ursing (B.5.-Weekend College only) hilosophy Computational Philosophy hysical Education (B.A. or B.S.) hysics (B.A. or B.S.) Solid State Physics (B.S.) Space Physics (B.S.) olitical Science Political Science/Economics (Teacher Licensure Major) sychology Social Psychology eligion YOU t h ' K d x m i l y K4iZisRussian, Central and East European Area Studies 1 ~ c ~ W ~ r k ~ ~ ~ ) oclology Community Studies Crime and Community Cultural Anthropology Social Psychology Gtudent-Designed heatre Arts Dance and Theatre (Teacher Licensure Major) Women's Studies1 ccounting merican Indian Studies Lrt Architecture Art History Studio Art liology iusiness Administration :hemistry :ommunication - Academic lnformation 59 Computer Science East Asian Studies Economics English Film Health Education History International Business International Relations Leadership Studies Management Information Systems Mathema tics Metro-Urban Studies Middle East Studies Modem Languages 1 French German Norwegian Spanish Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth andPFamily~ k i s t r y Sociology Social Welfare Russian, Central, and East European Area Studies Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy women's Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced - - 60 Academic Information courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technologcal University. ACTC Majors-It is possible for day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department. Weekend College is not part of the ACTC consortium, and Weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. OTHER STUDY PROGRAMS Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middleschool education with subject area specialties in one of the following: mathematics, science, communication artsAiterature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this license obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle schoolhigh school fields: biology, chemistry, communication artslliterature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), physical education (K-12), and dancdtheatre with a theatre emphasis (K-12). This license prepares people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) Students seeking elementary licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work ;losely with their advisers throughout their programs. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising early in their freshman year to arrange for faculty advising prior to their first term at Augsburg. Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses: - - Academic Information 61 BIO 113, 114,215; PHY 121,122; CHM 115, 116 (or 105, 1061,351,352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering-See engineering degree and major requirements on pages 144-145. Pre-Law-Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many jtudents'with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition zourses, including ENG 111; CHM 115, 116 (or 105,106); CHM 351,352; BIO 113,114,215,369; MAT 145,146; PHY 121, 122. Courses recommended in prepa:ation for MCATs: BIO 355,473,476; CHM 361. Pre-Occupational Therapy, Pre'hysician Assistant, a n d Pre-Physical rherapy-Coursework in preparation for hese programs should be discussed with a aculty member in the Department of 3iology. Pre-Pharmacy-Augsburg has a pro;ram designed to fulfill minimum ,equirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114,215,476; CHM 115, 116 (or 105, 1061,351,352; ECO 113; ENG 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary-A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. Pre-Veterinary Medicine-To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following science courses are required: MAT 114 or 145, CHM 105/106 or 115/116, CHM 351/352, BIO 113, BIO 114, BIO 215, BIO 355, BIO 369, BIO 476, PHY 121/122. Other non-science courses are also required. HONORS PROGRAM The Honors Program is rooted in the Augsburg Core Curriculum. As such it is shaped by the themes of Vocatio (Vocation), Caritas (service and leadership); and citizenshipin a diverse world, both locally and globally. The Honors Program recasts this distinctive mix by underscoring the public uses of knowledge, by recognizing that intelligence expresses itself in many ways, and by embracing an intentional interdisciplinarity in its curriculum. While celebrating the signature elements of the Augsburg Core Curriculum, the Honors Program transpos- - - 62 Academic Information es them to a new key, even a kind of academic jazz, in which committed students are encouraged to traverse new domains and improvise novel themes appropriate to new circumstances. The Honors Program is a community of people who are committed to achieving an exceptional education by exploring the many dimensions of fundamental ideas. Fundamental ideas such as "all people are created equal" and "all knowledge begins with experience" shape our construction of the valuable, our deliberations regarding the ethical, and even our identification of the factual. Honors education believes that when we engage freely in Socratic dialogue about knowledge and wisdom, we find our noblest calling as people. The Honors Program strives to provide an enriched environment in which the pivotal questions of human experience can be explored and the skills to navigate a complex world can be mastered. Honors students learn the value of interpersonal networking and team-generated solutions to new ~roblemsthat emerge in dynamic, worldwide markets and evolving political realities. In fact, graduation from the program is advantageous for graduate school admission or career placement. Contact the director for information about the Honors Program curriculum. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media CenterThrough CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 1,300,000volumes. Associated Colleges of t h e Twin Cities (ACTC)-Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester at one of the other campuses. This program is open to sophomores through seniors. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College students may not participate in the ACTC consortium program. Higher Education Consortium for Urban Affairs (H ECUA)-Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Air Force ROTC-Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the registrar's office. Army ROTC-Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Naval ROTC-Augsburg students may participate in the Naval ROTC program at he University of Minnesota under an greement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of he Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required or graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. 4 OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are talung advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examme prospects for peace in Northern Ireland, study geology and ecology in Vonvay, have a paid corporate internship n Germany, or thrill to the sounds of The Magic Flute at the Viennese state opera louse. Study abroad provides opportuniies to develop critical thinking skills, itrengthen language competencies, further :areer paths, experience different cultures, tnd gain knowledge about the increasingly nterdependent world. Icademic Requirements and Credit Study abroad is an integral part of sev:ral majors at Augsburg and will add an ntemational dimension to any academic Irogram. Courses abroad can fulfill major, iugsburg core cuniculum, and graduation equirements when approved by academic ~dvisersand department chairs before leparture. Any approved study abroad pro- Academic lnformation 63 gram will also fulfill the Augsburg Experience. Students receive advice on selecting programs that best fit their academic, career, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus. Although foreign language skills are an asset, they are not required for all study abroad programs. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The application deadline for spring term, non-Augsburg study abroad programs is September 30 and for summer session, fall term, and year long, nonAugsburg study abroad programs the application deadline is March 1.The application deadlines for Augsburg programs are listed below for each program. Please contact the study abroad advisor in the Office of International Programs for deadlines on summer and short-term study abroad courses. Costs a n d Financial Aid The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying overseas. - - 64 Academic Information The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center's study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars-from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; learn first hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women's studies, and Spanish. Internships and independent studies are also available. The program begins with a one-week seminarlorientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and 4-6 weeks living with Mexican host families. Prerequisite: one college-level Spanish course or its equivalent. Application deadline: April 1. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) -Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southem Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today's world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Application deadlines are April 1 for the fall semester, and October 15 for the spring semester. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua) -Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women's studies, and economics. Students spend the first five weeks in Guatemala, Academic Information 65 the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required, and coursework in macro Lnd microeconomics is strongly recommended. Application deadlines: April 1 for fall semester, Oct. 15 for spring semester. Social and Environmental Justice: Latin American Perspectives (Mexico) -Spring This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students will examine the ethics of land distribution, environmental racism, ecofeminism, social change, and the complexity of gender; class, race, and ethnicity in Latin America. Credit is available in Spanish, history, political science, religion, and women's studies. Internships and independent studies are also available. The program includes a twoweek seminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and six weeks living with Mexican host families. Application deadline is October 15. Social Work in a Latin American Context (Mexico)-Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. Application deadline: September 15. International Partners International Partners offers a broad range of learning opportunities in Norway and Germany. Students can choose from several options: group programs, "tailormade" individual study programs, and practical professional experiences that may include a paid internship. Program length varies from ten days to two semesters. All course work is in English. Some travel scholarships are available. For further information contact the International Partners office. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in full semester programs in Norway, Ecuador, Ireland, Guatemala, and the Twin Cities. All programs emphasize the impact of civic engagement, social change and cross-cultural factors on the human community HECUA programs emphasize intense language experience, internships, andlor field study For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway-Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, and language and the development of cities, urban problem solving, and urban life. Local, regional, and international field 66 Academic Information study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. Politics, Development and the City: Guatemala and Ecuador-Fall This interdisciplinary program, with travel to Guatemala and Ecuador, provides an overview of history, culture, economy, and politics of these regions. Students study theories and models of development and explore their usefulness in understanding the regional and global context. Augsburg application deadline: April 1. Northern Ireland: Democracy and Social Change- Spring The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Application deadline: Oct. 15. Student Teaching Abroad Community Internships in Latin America: Ecuador-Fall This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadline: Oct. 15. Selected education department students may participate in the International Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMoms. Additionally, International Partners has student teaching options available in Norway. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad Environment, Economy, and Community in Latin America: Guatemala and Cuba-Spring Through fieldwork and hands-on projects, students explore the impact of global development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba or another Latin American country. ~ u g s b u application r~ deadline: Oct. 15. May and summer courses to many parts of the world enable students to earn credit through short-term travel. Offerings include Summer Session I in Mexico via the Center for Global Education. Contact the study abroad adviser in the Office of International Programs for the most current list of programs. THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive resource cen- . - Academic Information 67 ter incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service- and work-based learning experiences and the exploration of personal and professional vocation throughout their college years. The center encourages students to take advantage of Augsburg's metropolitan location through the highly successful service-learning, internship, and career planning programs that link the College's academic programs to community organizations and businesses. Service- and work-based experiential education opportunities are closely related to students' coursework, majors, andlor career interests. Learning opportunities may be in non-profit organizations, churches, schools, government agencies, community-based organizations, small and mid-size companies, and large corporations. The underlying assumption is that a liberal arts education is an effectivepreparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work, and Learning includes the following programs: Community Service-Learning Augsburg's Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection, on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and community centers, or working with cultural and environmental groups. The service-learning program also works closely with the student-directed Augsburg LINK, residence hall directors, and campus ministry. Academic Internships An academic internship is a carefully planned, service- or work-based learning experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Internships can be registered for 1 course credit or .5 course credit. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 80. A maximum of four courses of intemship may count toward the total courses required for the degree. - 68 Academic Information Cooperative Education Cooperative Education is a non-cre&t transcript notation for paid work experiences related to a student's major or career objective. The goal is for students to apply theory to practice in a work setting. Job opportunities typically are part-time during the academic year andlor full-time in the summer and can begin and end anytime. Students must register for the non-credit transcript notation, set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises co-op transcript notation work experiences. Academic internships and cooperative education may be used to fulfill the Augsburg Experience graduation requirement. Career Services Career Services is committed to providing opportunities and programs to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is often times viewed as an important part of a student's development while attending college. To aid in this process, career staff provide career related assessments, one-on-one career planning and coaching, and assistance with choosing majors, locating internships, preparing for job searches and graduate school applications, and making connections to community and alumni resources. GRADUATE PROGRAMS Augsburg College offers six graduate degree programs: the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, Master of Social Work. Catalogs for each degree pro- gram should be consulted for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: EBD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master's degree program. Students will complete their master's degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: E/BD licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Weekend College Admissions office. Two new licenses will be in place by Fall 2004-Reading (K-12) and Special Education LD. The special education LD license is available either as an initial license or as an additional license for licensed teachers. The reading license is offered as an endorsement to an existing license. For further infomation about the programs, contact the Education Department or the Weekend College Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays. I - Academic Information 69 The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), andfor Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on an immersion schedule (every other week or once per month) that may include weekday evenings and Saturdays. Web-enhanced pedagogies are used for all classes. The Master of Arts in Nursing Program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. The Master of Business Administration is designed to give students mastery of the tools and principles needed for career advancement and business success. Designed to be completed in 21 months, the program offers a cohort format, encouraging small-group collaboration with a high level of personal attention from faculty. Field-study projects enable students to apply classroom learning to the business environments. The Master of Science in Physician Assistant Studies is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day The Master of Social Work prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. A dual degree (Master of Social Work and Master of Arts in Leadership for Mission) is also available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. -Academic Information 70 OTHER PROGRAMS Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, the Center for Leadership Studies, Education, Nursing, Religion, Social Work, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, Twin Cities Public Television (TPT), and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Contact the Office of Continuing Studies at 612-330-1406 for information about current and upcoming programs. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S.relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. College of the Third Age Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community. Approximately fifty retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200 classes available for group study only. (Note: For individual study, call the Admissions Office at Augsburg College at 612-330-1001.) To obtain further information about the program or to request a catalog, call 612330-1139 during Tuesday and Wednesday office hours (10:OO a.m. to 3:00 p.m.). To ask questions or to schedule a program, call Karen A. Lindesmith, program director, at the above number. II REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: cumulative GPA of 3.0 to 3.49 may take a total of 5.0 course credits; cumulative GPA of 3.5 or greater may take a total of 5.5 course credits without peti- -- Academic Information 71 tioning. All overload registrations must be done in person at the Enrollment Center. Please note: there is an additional tuition charge for course loads over 4.5 course credits (this includes combining the credit load from both the day and WEC programs). Auditing classes over the 4.5 overload limit will also incur a tuition charge. Weekend College students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. Although new day students may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. The Day program calendar and the WEC school calendar are both available through the registrar's web page. Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time l/Time 2 (Tl/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under "Combined Academic Calendars" at <www.augsburg.edu/enrolV registrar>. Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College Tl/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. Rochester students may add individual classes to their current schedule andlor withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester Tl/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Some late course registrations may be subject to additional late fees. 72 Academic Information ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center-612-330-1046 Academic Advising412-330-1025 Office of Weekend College-412330-1782 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a "home program," either day or Weekend College. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, bill be considered full-time and will be charged the full-time day program tuition rate. A W C student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both Winter. WEC and Spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5 . Students have registration priority in their home program. Crossover registration begins only after the open web registration period closes for both programs. A schedule is published on the regispar's office web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by web. The WEC program is not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC students may NOT crossover to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program (an exception is made for AAC-approved courses in the Department of Nursing and the joint B.A. AccountingMAL). Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered. Change of Program Students may apply to change their "home" program by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. - - Academic Information 73 Registration All day students are required to meet with their academic adviser prior to registration. Incoming freshmen and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Weekend College students may register during the designated time prior to the start of each term. The primary method of registration will be via the Web through AugNet during the open registration period. Please reference the academic calendar for specific dates. Day students will be able to register only after meeting with their faculty adviser. The Enrollment Center is also available to process regismation forms. Note: Web registration may not recognize prerequisites fulfilled by transfer work. In these cases, please process your registration at the Enrollment Center. Once the open registration period ends, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the Web closes. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar's Web page. Withdrawal from the College cannot occur during final examination week unless a petition is approved by the Committee on Student Standing. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar's office. Students are responsible for keeping the registrar's office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100% refund of tuition and fees upon verification of call to active duty. The student must provide a copy of orders. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise from a failure to note attendance on the transcript, and also indicate that the withdrawal was outside of the student's control. Alternatively, the college supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an "incomplete" agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar andlor the Office of Academic and Student Affairs as soon as possible so the College can notify all parties and aid in this process. - 74 Academic Information Student Standing Committee The Student Standing Committee deals with requests for minor exceptions to academic policies and procedures. Typically, the Committee reviews requests for: Changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to the published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Extending time for an incomplete. Permission to take a course overload. Minor exceptions or transfer course substitutions for academic requirements. In addition, the Committee reviews students' transcripts in determining academic probation or dismissal from the College on academic grounds. The Committee also hears appeals from students who have been dismissed for academic reasons. The Committee reviews student requests for readmission to the college after dismissal or returning after leaving while on probation. The Committee typically meets every other week throughout the school year (September-April),and once a month during summer. Note: Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadline for the term involved. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar's Web page: <www.augsburg.edul enroll/registrar/index.html>. Step 2: Fill out the petition form completely Include documentation for illness. Have your advisor, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Step 3: Return the completed petition form to the Office of the Registrar1 Enrollment Center, include signed drop/add form and $50 check if applies. Step 4: A copy of the petition with the Committee's decision is returned to the student's campus box after the committee meets Re-Admitted Students Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. The election to complete a degree under a new catalog must be submitted in writing to the registrar's office. Some departments will not accept coursework taken more than seven to ten years ago. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete graduation requirements under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog requirements. Students who graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (B.A., B.M., B.S.) Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. -- Academic Information 75 The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar's office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Office of the Registrar about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in the printed catalog in Undergraduate Admissions-Special Students (Second Degree). Each student must apply for graduation at the end of his or her junior year. Students should apply before the start of their last academic year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar's Web page. All degree and course requirements must be completed and verified in the Office of the Registrar prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Requirements For Undergraduate Graduation: Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. 1. Completion of 32 course credits -No more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) - 14; music education (B.M.) - 17; music performance (B.M.) - 14.5; music therapy (B.S.) - 17; and social work (B.S.) - 15. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 2. Completion of a MajorRequirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum-Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. 76 Academic Information 5. Residence-The last year of fulltime study or equivalent (no fewer than seven of the last nine credits/requirements) must be completed at Augsburg or within an approved ACTC exchange program. No fewer than a total of nine credits are to be taken at Augsburg College. Contact the registrar's office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. THE AUCSBURC CORE CURRICULUM The Augsburg Core Cumculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a cumculum that: Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; Calls for common inquiry into questions of Christian faith and the search for meaning; and Cultivates the transformative discovery of, and appreciation for, one's place of leadership and service in a diverse worldvocatio and caritas. The curriculum has three major components: The Augsburg Signature Curriculum The Liberal Arts Foundation Skills Requirements THE AUCSBURC SIGNATURE CURRICULUM Search for Meaning Augsburg's Signature Curriculum is centered on its identity as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. In these courses students articulate and critically reflect upon Augsburg's concept of vocation and its meaning; Christian theological concepts as well as concepts from other religious traditions; and the meaning of the Bible in Judeo-Chnstian thought, its cultural contexts, and concepts of human identity and vocation. Two Search for Meaning course credits are required except for the following: Transfer students entering with advanced transfer status will take one Search for Meaning course: REL 300 Bible, Christian Theology, and Vocation. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. The Seminar is attached to a first-semester major or Augsburg Core Curriculum course. The purpose of the Seminar is to introduce students to an Augsburg education and to help them make the transition I Academic Information 77 to college work. Engaging Minneapolis Engaging Minneapolis courses are specially designed courses that make intentional and substantial use of the resources of the Twin Cities as they orient .first-year weekday students to the community where they will be studying, living, and working during their college careers. Most Engaging Minneapolis courses also fulfill an Augsburg Core Cumculum or major requirement. They normally are taken during the first year, but may be taken in the second year. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrate experiential learning with academic learning and (2) Link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, creditlno-credit status, and grading options for approved Augsburg Experiences will vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education-vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. The Senior Keystone course connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It thus asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. THE LIBERAL ARTS FOUNDATION The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) The list of courses meeting the Liberal Arts Foundation requirement is available online and from the registrar's office. The Liberal Arts Foundation requirements for some bachelor of science majors may vary. Students must consult with the major department to determine the options available. The following bachelor of sci- 78 Academic Information ence majors are approved for modifications in the Liberal Arts Foundation or Modem Language Core Skill requirements: biology, clinical laboratory science, elementary education (LAF option only), health education (teaching licensure only, LAF option only), mathematics, physical education (teaching licensure only, LAF option only), and physics. Natural Sciences and Mathematics Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two courses from two different departments: Economics, Political Science, Psychology, Sociology Humanities Two courses from two different departments: Communication Studies, English, History, Philosophy, Religion, Modem Languages (literature and culture courses) Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. Fine Arts Two courses or approved activities from two different departments: Art, Music, Theatre Arts. SKILLS REQUIREMENTS Entry Level Skills Assessments There are entry level skills assessments in: Critical Thinking Mathematics Modem Languages Writing Placement in writing, math, modem languages, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. Freshmen (all students entering with fewer than seven Augsburg course credits) and sophomore transfer students with fewer than 13 course credits are required to take entry level skills assessments and satisfy all skills requirements. Advanced transfer students (who enter with 13 course credits or more or an A.A. degree accepted in transfer) take only the following entry level skills assessments and fulfill the following requirements: The Mathematics assessment and requirement. The Modem Language assessment and requirement. The Writing assessment and requirement. Critical Thinking Assessment and Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are required to take GST 100 Critical Thinking. Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at - Academic Information 79 another college may have their MPG determined by the registrar's office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2,3, or 4 as a prerequisite. Modern Language Assessment and Requirement The BYU-CAPE language assessment is offered to students who have had at least a year of Spanish, French, or German language studies in high school. It is designed to assess and place students at the appropriate course level for language study. Students may waive the modern language requirement by completing this assessment and placing at the 311level or above. The Modem Language Core Skill requirement for some bachelor of science majors may vary. Students must consult with the major department to determine the options available. The following bachelor of science majors are approved for modifications in the Liberal Arts Foundation or Modem Language Core Skill requirements: biology, clinical laboratory science, elementary education (LAF option only), health education (teaching licensure only, LAF option only), rnathematics, physical education (teaching licensure only, LAF option only), and physics. Writing Assessment and Requirement The entry level assessment determines readiness for ENG 111Effective Writing. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111. Students who have transferred in an equivalent course to ENG 111 are excused from the entry level exam. Core Skills Requirements Effective Writing ENG 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete ENG 111by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. Modern Language Requirements for the Modem Language Core Skill are determined by placement -Academic Information 80 test. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of a two-course sequence in the same language with the minimum grade of 2.OR in both courses is required. Students whose placement test is at 311 or higher will be exempted from further language study There is a seven-year time limit on language courses presented for transfer and automatic waiver. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modem Language Core Skill. Students whose first language is not English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language (ESL) requirement. The requirement is Satisfied by successfully completing the WL course(s) and achieving a score above the minimum on the ESL placement exam. Students who complete the ESL requirement fulfill the Modem Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness (or a transfer equivalent) is required of all students. The second course may be chosen from a variety of different lifetime activities (HPE 002,003 Lifetime Activity courses). Students who are not health and physical education majors or intercolletest Out of One lifetime giate activity course. Students may demonstrate proficiency from a selected list of lifetime activities. There is a fee to take the lifetime activity proficiency test. Foundations of Fitness courses are non-credit courses and are not included in the 32-course graduation requirement. Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Students are required to have one course each with Critical Thinking, Quantitative Reasoning, and Speaking skill components, and two courses with a Writing Skill component. These requirements are modified for advanced transfer students (see page 82). A minimum grade of 2.0 or P is required to satisfy a graduation skill requirement. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill this requirement. Academic advisers will provide a list of these courses. All Writing Skill courses have the prerequisite of ENG 111or its equivalent. All Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. . EXPLANATION OF GRADES Student achievement in courses is measured by final examinations, shorter tests, -tten papers, oral and other types of evaluation. - Academic Information 81 Most courses are offered with grading options-traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the P/N option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. To be eligible for graduation with Latin Honors, students may elect only 2 P/N credits. See P/N limitations under Graduation Requirements, page 75. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime sports are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.0 Achieves above basic course standards 2.0 Meets basic standards for the course 1.0 Performance below basic course standards 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not com- - 82 Academic Information This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 75. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): CI Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . . .14.5 Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 7. O Maintain minimum cumulative grade point average in major, minor, and in total courses completed. LI Complete a major. O Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: Complete two (2) Search for Meaning courses. Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) 1. Complete the fall orientation and Augsburg Seminar. 2. Complete an Engaging Minneapolis course. Complete at least one Augsburg Experience (Exceptions may be made for specially designed interdisciplinary Connections courses.) Natural Sciences and Mathematics (1 lab science) Social and Behavioral Sciences Humanities Fine Arts Complete Entry Level Skills Assessments and Core Skills Requirements: Critical Thinking Assessment Mathematics Assessment Modem Languages Assessment Writing Assessment Achieve a Math Placement Group score of three. Complete ENG 111 Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete HPE 001 Foundations of Fitness and one HPE lifetime activity course. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P (Courses meeting these requirements are designated by the major.) Two courses with Writing components. One course with a Critical Thinking component. One course with a Speaking component. One course with a Quantitative Reasoning component. All advanced transfer students (those entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Li Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . .14.5 Complete a Senior Keystone course. Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 75. I - Academic IlnformaRion 83 O Maintain minimum cumulative grade point average in major, minor, and in total courses completed. 0 Complete a major. 0 Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: Complete REL 300 Bible, Christian Theology, and Vocation course Complete a Senior Keystone course. Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: O Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . Complete one Augsburg Experience Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) Natural Sciences and Mathematics (1 lab science) Social and Behavioral Sciences Humanities . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . . .14.5 Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 7. O Maintain minimum cumulative grade point average in major, minor, and in total courses completed. O Complete a major. 0 Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: Fine Arts Complete Entry Level Skill Assessments and Core Skills Requirements: Satisfy entry level skill requirements in writing. Achieve a Math Placement Group score of three. Complete Modem Language requirement (0-2 courses, depending on initial assessment.) Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment.) Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) One course with a Writing component. One course with a Critical Thinking component. One course with a Speaking component. One course with a Quantitative Reasoning component. Complete REL 300 Bible, Christian Theology, and Vocation course. Complete a Senior Keystone course. Complete one Augsburg Experience Complete Entry Level Skills Assessments and Core Skills Requirements: Complete one college algebra course course (MAT 105) or a Math Placement Group 3. Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment) Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P (Courses meeting these requirements are designated by the major.) One course in the major that meets a Writing Graduation Skill. One course that meets the Quantitative Reasoning Graduation Skill. All students are required to file a graduation application with the Office of the Registrar one year prior to graduation. - 84 Academic Information pleted by the specified date of the following academic term, the grade for the course becomes 0.0. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned.. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. A course in which a grade of 0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 27. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work aansferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Sophomores-7 pleted. course credits com- Juniors-16 course credits completed. Seniors-24 course credits completed. -- Academic Information 85 ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and ( 2 ) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)-Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Credit granting guidelines are available in the registrar's office. Advanced Placement Program (AP)-Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. A score of 4 or 5 is required on the AP Language and Composition examination for credit for ENG 111 Effective Writing. Inquiries should be addressed to the Office of the Registrar. The College Level Examination Program (CLEP)-This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing centers for this area are the University of Minnesota and the University of St. Thomas.) Students who score at or above the American Council on Education's recommended score on an approved examination may receive academic credit for that subject at Augsburg College. Information about CLEP tests is available from the Office of the Registrar. Departmental Comprehensive Exams-These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The registrar approves the student's request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program-This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study hrectly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student's previous learning, the faculty team applies the fol- 86 Academic Information lowing criteria: There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed andlor systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning-While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English as a Second Language (ESL) Students whose primary language is not English must take the ESL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students' placement in ESL, ENG 101 Developmental Writing, or ENG 111 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. All students whose native language is not English must stay enrolled in ENG 2171218 until such time that they pass the ESL placement test at 85 percent or higher. The ESL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language core skill requirement for graduation. - - Academic Information 87 ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.0 cumulative grade point average (GPA) . It should be noted that a minimum GPA of 2.0 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.0 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of the student's commitment to academic progress is the primary consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year, at which time the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his or her commitment to academic success. Students may be removed from probation when the cumulative GPA reaches 2.0. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.0. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Student class years are based on the number of courses completed: Freshman-fewer Sophomore-fewer credits Junior-fewer than 7 course credits than 16 course than 24 course credits Senior- 24 or more course credits Dean's List The Dean's List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program's calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean's List. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. - 88 Academic Information Latin Honors Qualification for Commencement Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. Augsburg College has one commencement ceremony per academic year in the month of May. Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement if: (1) no more than three course creditslrequirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. Candidates for graduation who will complete summer or fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall may be required to sign a statement acknowledging remaining degree requirements in order to participate in commencement. A student will not graduate nor will a degree be conferred until all graduation requirements are met, regardless of participation in commencement. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Latin honors replaces the previous honors designation of "With Distinction." Students may also receive honors recognition for departmental honors and for participation in the honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.9-4.0 GPA plus successful completion of the summa oral examination. Magna cum laude: 3.8-3.89 GPA. Cum laude: 3.6-3.79 GPA. To be eligible, a student must complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than the following number of elective passlno pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will "N" grades): 2004 graduates-6 2005 graduates-4 2006 graduates-3 2007 and thereafter-2 For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at <www.augsburg.edu/enrolV registrar>. EnrollmentIDegree Verifications Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: <www.degreeverifyorg> Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreevenfy@studentclearing house.org - - Academic Information 89 Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the Enrollment Center about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. FOUR-YEAR ASSURANCE PROGRAM This program applies to students who enter the day program schedule as fulltime freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years-if they maintain continuous fulltime enrollment for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program g u i d e l i n e ~ they r will receive the remaining required courses free of additional tuition. A few majors are excluded from this program. Contact Academic Advising for a list of eligible majors. Students must complete a formal Four-Year Assurance Degree Plan with the College before the end of their sophomore year (prior to completing 16 course credits) in order to qualify. Contact Academic Advising for details. 4 FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records-You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records-You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information -You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or gnevance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. 90 Academic Information Right to withhold disclosure of "directory information"-FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. "Directory information" includes t h e following: The student's photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new form for withholding disclosure must be completed each academic year. The student's date and place of birth; Right t o complain to FERPA Office-You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg's failure to comply with FERPA. The student's major field of study; Reporting Educational lnformation The student's academic class level; Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. The student's name; The student's address; The student's telephone number; The student's e-mail address; The student's enrollment status (FT/HT/LHT); The student's participation in officially recognized activities and sports; The student's degrees and awards received; The weight and height of members of athletic teams; The student's dates of attendance; The most recent previous educational agency or institution attended by the student; and 92 DEPARTMENTS AND PROGRAMS - a liberal arts institution, Augsburg College believes that knowledge and-truthare interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Weekend College classes are published each spring in a separate booklet and online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all can be met. Descriptions and schedules for Sumnier Session, the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work courses are published in separate catalogs. Credits Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight 3.5-hour sessions during fall and winter terms, and for seven +hour sessions during spring term. Class Schedule Numbering Courses listed are subject to change. In general, classes are offered fall andlor spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available ,on-line. Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. -- Departments and Programs 93 Prerequisites Courses that must be taken before enrolling in a higher level course are listed n the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there s prior approval by the professor teaching the course. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. INTERNSHIPS Registration for internships consists of the following steps: 1. Obtain the internship registration permission form from the Center for Service, Work, and Learning and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. 2. Register for the Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. InternshipIOn-campus InternshipIOff-campus (.5) InternshipIOn-campus (.5) InternshipIOff-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the tendregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. Internship/On-campus InternshipIOff-campus (.5) Internship/On-campus (.5) InternshipIOff-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links 94 ~ e ~ a r t m e nand t s Programs the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent StudyIResearch An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. See listing under Business Administration. A, erican Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, cul- ture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. Coordinator: Eric Buffalohead -- American lndian Studies 95 Associated Faculty: Eric Buffalohead (Sociology), Elise Marubbio (English), John Gregg (History) Adjunct Faculty: Sophia Jacobson, Steve Chapman, Richard Gresczyk, Dale Weston American Indian Studies Major Ten courses including; INS 105 Introduction to American Indian Studies ENG 216 American Indian Literature INS 105 or INS 264 American Indians in the INS 260 HIS 336 REL 370 INS 499 Cinema Contemporary American Indians American Indian History American Indian Spirituality and Philosophical Thought Capstone Project In addition student must complete four electives. At least five of the courses toward the major must be upper division. Minor: Five courses including INS 105. At least two must be upper division. Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. ENC 216 American lndian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. INS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. i l S 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. 96 American lndian Studies INS 260 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. INS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. INS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women's roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with Women's Studies. INS 332 Native American Storytelling The objective of this course is to study Native American Storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. INS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Indigenous Filmmakers, American Indian Women in Film, Contemporary Indigenous Issues of North and South America, and American Indian literature Seminar. INS 499 Independent ResearchICapstone Project An independently designed research project to fulfill the capstone requirement. A, is important as a field of study for our time, helping us to create order and beauty in the design and function of communities. Realizing this,we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, graphic designer, architect, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity involves manual skill, although to become broadly significant it should interact with other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the TWin Cities area. Art Faculty Kristin Anderson (Chair), Lynn Bollman, Tara Christopherson,John McCaffrey Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I or ART 325 Fiber and Form Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in at least one exhibit during their senior year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identlfy current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 19th- and 20th-Century Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I Departmental Honors Art History Minor GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Graphic Design Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. Eight art courses, including four in graphic design, one art history, and three electives. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244 and ART 249 or 349. Note: All studio courses require work outside of class sessions. Some studio courses have lab fees. STUDIO ART FOUNDATIONS ART 102 Design A study of design as the unifylng foundation for the visual arts. Two- and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 107 Drawing Introduction to basic drawing concepts, media, and surfaces. STUDIO ART ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. ART 106 Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. ART 118 Painting I Introduction to painting media and technique in acrylic or oil. - Art 99 ART 132 Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. ART 215 Design for New Media I Exploration of the fundamental techniques and technologies used in digital media, focusing on web design. ART 221 ART 223 Sculpture I An introduction to sculpture and three-dimensional design in various media. Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 ART 250 Graphic Design I An introduction to the principles and techniques of graphic design using page layout software. Emphasis on designing with text and image. Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 306 Calligraphy II Advanced work in calligraphic media and design. ART 315 Design for New Media II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 325 Fiber and Form An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface, text, image, and sequence. (Prereq.: Any ART course) 100 Art ART 330 Graphic Design II An advanced study of the graphic design of typography and visual imagery for print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225) ART 340 Digital Imaging Exploration of the creation of visual images using the computer as a paint brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course) ART 351 Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and glazing. (Prereq.: ART 250) ART 355 Painting II Advanced study of painting. (Prereq.: ART 118) ART 360 Watercolor Painting Study of transparent watercolor, emphasizing perceptual painting and abstraction from observation in the studio and on location. ART 368 Print Making II Continued exploration of intaglio, relief, and monolunique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) ART AND ARCHITECTURAL HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modem times. Includes reading, research, viewing of slides, and visits to museums. Note: Thefollowing courses are offered intermittently, usually two or three sections per year: ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples. ART 2491349 The Designed Environment This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, and urban design; class sessions consist almost exclusively of walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENG 111 and an ART, HIS, or urban studies course for ART 349) - Art 101 ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts, and the work of Native American women. (Prereq.: ENG 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENG 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) ART 388 19th- and 20th-Century Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENG 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ART 299 Directed Study See description on page 94. ART 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ART 499 Independent StudyIResearch See description on page 94. ASIANSTUDIES See listing under East Asian Studies. T he initial months after entering college as a first-year student are an exciting period of change. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Through the summer orientation program, the fall orientation weekend, and the Augsburg Seminar, students are introduced to the character of the College, its heritage as an urban, liberal arts college of the Church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being students. Augsburg Seminar At registration, all first-year students in the day program enroll in a selected content course or course pair and a parallel Augsburg Seminar. These 'linked' courses integrate disciplina~ycontent with various learning strategies and community-building opportunities beneficial to all beginning students. AUC 101 B Each content course normally meets three hours per week for the entire semester and is valued at 1.0 course credit. The Augsburg Seminar meets once a week for eight weeks for a .25 course credit. The Augsburg Seminar offers the opportunity for further discussion of topics from the paired content course, along with presentations on campus life, academic resources and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood. While the content course is graded on a traditional point basis, the Augsburg Seminar is graded Pass/No credit (PIN). However, performance in the course is linked to performance in the seminar. All freshman students must successfully complete the entire Augsburg Seminar in order to fulfill the graduation requirement, even if they drop the linked content course. Permission to complete the seminar after withdrawal from the content course is at the discretion of the instructor. Augsburg Seminar (.25 course) A series of fall-term meetings with an Augsburg seminar adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the connected content course and other disciplines and sources. (P/N grading only) iology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. - - Biology 103 In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, agriculture, and food science. An understanding of biological systems depends, in part, on the principles of physics and chemistry; thus a firm background in the physical sciences is also important in the study of biology. For many, an undergraduate major in biology serves as a basis for further study Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. Biology Faculty William Capman (Chair), Ralph Butkowski, Robert Herforth, Dale Pederson, Mark Strefeler Students may choose one of the following degree options: Bachelor of Science in Biology, Bachelor of Arts in Biology, or Bachelor of Arts in Life Sciences. Bachelor of Science in Biology Nine courses including: BIO 113 Introductory Organismal Biology BIO 114 Introductory Genetics, Evolution, and Ecology BIO 215 Introductory Cellular Biology and BIO 361 Plant Biology or BIO 481 Ecology and five upper division biology courses chosen from the following list: BIO 351 BIO 353 BIO 355 BIO 361 BIO 369 BIO 440 BIO 471 BIO 473 BIO 474 BIO 476 BIO 481 BIO 495 Invertebrate Zoology Comparative Vertebrate Anatomy Genetics Plant Biology Biochemistry Plant Physiology Advanced Cellular and Molecular Biology Animal Physiology Developmental Biology Microbiology Ecology Special Topics in Biology BIO 491 Biology Seminar (non-credit) is required of all juniors and seniors. Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 1151116 General Chemistry CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: 104 Biology Required Supporting Courses for Bachelor of Arts CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145 Calculus I or MAT 163 Introductory Statistics or PSY 215 Research Methods: Design, Procedure, and Analysis I Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four upper division biology courses are required (one from each grouping) Two additional science courses are required, chosen from the following list: PHY 101 PHY 106 An introductory geology course Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. Departmental Honors GPA of 3.5 in biology and 3.0 overall, one course of approved independent study (Bio 499) with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of 'the senior year or Feb. 28 in the case of students planning to graduate in the following December. Minor A course in general chemistry and five biology courses including BIO 113, 114, 215, and two upper division courses. In planning their courses of study students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 113 and 114 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 215 and Organic Chemistry in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.0 for BIO 113, 114, and 215 is a prerequisite for enrollment in upper division biology courses. A grade of 2.0 or above is required for all upper division courses applied toward the major. Biology for Pre-Medical Students Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Students should consult members of the biology faculty for information specific to medical school application. -Biology 105 Graduate and Professional Training Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian,. etc.). have sDecific requirements that should be discuised with an adviser in the department. Teaching Licensure Major The State of Minnesota has s~ecific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg Life Sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to A identify current Minnesota teacher licensure requirements. All upper division biolOgy requirements for licensure must be completed before beginning student teaching. Beta Beta Beta Membership in the Augsburg Chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.0 in biology. . Cooperative Education The department works with the Office of Cooperative Education in identif~lng and defining co-op ed experiences in laboratories and other settings in the Twin Cities. SCI 110 Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratoky. Prereq.: SCI 110) BIO 101 Human Biology An introduction to basic biological principles with a human perspecrive. Includes discussion of the maIeculat and celiular lmik oi life, g n e t i a . organ systems, and human impact on the errvi-rommt. (Three one-horn lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Prereq.: MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the major or minor) 106 Biology BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three one-hour lectures, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 113 lntroductory Organismal Biology First of a three-semester sequence. An introduction to organismal biology for science majors, including diversity natural history, physiology, and structure. BIO 113,114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory, some Saturday field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 114 lntroductory Genetics, Evolution, and Ecology Second of a three-semester sequence. An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring) BIO 215 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall) Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 352. Fall) Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) - Biology 107 BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Fall) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, and PHY 116 or 122 strongly recommended. Fall) BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of devel- opment. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) Microbiology BIO 476 An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, junior standing. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three one-hour lectures, four hours laboratory, some Saturday field trips. Prereq.: BIO 215, MPG 4 or h4AT 122 or MAT 163. Fall) BIO 491 Seminar (0.0 course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including oral presentations. Guest speakers are often invited. A noncredit requirement for the major. (Spring) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses: BIO 199 ( Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: BIO 113, 114. P/N only) BIO 299 BIO 399 Directed Study lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: BIO 215. P/N only) BIO 499 Independent StudyIResearch (Prereq.: BIO 215. P/N only) BUS, ACC, FIN, MIS, MKT 0 ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Majors The Department of Business Administration offers five majors: business administration (BUS), accounting (ACC) , finance (FIN), management information systems (MIS), and marketing (MKT). Specializations Within the business administration major there are three specializations: management, music business, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Certificate Programs Faculty John C. Cerrito (Chair), Nora M. Braun (MIS Coordinator), C. Lee Clarke, Marc Isaacson, Amin E. Kader (International Business Coordinator), Ashok K. Kapoor (Finance Coordinator), Jim Kattke, Steven J. LaFave, Lori L. Lohman (Marketing Coordinator), Fekri Meziou, John Molloy, Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A. Schield, David G. Schwain, Kathryn A. Schwalbe, Stuart M. Stoller (Accounting Coordinator) Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The Department offers certificates in information technology, business management, and finance through the Weekend College program. Graduation Requirements To graduate without intentionally taking courses in excess of the minimum number required (see page 75), students must avoid taking too many electives in the major or minor or exceeding the 13course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, FIN, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. - Business Administration 109 Internships Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACC/FIN/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Advising International Business Students who plan to major in business administration, accounting, finance, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The international business faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. Transfer Students Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. T he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other sonfigurations. Specialization in Music Business See description and requirements in the Music section of the catalog. Combined Major in Business Administration and Economics Principles of Accounting I Principles of Accounting I1 Principles of Management Principles of Marketing Quantitative Methods for Business and Economics or FIN 331 Financial Management ACC 221 ACC 222 BUS 242 MKT 252 BUS 379 and one other upper division business administration, accounting, finance, MIS or marketing course. 11 courses including: ECO 112 Principles of.Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course -- Business Administration 111 Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242, MKT 252, FIN 33 1 or BUS 379. Other configurations may be permitted with the approval of the department chair. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or MKT 252, and three courses in international business (one may be i n international economics). This minor is automatically completed while completing a major in accounting, MIS or marketing. Students should consult the area coordinator concerning acceptable alternatives i n international economics. BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as MUS 105. BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully Examines the construction of a viable business plan with attention to the resources needed for success. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) PHI 300 Business Law and Ethics (See Department of Philosophy for course description) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or consent of instructor) 112 Business Administration BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or MKT 252, consent of instructor) BUS 368 Responding to the Challenge of Japan An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 175 or 260 or 270 and either MPG 3 or completion of MAT 171. WEC-Additional sessions are required, usually on a weekday evening.) BUS 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 379, FIN 331, MIS 175, MKT 252) BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss-its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: FIN 331 and BUS 379) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Pre-req.: BUS 242) BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) 7 - Business Administration 113 Internships and Independent Study Courses: BUS 199 Internship See descriptions for this and other internship options (on-campus, off-campus. half credit) on page 93. BUS 299 Directed Study See description on page 94. BUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. BUS 499 Independent Study/Research See description on page 94. T h e major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs) . This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year Bachelors degree plus a Masters degree. Accounting Core ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business BUS 242 Principles of Management MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice I1 ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students are encouraged to take the courses in the sequence given above. Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) - Accounting 115 Minor in Accounting Six courses including: ACC 221,222, FIN 331 or ACC 324, ACC 322,323 and one of the following: MIS 175, BUS 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS 242,379, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of -planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPAk role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) 116 Accounting ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Studenrs work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221,222, BUS 242,379, FIN 331, MIS 175 or 260 or 270, MKT 252) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ACC 299 Directed Study See description on page 94. ACC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ACC 499 Independent StudyIResearch See description on page 94. T he Finance major prepares students . for professional careers in corporate finance and the financial services industry. Besides careers in the financdaccounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA) conducted by the Association for Investment Management and Research (AIMR). - Finance 117 BUS 379 Finance Maior Finance Core Requirements 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management Required Finance Courses 5 courses including: ACC 322 Accounting Theory and Practice I (Prereq: ACC 222) FIN 433 Financial Theory: Policy and Practice (Prereq: FIN 331) FIN 438 Investment Theory (Prereq: ENG 111 and FIN 331) FIN 460 International Finance (Prereq: FIN 331) EC0 315 Money and Banking (Prereq: ECO 112) FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate planning. FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure and working capital management. (Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring and corporate governance. (Prereq: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision making and portfolio management- theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331) FIN 460 International Finance This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq: FIN 331) T he major in management information systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance and marketing as well as from MIS. If students have a weak computer background, they should also take MIS 175 for the major. MKT 252 MIS 260 MIS 270 MIS 375 MIS 376 MIS 475 MIS 476 Principles of Marketing Problem Solving for Business Data Management for Business Management Information Systems in the Organization Project Management Systems Analysis and Design Information Systems Projects Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Minor in MIS Management Information Systems Major 12 courses in business, accounting, marketing, and MIS: BUS 242 Principles of Management FIN 331 Financial Management BUS 379 Quantitative Methods for Business and Economics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 Seven courses including: MIS 175, ACC 221, BUS 242 or MKT 252, MIS 260 or 270, MIS 375, ECO 113, and one of the following: MIS 376 or ECO 318. Note: Completion of MIS 260 or MIS 270 satisfies any requirement for MIS 175. -MIS 119 MIS 175 Principles of Computing for Business An introductory course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with a strong computer background should take MIS 260 or 270 instead of MIS 175. (Prereq.: MPG 2) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3. Completion of MIS 260 satisfies any requirement for MIS 175) MIS 270 Data Management for Business This course applies database management systems software capabilities to support the design and implementation of databases and related applications for the purpose of business data management. Students will write, test, and debug event-driven code in developing relational database applications. Students will also learn the fundamentals of multi-user data management in network and web environments. (Prereq.: MPG3. Completion of MIS 270 satisfies any requirement for MIS 175) MIS 375 Management Information Systems in the Organization Broad understanrhg of using idomration ?stems to ~ p p o r st ~ n k a t i o n a ~ objectives. Topics include snaregic planning md rises 01 inkmarion sy.;tems, busines procrrss analysis. and understnnding of the rechnolog architecture. (Prereq.: BUS 242 or MkT 252, and ENG 311 ) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 175 or 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260,270, and 375) 120 MIS MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MIS 299 Directed Study See description on page 94. MIS 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MIS 499 Independent StudyIResearch See description on page 94. T he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. In addition, a unique course in the major, "Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationshi~s. ' - Marketing Major ACC 222 BUS 242 MKT 252 PHI 300 FIN 331 MIS 175 Principles of Accounting I1 Principles of Management Principles of Marketing Business Law and Ethics Financial Management Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business BUS 379 Quantitative Methods for Business and Economics Required Marketing Courses 6 courses including: MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing INS 325 Building Working Relationships MKT 350 Consumer ~ehavior or MKT 354 Sales Management MKT 355 Marketing " Communications or MKT 357 Advertising Marketing Core Requirements 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ACC 221 Principles of Accounting I MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379, ECO 113, or consent of instructor) 122 Marketing MKT 354 Sales Management Formulation, implementation, evaluation and control of sales force programs designed to cany out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modem marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MKT 299 Directed Study See description on page 94. MKT 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MKT 499 Independent StudyIResearch See description on page 94. c hemistry is the science that examnes and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the nsights of chemistry with physics, mathematics, and molecular biology opens vistas hat excite and offer opportunities to better he entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education cumcuum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemlstry major that meets the chemistry backyound required by many fields. Consonant with these ideas, the Department of Chemistry has established h e following objectives to help its stulents develop into mature scientists: *To provide a course of study of suffi:ient rigor and depth to enable our graduktes who complete our ACS chemistry najor to compete successfully with their leers of similar ability in graduate school )r research positions. *To provide programs of study for proessional goals in addition to the tradition11positions as chemists. *To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. *To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. *To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Ron L. Fedie (Chair), Arlin E. Gyberg, Joan C. Kunz, Sandra L. Olmsted BACHELOR OF ARTS Major in Chemistry CHM 115, 116 General Chemistry I, I1 or CHM 105, 106 Principles of Chemistry I, I1 CHM 351,352 Organic Chemistry I, I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) and two additional courses from: CHM 364 Physical Chemistry I1 CHM 367 Properties of Polymers 124 Chemistry CHM 464 CHM 481 CHM 482 CHM 470 BIO 367 Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Biochemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, I1 Calculus I, I1 Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Medical Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Students should consult members of the chemistry department for assistance in planning a course program early in their college career. BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 115, 116 General Chemistry I, I1 or CHM 105, 106 Principles of Chemistry I, I1 CHM 351,352 Organic Chemistry I, I1 CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory I CHM 364,365 Physical Chemistry and Laboratory I1 CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, 11,111 PHY 121, 122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German, and computer proficiency. Departmental Honors Full ACS major; GPA of 3.5 in chernistry, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor Five courses that must include: CHM 105, 106 or CHM 115,116, CHM 351,352, and CHM 353. Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. - Chemistry 125 Any course taken as a prerequisite for another course, including the first course in a two-term equence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) f H M 100 Chemistry for Changing Times I Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemisuy. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 2. Fall) CHM 101 Chemistry for Changing Times II Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM 100, MPG 3. Spring) EHM 105 Principles of Chemistry 1 Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105,106, is designed for students who have not studied chemistry in high school or who are less confidmr about their background in chemistry. Students may go into CHM 351 or 353 f m CHM 106 and major in chemistry. (Three hours of lecture, one three-hour T a b ~ r a t oP~rereq.: ~ MPG 2. Fall) I H M 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) I H M 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 4. Fall) 126 Chemistry CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) Chemistry I, II CHM 351,352 Organic Important classes of organic compounds with special emphasis on mechanisms and multi-step Descriptive material is correlated by means of . synthesis. . modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Cowrs graximetric and volumemc analysis and solution equilibrium in derail a d gives an inrroduction ta eIectrochemica1 and specmphotometric techniques of analyis. The labomto. involves quant5irauve analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one f m - h o u r laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 Physical Chemistry Laboratory 1 (.5 course) Physical Chemislry Laboratory introduces students to techniques of data collection and experimental applimtion of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration and ENG 111) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory 11 (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) - Chemistry 127 CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR. L% NMR,and mass spectroscopy; use of the literature, and advanced ropics in organic spnth=is. (Three hours of lecture, sir hours of hborator)? Prereq.: CHM 352,353,361 or consent of instructor. Some reading knowledge of German is helpfrrl. FaU) CHM 470 Principles of Medicinal Chemistry Medicinal chmisay examines the organic chemisq of drug design znd drug action Students study the mechanisms of drug banspert across biological membranes. absorpdon. dismibntion, and dmg excretion; the relatienship beween smcture and activity molcnilz recognition process in dmg-receptor interactions; enzyme mechanisms: and the meiabohcpathmp by which dmgs are detoxified. -4lso studied are the concepv nsed in rhe design of therapeutic snbstances. (Prereq.: CtOn 352. BIO 367 i s se~ommended.Spring, al~ernare yc5d CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.O course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) 128 Chemistry Internships and Independent Study Courses: CHM 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CHM 299 Directed Study See description on page 94. CHM 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CHM 499 Independent StudyIResearch See description on page 94. (Prereq.:junior or senior standing) c linical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. Hdshe also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The cuniculum requires a minimum of six semesters on campus to complete the pre-requisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A bachelor of scieace degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the spring semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is in the process of receiving accreditation by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W Bryn Mawr, Suite 670, Chicago, IL. 60631, 773-7148880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College Fairview Health Services FUMC-University FUMC-Riverside Fairview-Southdale Fairview-Ridges Generalized four-year academic plan for Clinical Laboratory Science (CLS) majors To complete the program in four years, students must: a. achieve MPG 3 or 4, AND b. qualify for ENG 111, AND c. score above 45 on the critical thinking exam, AND d. do not require ENG 217/218, AND e. meet graduation skills requirements within the major and supporting courses, AND f. satisfy the Engaging Minneapolis requirement with BIO 1131114 130 Clinical Laboratory Science First year: Fall Term: BIO 113: Organismic Biology CHM 105 or CHM 115: General Chemistry REL 100: Search for Meaning Elective Spring Term: BIO 114: Genetics, Evolution & Ecology CHM 106 or CHM 116: General Chemistry ENG 111 Elective Second Year: Fall Term BIO 215: Cell & Development CHM 351: Organic Chemistry I Re1 200: Search for Meaning Elective Spring Term BIO 355: Genetics CHM 352: Organic Chemistry I1 MAT 163: Statistics (QR) Elective Third Year: Fall Term BIO 369: Biochemistry BIO 473: General Physiology Elective Elective Spring Term BIO 476: Microbiology BIO 4xx Immunology Elective Elective Fourth Year: Clinical Program Summer Session CLS 400: Introduction to CLS CLS 405: Body Fluids CLS 410: Clinical Hematology/Hemostasis CLS 415: Clinical Immunology CLS 420: Immunohematology Clinical Rotations: Fall & Spring Semester CLS 450: Applied Clinical Chemistry CLS 455: Applied Hematology/Hemostasis CLS 460: Applied Immunology CLS 465: Applied Immunohematology CLS 470: Applied Clinical Microbiology Fall Semester CLS 425: Clinical Chemistry CLS 430: Clinical Microbiology CLS 433: Virology/Mycology/Parasitology CLS 435: Molecular Diagnostics Clinical Rotations Spring Semester CLS 440: Laboratory Management & Education CLS 445: Research Design & Methods CLS 475: Advanced Applications in CLS CLS 480: Advanced Topics in CLS CLS 485: Advanced Studies in CLS BIO 490: Keystone course Clinical Rotations Special core requirement courses and professional courses must be completed with a grade of "C" or above. Students must meet all college graduation requirements including those for General Education, grade point, College residency and total credits. 0 ur discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with: interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redrnond (Chair), Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko 4 BACHELOR OF ARTS Communication Studies Major 12 courses overall-seven required core courses and five courses within one of seven emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: Public Speaking COM 111 COM 188 Forensics Practicum (noncredit) COM 321 Business and Professional Speaking or THR 350 Voice for Speech, Stage, and Screen or THR 360 Interpretive Reading Argumentation COM 351 Persuasion COM 352 COM 354 COM 355 Interpersonal Communication Small Group Communication One of the following: ENG 223, 225, 226, 227 Professional Communication Emphasis This area is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as: communication graduate school; other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speech writer. Five additional electives from the following: COM 329,345,399,495,499; THR 350,360; BUS 301,302; PHI 120, 241,260; POL 380,326,342,370,375; PSY 325, PSY 371; REL 383; SOC 362, SOC 363 Organizational Communication Emphasis Appropriate for: business related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Five additional electives from the following: COM 329,345,399,410,480, 495,499; BUS 242,340; CSC 160; INS 325; PSY 325,371,373; SOC 265,349, 375 Supervisory Management Emphasis Appropriate for students seeking management careers (see Organizational Communication electives) 132 Communication Studies Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Five additional electives from: COM 329,345,399,410; INS 325; PSY 373,485; SOC 231,265,349,375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Five additional electives from: COM 329,399,410,480; BUS 252,352,355, 357,450; POL 342; INS 325 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Five additional electives from: COM 345,399,410,480; ART 132,224,225; BUS 242,252,355; INS 325; MIS 379; PSY 373; SOC 349, POL 342 Mass Communication and Journalism Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Five electives from the following: COM 247,343,348,399,499: ART 132,215, 224,225,315,330,340; ENG 226,227, 241,327,347,445; POL 342,375; THR 232,325,333,350,360; BUS 254, INS 331 For All Seven Emphases We encourage all majors to participate in Augsburg's interscholastic foremics program. Day students are required to attend at least two interscholastic speech tournaments. Registering for and completing COM 188 (Forensics Practicum) is required to document participation. Students should be aware that the toumament season is essentially from October through mid-March, and should plan schedules accordingly. All day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. Film Major The Augsburg film major reflects our belief that students are transformed through a well-rounded cumculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in - Communication Studies 133 scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women's studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Kristin Anderson, Julie Bolton, Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio, John McCaffery, John Mitchell, Robert Thom Required of all Film Majors: Six Core Courses C O m H R 216 Intro to 16mm Film Intro to Cinema Arts ENG 241 ENG 495 History of Film COMITHR 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your advisor who is designated by the program director. Note that not all elective courses are offered every year, so altematives within the track may have to be chosen. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: C O m H R 495 16mm Film 11, COM 343 Studio Production, COM 348 Digital Video Production, COM 499 Independent Study, Art 132 Photography ART 215 Design for New Media I, ART 315 Design for New Media 11, ART 340 Digital Imaging, MUS 130 Intro to Music and the Fine Arts, THR 328 Stage Design. Track #2 Performance: This track is designed for students interested in acting and directing. Electives include: THR 333 Acting for the Camera, THRENG 325 Playwriting, THR 366 Stage Direction, THR 325 Stage Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENG 499 Screenwriting Track #3 Theory & Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENG 295 Writing for the Arts and Popular Culture, ENG 245 Introduction to Literature, ENG 480 Criticism, COM 499, INS 495 Indigenous Filmmakers, INS 264 American Indians in Cinema, WST/INS 481 Native American Women & Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, SPA 248 Spanish and Latin American Culture Through Film, REL 309 Religion at the Movies Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. 134 Communication Studies Communication Studies Minor Six courses including: COM 111 Public Speaking POL 342 Mass Communication in Society or COM 343 Studio Production COM 35 1 Argumentation or COM 352 Persuasion COM 354 Interpersonal Communication COM 345 Organizational Communication or COM 355 Small Group Communication ENG 223,225,226 or 227 Film Minor Six courses including: ENG 241 Introduction to Cinema Art C O M H R 216 Introduction to 16mm Film THR 333 Acting for Camera COM 343 Studio Production C O M H R 420 Issues in Contemporary Cinema Plus one of the following: THRIENG 325 Playwriting THR 328 Stage Design COM 247 Documentary COM 348 Digital Video Production THR 366 Stage Direction INS 495 Indigenous Filmmakers Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a communication studies faculty adviser. Communication ArtsILiterature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.5 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either COM 111and 112 for credit, but not both. Fall, spring) COM 188 Forensics Practicum A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, spring) -- Communication Studies 135 COMITHR 216 Introduction to 16 mm Film This course demonstrates the basics of 16 mm. filmmaking. The student will make short films that demonstrate the art and process of shooting in BIW. COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: COM 111 or 112) COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years) COM 343 Studio Production Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken concurrently with THR 333. (Fall) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. (Fall: alternate years) COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 343 or 347) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or consent of instructor. Fall) 136 Communication Studies COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: COM 111or consent of instructor. Spring) COM 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 355 Small Croup Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles and conflict management. (Spring) COM 410 Communicating a Self in the Modern Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) COMITHR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema's larger societal value and impact. (Prereq: ENG 241 and JRISR standing) COM 480 Public Relations/PromotionaI Communication Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. COM 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. COM 299 Directed Study See description on page 94. COM 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. COM 499 Independent StudyIResearch See description on page 94. - See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 252 BUS 340 BUS 352 BUS 355 BUS 440 BUS 450 CSC 160 ENC 226 ENC 241 ENC 347 INS 325 MIS 379 T he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications, and the use of computers as an information access tool. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We - Computer Science 137 PHI 120 POL 342 POL 375 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 soc 375 THR 232 THR 325 THR 350 THR 360 encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Lany Ragland (Chair), Larry Crockett, James Moen, Noel Petit, Charles Sheaffer, Karen Sutherland 138 Computer Science Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 145 Calculus I MAT 146 Calculus I1 CSC 345 BACHELOR OF ARTS Computer Science Major 12 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I and two electives from CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design. MAT 355 Numerical Mathematics At least one elective must be an upper division course. BACHELOR OF SCIENCE Computer Science Major 16 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms Two courses from: MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 271 Discrete Mathematical Structures (recommended) and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. Computational Economics The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science and six from economics with a required capstone independent study Students interested in this major should consult with the faculty in computer science, in economics. or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Lany Ragland, Department of Computer Science - Computer Science 139 Major in Computational Economics 13 courses including: MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or ECO 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires six courses from computer science and seven from philosophy with a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Major in Computational Philosophy 14 courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Early Modem and 19th Century Philosophy PHI 344 History of Philosophy IV Twentieth Century Philosophy PHI 365 Philosophy of Science PHI 385 Introduction to Formal Logic and Computation Theory PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Departmental Honors GPA of 3.5 in computer science major courses, GPA of 3.1 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210,345; and one upper division computer science course, and one of MAT 171 or h4AT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. 140 Computer Science - CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3 ) CSC 170 Structured Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) CSC 240 lntroduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210) - Computer Science 141 CSC 431 Introduction to Al Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210) CSC 44.0 Advanced Networking and Operating Systems Network management; clientlserver databases and workstations; TCPAP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: PHI 385, or concurrent registration, and CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and PHI 385) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. csc 299 Directed Study See description on page 94. csc 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CSC 499 Independent StudyIResearch See description on page 94. A major in East Asian studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program that is available as a result of the cooperation and cross-registration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China, and other East Asian nations, and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian studies include government service, international business, journalism, language instruction, Asian arts, and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology, and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. East Asian Studies Faculty Martha Johnson, Director Major in East Asian Studies Nine courses are required for the major. Courses in the major must be preapproved by the campus adviser and are distributed as follows: four courses in an East Asian language; four additional courses, two of which must be upper division (strongly recommended that one of these be a history course on China or Japan); and an East Asian studies seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea, and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Language Courses Hamline University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. - East Asian Studies 143 Minor in East Asian Studies Five courses, no more than two of which may be in the language. Courses in the minor must be pre-approved by the campus adviser. A minor in East Asian studies provides exposure to an area of East Asia that would complement other disciplines. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian studies committee who can assist students. The current advisers are: Augsburg-Martha Johnson, 612-330-1715; Hamline-Richard Kagan, 651-641-2433; Macalester-Yue-him Tam, 651-696-6262; St. Catherine-Helen Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621. Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses) : BUS 368 ENG 282 HIS 104 HIS 323 PHI 355 POL 282 POL 363 REL 356 THR 245 Responding to the Challenge of Japan Topics: Introduction to AsianAmerican Literature The Modem Non-Western World Modem China Asian Philosophy Understanding Asian America Russian and Chinese Foreign Policy History of Religions Introduction to Asian and Asian American Theatre Students may also take independent studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and approval of program director. T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic creht. Economics Faculty Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning Major in Economics Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 3 13 Intermediate Microeconomics ECO 480 Research Methods in Econometrics and three other upper division economics courses Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics Prerequisites: MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MAT 163 Introductory Statistics Mathematits Class: MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145, 146 Calculus I & I1 - Economics 145 Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 3 13 Intermediate Microeconomics ECO 480 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 279 Quantitative Methods for Business and Economics or MAT 163 ENG 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science. Combined Major in Economics and Business Administration Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing FIN 33 1 Financial Management or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore,should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112,113,312,313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. 1 4 6 Economics ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 219 History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113) ECO 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. ECO 31 1 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113) ECO 312 lntermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring and alternate Winter Trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall and alternate Winter Trimester) - Economics 147 ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined andcompared to real-world variants. (Prereq.: ECO 112 or 113: Every 3 years) ECO 318 Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic dechons. Emp& is on applications such as transportation. marketing, portfolio selecrion, environmental, protectim, the shortest r m t e , and inventory models. (Pmq.:ECO 113, FvIfG 3. Fal? Trimester and Spring Semester) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. Every 3 years) ECO 41 3 Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 279, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122) ECO 480 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Prerequisite(s): ECO 112, ECO 113 and ENG 111 ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (P/N Grading only.) ECO 299 ECO 399 Directed Study Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent StudyIResearch T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8), secondary (grades 5-12) in biology, chemistry, communication arditerature, health, mathematics, physics, and social studies, and K-12 specialist licenses in visual arts, physical education, music, and dancdtheatre, and special education: E/BD (WEC only). Degree and/or licensure programs are available in both weekday and weekend formats. Weekend College degree and licensure programs are limited to elementary, communication arditerature, social studies, visual arts and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late afternoon1 evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 3 0 0 4 0 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and a subject matter test. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are expected to obtain an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching abroad program. Those interested in further information should contact the education deuariment at least one vear prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct ~~~~b~~~faculty supervision. - A graduate level licensure option is available in weekend format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied . to a Master of Arts in Education degree. Contact the Education Department or Weekend College Admissions for information. Students in all degree and/or licensure L Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. No one may be licensed under programs described in catalogs prior to 2002. 150 Education I Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Elementary Major and Licensure Requirements: Elementary education majors are required to complete the following nonmajor and major courses. To be licensed they must also complete an approved middle school specialty area and student teaching. Degree-seeking students may choose between bachelor of arts and bachelor of science Liberal Arts Foundation requirements in consultation with the department. Non-departmental core courses (requirements subject to change-see Education Department for most current list): ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) Math sequence for non-math specialty students Option A is for students who have completed either one of the following courses. This is the old course sequence that is being phased out during 2004-2005. MAT 131 Math for the Liberal Arts MAT 132 Numeracy for Contemporary Society Option B is for students who have not taken either MAT 131 or 132. This is a new course sequence that will become permanent after 2004-2005. Math Placement what courses must be taken. Education Faculty Vicki Olson (Chair), Joy Bartlett, Chris Brown, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Kaufman, Carol Knicker, Lynn Lindow, Susan O'Connor, Ron Petrich, Linda Stevens, Barbara West MPG 3: MPG 4: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers 11 (required) MAT 137 (optional) MAT 138 (required) Science sequence for non-science specialty students Option A is for DAY students who do not have college level science courses in their background. SCI 110 Natural Science I SCI 111 Natural Science I1 Option B is for WEC andlor transfer students with at least one college level science course accepted in transfer or for day students who have already started this sequence. PHY 103 Conceptual Physics PHY 114 Earth Science for Elementary Teachers or EED 200 Elementary Education Earth Science (summer school, only) BIO 102 The Biological World Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (,5) EDC 290 Topics: MN American Indians (.5) - Elementary Education 151 Foundations Block I1 (courses from this point and on require admissions to the department) EDC 3 10 Learning and Development (HI) Methods Block I EED 31 1 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/Children's Literature Methods Block I1 EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies/Thematic Studies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 Special Needs Learners EDC 480 School and Society Student Teaching Block EED 481,483,485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Areas (requirements subject to change-see Education Department for most current list) Communication Arts Specialty ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature SPC 351 Argumentation (Pre-req.: SPC 111 or permission of instructor) EED 331 Middle School Writing Methods (.5) ESE 350 5-12 Methods: Adolescent Literaturmeading in the Content Areas Social Studies Specialty POL 121 American Government and Politics HIS 120,121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; SOC 241 Human or Cultural Geography (take elsewhere-see Education Department for suggestions) ESE 311 Middle School Methods: Social Studies (.5) Math Specialty MPG 4 or MAT 114 Precalculus MAT 122 Calculus for the Behavioral Sciences or MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 331 History of Mathematics ESE 331 Middle School Methods: Mathematics (.5) Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I CHM 106 Principles of Chemistry 11 or CHM 116 General Chemistry I1 BIO 101 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics PHY 106 Meteorology Geology (take elsewhere-see Education Department for suggestions) ESE 341 Middle School Methods: Science (.5) A minimum GPA of 2.5 overall, 2.5 in the major, 2.0 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within - 152 fiementar)/ Education College. Licensure is obtained through a combination of graduate and undergraduate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department for information. the elementary education major requirements. A graduate level elementary licensure option is available through Weekend point and on require admission to the education department.) EDC 310 Learning and Development I t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry, communication artslliterature, dancdtheatre, health, mathematics, music, physical education, physics, and social studies. Methods Block I ESE 300 Readineriting in the Content Area ESE 325 Creating Learning Environments Methods Block I1 ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 Special Needs Learner EDC 480 School and Society (Wl/SW) Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Student Teaching Block ESE 481,483,485 Student Teaching (2.03.0). (S) A minimum GPA of 2.5 overall, 2.5 in education, 2.5 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Non-departmental requirements: ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) Art, Dancenheatre, Music, and Physical Education Licensure (K-12) Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools ( 5 ) EDC 220 Educational Technology (.5) EDC 290 Topics: MN American Indians (.5) Foundations Block I1 (Courses from this ' Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary (101 -snasu! 30 uo!sqmad p a d s ro luauuedap 01 uo~ss!urpapue ~ s d :.barard) d .pai~nba~ a~uauadxayIOMplaIa wuapnls ueqrn jo spaau uo snJoj 1e!~adspue 'sauonno mnurEem aaaqse sluapnls lie dlaq 01 saJrnosa1 pue sanbtuy~aluo qssqdu~q.ssaupayrB pue 'spaau ispads ;4q!qaqp qlpw sluapnls 30 Xpnls a q l l a u ~ e asi p a a ~~epadsa q l OLP3a3 (~uaunredap01 uo!ssppe pue ~ s d :.barad) d .aJuauadxa ylOMpla!d .suogaqdde uroorssqs uo p a q d s! qseqdma @pads .Bu~mealpue % u q x a l o lpaqdde SE s~rdolMoloq~Xsdleuogasnpa JO Xauns y 6u!nas 1euo!$e3np3ue u! $uawdola~aapup 6u!u~eal O L E Da] .arnqnJ pue 'aSen8ual 'holsq 'luamma~o% l e q y ue!pu~ ue~uaurypaseq slda~uospue 'map ppom 'luamos Iernqns 30 mapuaao u v (s-)sue!pul ue>!lauy NW :s3!dol - ~ p qa ~ d m o : , 062 Da] .asrnoD qq1 u1 papn~~u! aq 11" B u ~ e lalnduo3 a .suogetu!s Ku! -meay%u!q~ea~ 103 qeuawm pa-q-~a~ndmospue lenw-o!pne aAgDajJa 30 uog - e n p a pue 'uogsnpord 'uope~edard'uogJalaS .Bo~ouqsalleuogsn.11~~~ jo asn aq1 qBn01q1 uogesrunuIuIo330 suo!suamFp ~es!qdosol!qd pue 1~~!8oloqsl(sd (as~no:, r(601ouq3al leuope3np3 ozz D a j .amllnJ pue 'aK-e&ue~'hol -qq 'JU~UIUI~AOB 1aqg u e ~ p uu-e~uaurv ~ pasaq-~rlosauu~~q aspduro~1eq1 qdas ~ aagJaffg -1102 pua 'mapppom 'lualuos IertuIns aq1 puelsrapun : 3 'a3!1~erd JO p~epu~rls ~m ay, ? asrnoJ qql u! passarppe o s ~ y.saqunururoJ pue s ~ o o q mo ~ s l~edur!quamala asaql moq SE IIam SE X11'fuosrad sn ~ s e d sq a a u s ssauareme ue -oarals pu-e uogmquu~qp'axpnCard moq JO s~sX1me~ e ~ gpue appod 11 'suopelai u m n q p u h~~ s r a a pu m n q au!urma 11" as11103 s ! ~ sueipul u e q ~ a u v~ w / & ! s l a ~ ! a goz 3 a 3 s-) (Ku!pueis arouxoqdos '1I 1 3 ~ :.barard) g .pai~nbaramauadxa yiompIag u e q q .uralsXs ~ o o q umuamv ~s ay, jo suo!lapunoJ ps!qdosol!qd pue p u o 1 -qq uo qseqdurq .uo!ssqord 2u1q~aa1 aqljo mapuaao pue uoprno~dxalaam3 6u!nas ueqJn ue u! uo!$e>np] 01 uo!$elua!Jo 0 0 3~a 3 ' u 0 g ~ o 103 J ~suo!ssFurpv 3m '21->I sap& roj a ~ n s u a s ~ ro ~ u a a ~ e d uopmnpz~ aa ay, ~ s a u o - ~ pea1 suneI8ord uogesnpa rayseal uo!leJnpa -aFpan alenpeBrapun p u alenpeB ~ jo uog 1eJ!sXqd pue 's!snur 'aneay,psuep ' 1 ~ -eu!q11103 e q s n o q p a y a q o q arnsuasq . I O ~ ~uogesnpa UI - a a a ~ p >puayaaw q 8 n o q aIqEI!eAe D!snuI jo IoIaysaq arl, roj auaura~!nba s! uogdo arnsuaq Iaaal a~anpeBv ay, a~aldurosX11qssa3sns O ~ M auap 154 Elementary Education EDC 480 School and Society Emphasis on points of view about the role of school in modem society relationships with parents and community, collaborative models, leadership and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department) EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modem inquiry learning and teaching strategies. It meet. the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to deparment) EED 330 K-6 Methods: Language Arts/ Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication artditerature specialty. EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) - Secondary Education 155 EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of degree program and program portfolio. ESE 300 ReadingIWriting in the Content Areas The study and use of a variety of middle school and secondaly techniques and resources to teach reading and writing through the content areas. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking the 5-12 Communication Artskiterature license do not need to take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of h e social sciences in middle w d high schools. and Emphasis on insrmctiod s B ~ K ~ @ E mrriculum development Middle school portion required for elementary concenmtion in sock1 studies taught concurrently as ESE 311 Middle School Methods: Social Studies (-5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) iSE 320 iSE 325 5-12 Methods: Theatre/Dance . Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience required. (Prereq.: PPST and admission to the department) Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) 156 Secondary Education ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementaly concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and cumculum development. Also required for elementary concentration in communication artdliterature. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and cumculum development. Required for communication artditerature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and cumculum development. Required for communication artditerature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience'required. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 481,483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Occurs upon satisfactory completion of licensure program and program portfolio. ENG 111 Effective Writing T h e special education EB/D major is available: only through Weekend College; deally, to people who are currently in schools working with students with this abel. This major leads to Minnesota teachng licensure in special education with a specialty in emotional/behavioral disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD setting. Variations on this ideal are possible; see the Education Department for more inforrnation. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. The Education Department intends to put in place a Special Education: Learning Disabilities program by academic year 2004-2005. Contact the Education Department or WEC Admissions for information. Required Non-major Courses: 3PE 115 Chemical Dependency (.5) Required Education Courses: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 290 Topics: MN American Indian (.5) EDC 310 Learning and Development EDC 410 Special Needs Learner EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/ Children's Literature EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar SPE 400 Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 440 Parent and Professional Planning SPE 481,483,485,487 Student Teaching Summer Practicum SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department) iPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-reforial to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) 158 Special Education SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 430 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) SPE 440 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111,PPST and admission to department). SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 The Special Needs Learner EDU 49 1 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 102 or PSY 105 Choose one from the following: PSY 351 Developmental Psychology: Child PSY 352 Developmental Psychology: Adolescent and Young Adult PSY 353 Developmental Psychology: Middle and Older Adult Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and ~ i l ~ sofi Social s Policy PSY 357 Behavior Analysis PSY 359 Psychological assessment Interested students should contact the director of special education at the outset of coursework. DC 410 DU 491 - Engineering 159 The Special Needs Learner (see EDC course descriptions) Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) A ugsburg College has cooperative rrangements with two universities to llow students to earn a bachelor of arts egree from Augsburg College and an engieering degree from either the University f Minnesota Institute of Technology, viinneapolis; or Michigan Technological Jniversity, Houghton, Michigan. Because f the special requirements and opportunies of these programs, early consultation vith the Augsburg engineering adviser is ecessary. Applications for these programs equire the recommendation of the ugsburg engineering adviser. Contact Jeff ohnson, Physics Department, 12-330-1070. Jniversity of Minnesota The Institute of Technology and ~ugsburgcooperative arrangement provides or two dual degree engineering programs: Bachelor of Arts/Bachelor of ingineering (B.A.1B.E.) enables students o receive a bachelor of arts degree from ~ugsburgCollege and a bachelor of engileering degree from the University of dinnesota. The program typically involves hree years at Augsburg and two years at he Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The cumculum is the same as the B.A.B.E. cumculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate cuniculum. The number of such courses varies by IT department and area of emphasis within a department. 160 Engineering Application for admission into the B.A.N.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A.N.E. program are not guaranteed admission to the Institute of Technology. Michigan Technological University This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics I1 Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus 11 MAT 245 Calculus 111 MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121,122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351,352. T hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of hvital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through worlung in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library sci- ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Kathryn Swanson (Chair), Candyce Clayton, Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, Roseann Lloyd, Elise Marubbio, John Mitchell, John Schmit, Cary Waterman, Susan Williams Major Nine courses above ENG 111,including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: The Romantics and the Victorians One upper division course in American literature: ENG 350 American Literature Before 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives 162 Enqlish Majors are encouraged to consult their departmental adviser regularly A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. Communication ArtsILiterature Teacher Licensure Major Prerequisite: ENG 111 Major Requirements (12 courses) ENG 225 Intermediate Expository Writing ENG 226 Creative Writing or ENG 227 Journalism or one additional upper division literature course (ENG 350 or 351 recommended) ENG 245 Introduction to Literature ENG 271 or 272 European Literature ENG 345 Introduction to the English Language ENG 361 Studies in Modem Fiction ENG 399 Internship in Teaching Writing ENG xxx Upper division literature course (ENG 331,336,337, or 338/438 recommended) Note: If students choose two literature courses, one must be in American literature (ENG 350 or 351) and one must be in British literature (ENG 331, 336, 337, 338/438). SPC 112 Contest Public Speaking SPC 343 Broadcast Production I SPC 352 Persuasion SPC 354 Interpersonal Communication Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to department approval) Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 ESE 352 5-12 Methods: Speaking and Listening 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200,210,220,310; ESE 300; EDC 410, 480; student teaching. Contact an education department adviser for information. This major is only for those who seek to be licensed in communication artdliterature. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or a speech major. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for the education licensure program no later than the spring of their junior year. Students in this program must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). Minor Five courses above ENG 111, including ENG 245; an upper division literature course; and an additional writing course. - English 163 Concentration in Writing Five courses in writing (above ENG 11l), including ENG 225 and one upper division course in writing. Transfer Students required to enroll in ENG 101 Developmental Writing where they receive more individual instruction than is possible in ENG 111 Effective Writing. These students must pass ENG 101 Developmental Writing with a grade of 2.0 or higher before enrolling in ENG 111Effective Writing. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. Students in Effective Writing (ENG 111) and Developmental Writing (ENG 101) can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENG 101 or 111 a second time and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. The Enqlish Placement Test Prerequisites A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills-such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences--are ENG 111 Effective Writing is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division literature course is ENG 245 Introduction to Literature and/or consent of the instructor. Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. ENG 101 Note: First day attendance in all writing courses is mandatory for a student to hold hislher place in the course. Developmental Writing A preparatoly course for ENG 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENC 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing . critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. 164 English ENC 216 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. ENC 217,218 English as a Second Language Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in ESL until the requirement is completed but can receive credit for only two courses (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing (ENG 111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111) ENC 226 lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print and broadcast media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) ENC 236 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experiences in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. ENC 241 lntroduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected esthetic movements. (Spring) - English 165 ENC 245 Introduction to Literature An initiation into the formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. ENC 251 Readings in American Literature An introduction to selected texts of literary and historical importance that yield an understanding of our Westem heritage and contemporary American world views. Themes could include the emergence of a national identity, the shaping of a collective American memory, and the contributions to American thought by women and people of color. ENC 271 European Literature: Homer to Dante Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) ENC 272 European Literature: From the Renaissance to the Modern Period Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Spring) ENC 282 Topics in Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. ENC 331 British Literature: Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature: 17th and 18th Centuries Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual, and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 337 British Literature: the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 338 Shakespeare Study of the bard's major plays-comedies, histories, tragedies, and romances -for their literary, dramatic, and cultural significance. Taught in conjunction with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the instructor. Spring) 166 English ENC 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) ENC 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, and the development of the English language. (Prereq.: ENG 245 or consent of instructor.) ENC 347 Quantitative Journalism:Computer-Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 3.) ENC 350 American Literature Before 1920 Reading of selected writers from colonial times to the beginning of the 20th century. Attention given to the intellectual, social, and literary movements that stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 351 American Literature Since 1920 Writers are selected to represent the literary variety and the regional, ethnic, and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 361 Studies in Modern Fiction Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 382 Topics Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) All 400-level courses will involve some reading and study of literary criticism or; in the case of writing classes, of what writers andlor composition theorists have to say about writing. ENC 436 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor) ENC 438 Shakespeare Taught in conjunction with ENG 338 (see above). Includes exposure to Shakespeare criticism. (Prereq.: ENG 245 or consent of insmctor. Spring) - English 167 ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.:ENG 225 and consent of instructor. Alternate years) ENC 480 Criticism The course focuses on a variety of recent critical theories with which graduate programs in English, as well as in women's and cultural studies, expect familiarity, including feminist, poststructuralist, and historicist approaches. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literaly and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 482 Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) See department listing for a description of the following approved elective: THR 325 Playwriting Internships and Independent Study Courses: ENC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ENC 299 Directed Study See description on page 94. ENC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. Note: The internship in Teaching Writing requires completion of ENG 225 and approval of the department chair. ENC 499 Independent StudyIResearch See description on page 94. Open to junior or senior English majors with an overall GPA of 3.0 and consent of department chair. FILM See listing under Communication Studies. FINANCE See listing under Business Administration. FOREIGN LANGUAGES See listing under Modem Languages. FRENCH See listing under Modem Languages. S ome courses help to integrate learning around topics in ways that are different from the more traditional disciplines. General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating faculty CST 009 Cooperative Education (.O course) A non-credit notation recognizes the academic learning inherent in an approved co-op education work assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center for Service, Work, and Learning. No course credit. CST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the entry Critical Thinking Assessment are required to complete GST 100. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. CST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. CST 200 Quantitative Reasoning/StatisticaI Literacy Critical thinking about statistics as evidence in arguments. Focus on association, causation, observational studies, experiments, risk, confounding, bias and chance. Review common techniques involving statistical opportunism. Study conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs. Use standardization to take into account the influence of confounders. Analysis of statistically-basedarguments. Emphasis on interpretation, evaluation and communication. (Prereq.; MPG 3.1 GERMAN See listing under Modem Languages. HEALTH AND PHYSICAL EDUCATION-HPE 169 v irtually all students at Augsburg College will interact at some point in their college years with the ~ e ~ a r t k eof nt Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the recreational participant will find ample opportunity for athletic and developmental activities. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. All health and physical education majors seeking licensure must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. Health and Physical Education Faculty 4 HEALTH EDUCATION Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Fall: even years) HPE 356 Measurement and Assessment in HPE HPE 390 Instructional Methods and Materials (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (Fall: even years) HPE 450 Current Health Issues (Fall: even years) Anatomy and BIO 103 Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult Must have instructor's certification for CPR and first aid. urna an Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may ddfer slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. ' Marilyn Florian (Chair), Brian Ammann, Lisa Broek, Carol Enke, Paul Grauer, Alvin Kloppen, Jack Osberg, Joyce Pfaff, Missy Strauch, Eileen Kaese Uzarek 170 Health and Physical Education A Bachelor of Science degree is available for the teacher licensure major. Consult your faculty adviser for Augsburg Core Curriculum requirements under the Bachelor of Science option. Minor HPE 101, 110,114,115,316,320,390, 450. BIO 103. PHYSICAL EDUCATION ' Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 254 Introduction to Development1 Adapted Physical Education HPE 275 Prevention and Care of Athletic Injuries HPE 324 K-6 PE Games and Activities HPE 334 7-12 Sport Skills and Activities HPE 335 Outdoor Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 356 Measurement and Assessment in HPE HPE 473 Physical Education Curriculum BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for the teacher licensure major. Consult your faculty adviser for Augsburg Core Curriculum requirements under the Bachelor of Science option. Minor HPE 101, 115, 210, 223,231,232,351. There is no PE teaching minor in Minnesota public schools. Coaching (not a major) Minnesota Board of Teaching Statute 3512.3 100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory (Fall, even years) -- - Health and physical Education 171 HEALTH EDUCATION HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modem concepts and practices of health and healthful living applied to the individual and the community (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, Spring) HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexualiry. (Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health, based upon growth and development, for grades K-12. Examination of "standards" and pedagogy for health education, curriculum, and assessment included. (Fall: even years) HPE 356 Measurement and Assessment in HPE Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) HPE 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment. Evaluation and development of materials included. (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Fall: even years) HPE 450 Current Health Issues (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological,political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years) 172 Health and Physical Education PHYSICAL EDUCATION HPE 001 Foundations of Fitness (.O course) This course is required of all Augsburg students. It seeks to improve the student's knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to not only provide knowledge but also to discuss and analyze ways an individual can assess, monitor, motivate and discipline himherself to maintain a lifestyle of fitness and wellness. HPE 002, 003 Lifetime Activity (.O course) Lifetime Activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy and rules of the activity. (Fall, Spring) HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) HPE 210 (.5 course) Introduction to Physical Education History, principles, and philosophy of physical education and sport. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity (Spring) HPE 254 lntroduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmentalladapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) HPE 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: HPE 114. Spring) HPE 324 K-6 PE Games and Activities This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring) HPE 334 7-12 Sport Skills and Activities Theory and practice in skills, teaching and officiating selected sports activities. (Fall) HPE 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years) - I Health and Physical Education 173 HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision-making for physical educa- tion and athletic programs. (Prereq.: HPE 210. Fall) HPE 350 Kinesiology Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103. Spring) HPE 356 Measurement and Assessment in HPE Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult w i d department chair for prerequisites. Fall) HPE 368 Physical Education Methods (7-1 2) Procedures, materials, and issues for teaching physical education in secondary schools. (Consult with department chair for prerequisites. Spring) HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Internships and Independent Study Courses: HPE 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HPE 299 Directed Study See description on page 94. HPE 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HPE 499 Independent StudyIResearch See description on page 94. Open only to junior or senior majors. H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community." The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Jacqueline devries (Chair), Phil Adamo, Bill Green, John Gregg, Don Gustafson, Chris Kimball medieval, modem Europe, U.S., and nonWestern. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. - History 175 Transfer Students Transfer students planning a major must normally take at least three of their HIS 101 courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity that formed colonial life, including a study of independence, expansion, and democratization of the new republic. HIS 121 19th-Century U.S. A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. HIS 122 20th-Century U.S. A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. HIS 1501350 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. Additional readings and written assignments will be required for upper-division students. (Prereq.: Consent of instructor required for HIS 350) 176 History HIS 1621462 20th Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W. E. B. DuBois, Marcus Gamey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 249 The Designed Environment (See Department of Art for course description) - History 177 HIS 280 The History Workshop This course introduces history majors and minors to the historian's craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. HIS 282 The History of Women Since 1850 This course examines in comparative perspective women's changing political, economic, social and sexual status since the nineteenth century, with attention given to social, racial and ethnic, and sexual differences among women. HIS 311 Topics in Women's History Exploration of selected topics in women's history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China's isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 331 Topics in U.S. History In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the U.S. as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modem legal system. 178 History HIS 343 American WestIFrontier History An examination of the history of the American West as place (real and imag- ined) and process (shifting hests' or frontiers) from the colonial period to the present. Special emphasis on changing interpretations of the American West and the importance of the West in shaping American culture and society. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 179 in International Studies.) HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 349 The Designed Environment (See Department of Art for course description) HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150 HIS 352 Modern Germany A survey of the social, political, and cultural development of modem Germany, focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and the Commonwealth This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 355 Cultural Conflict and Change in Latin America A version of HIS 350 taught on-site in Mexico through Augsburg's Center for Global Education. Cross-listed with Women's Studies. HIS 360 The Ancient Near East and Greece to 338 B.C. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. HIS 361 Hellenistic Greece and Rome to 330 A.D. Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. - History 179 HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of medieval life. HIS 370 The Late Middle Ages to 1560s A study of the scholastic tradition and the role of the Church and state, emphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. HIS 374 Medieval Crusades This course examines Western Europe's crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c.300 to c. 1517 AD) It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe's discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. (Prereq.: HIS 280. Generally offered Fall and Spring terms.) 180 History Internships and Independent Study Courses: HIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HIS 299 Directed Study See description on page 94. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HIS 499 Independent StudyIResearch See description on page 94. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.5 GPA in history) T he Honors Program is rooted in the Augsburg Core ~u&ulum. As such it is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a cumculum that: Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; Calls for common inquiry into questions of Christian faith and the search for meaning; and, Cultivates the transformative discovery of, and appreciation for, one's place of leadership and service in a diverse world-vocatio and caritas. The Honors Program recasts this distinctive mix by underscoring the public uses of knowledge, by recognizing that intelligence expresses itself in many ways, and by embracing an intentional interdisciplinarity in its cumculum. While celebrating the signature elements of the Augsburg Core Cumculum, the Honors Program transposes them to a new key, even a kind of academic jazz, in which committed students are encouraged to traverse new domains and improvise novel themes appropriate to new circumstances. The Honors Program is a community of people who are committed to achieving an exceptional education by exploring the many dimensions of fundamental ideas. Fundamental ideas such as "all people are - Interdisciplinary Studies 181 created equal" and "all knowledge begins with experience" shape our construction of the valuable, our deliberations regarding the ethical, and even our identification of the factual. Honors education believes that when we engage freely in Socratic dialogue about knowledge and wisdom, we find our noblest calling as people. The Honors Program strives to provide an enriched environment in which the pivotal questions of human experience can be explored and the skills to navigate a complex world can be mastered. Honors students learn the value of interpersonal networking and team-generated solutions to new problems that emerge in dynamic, worldwide markets and evolving political realities. In fact, graduation from the program is advantageous for graduate school admission or career placement. I nterdisciplinq studies programs draw . upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: In addition to completing the Honors Program courses that fulfill Augsburg Core Cumculum requirements, students complete the language requirement (if it is a requirement for their degree), Foundations of Fitness, the lifetime activity course, Effective Writing, any required entry level assessments, and graduation skill requirements. Students may enter the Honors Program at three points (first or second semester of first year; first semester of second year). Students must fulfill requirements of all four years to complete the Honors Program and thereby satisfy the Augsburg Core Cumculum requirements. Contact the director for additional information about the Honors Program curriculum and academic requirements. American Indian Studies East Asian Studies (ACTC) International Relations Metro-Urban Stumes Nordic Area Studies Russian, Central, and East European Area Studies (ACTC) Women's Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. 182 Interdisciplinary Studies SPC 321 Coordinator Norma Noonan The world of the 2lst century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) Principles of Management (no prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) SPC 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. BUS 242 Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242) HIS 222 20th-Century U.S. INS 325 Building Working Relationships (WECDay) PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) SPC 355 SPC 410 Business and Professional Speaking Small Group Communication (no prereq.) The Self and the Organization (WEC) The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): 1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. See International Relations, page 185. Interdisciplinary Studies 183 INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 325 Building Working Relationships This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) INS 381 Qualitative Research Methods This course introduces students to the range of qualitative methods available for the applied study of social issues and prepares them for a substantial research project. In separate labs, students will acquire skills in either archival research, content analysis, interviewing, or participant observation. (Prereq.: upper division or graduate standing and at least one upper division course in the student's major, or consent of the instructors) I nternational Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities throughout the year. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill-Cady Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modem language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,368,465 ECO 317,360,365 HIS 323,346,348,350,352,354,440,474 MKT 466 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 241 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modem Languages.) S W 230 Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. lnternational Relations Major with lnternational Business Concentration Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Departmental Honors GPA of 3.5 in the major; 3.0 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1of the senior year and must defend the thesis before a faculty committee. Students lnternational Relations 185 should declare their intention to complete an honors major by the end of their junior year. lnternational Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance and inter-cultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it'focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability Students will draw on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, I N S M T 311, POUWST 341, REL 313, POUWST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENG 361, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International Relations Program Director for full program description. I nternational study at Augsburg aims to increase intercultural competency and reflects the College's strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenship. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, general education, and graduation requirements when approved by the appropriate program directors and faculty before departure. Any approved study abroad will also fulfill the Augsburg Experience. Students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus through the study abroad adviser. In addition to semester and year-long programs, summer abroad courses also provide a number of educational opportunities. Students interested in these or other external off-campus study experiences should contact the study abroad adviser. Application deadlines are listed for each program. Please contact the study abroad adviser in the Office of International Programs for a list of deadlines for summer and short-term study abroad courses. The cost for many programs is comparable to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as on-campus study. THE CENTER FOR GLOBAL EDUCATION The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center's study programs are conducted in Mexico, Central America, and Namibia. They integrate rigorous academic work with real-life experiences. Students live in the midst of the society they are studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays, regional travel, community-based living, and opportunities for volunteer work and internships. International study programs administered by the Center for Global Education and approved by Augsburg are listed below For information on these programs, contact the semester programs abroad office. INTERNATIONAL PARTNERS The International Partners program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. The program is founded on reciprocal agreements with selected institutions of higher learning in Norway and Germany. Under these agreements International Partner students from abroad receive part -- International Studies 187 of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. Study abroad through International Partners emphasizes business, education, and social work, but offers training in more than a dozen other fields as well. All coursework is in English. The study program may be for one year, one semester, or a summer session. Participation may be on an individual basis or as part of a student group. For further information contact the nternational Partners office. Application deadlines are April 1 for fall semester and year long programs and October 15 for spring semester programs. THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers full-semester programs through HECUA in Norway, Guatemala, Ecuador, and Northern Ireland. All programs emphasize the impact of social change, civic engagement, and crosscultural factors on the human community. HECUA programs include intense language experience and field study. The cost is similar to full tuition, room, and board for one semester on campus, plus airfare. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. International study programs administered by HECUA and approved through Augsburg are listed below For information on these programs, contact the Center for Global Education. I CROSSING BORDERS: GENDER AND SOCIAL CHANGE I N MESOAMERICA (MEXICO)-FALL This program is an intensive semester of study and travel designed to introduce stuients to the central issues facing Mesoamerica, with emphasis on the experiences and :mpowerment of women. Students engage in gender analysis of key social, economic, ?olitical, and cultural issues in Mexico and Guatemala, explore the interconnectedness of :ace, class, and gender, and learn first-hand from both women and men who are involved n struggles for sustainable development and social change. The program begins with a me-week seminar/orientation in the U.S-Mexico border region and ends with a two-week ;eminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing ~pproximatelysix weeks, and with Mexican host families for 4-6 weeks. All students will be expected to take POYWST 359, REUWST 366, and at least one jpanish course. In addition, they may choose between taking a second Spanish course or :ompleting an internship or field research (independent study). Augsburg application deadline: April 1. Prerequisite: one college-level Spanish course or ts equivalent. 188 International Studies SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. , (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or or equivalent.) POLIWST 359 Women, Gender, and Social Change in-Latin America An exploration of gender politics in Latin America. Particular attention is given to women's organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. RELIWST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to sociaVpolitica1 transformation. Examines key theological concepts, critiques, and practical implications. I - International Studies 189 NSISPAIWST 399 Internship Students gain 80-100 hours of hands-on work experience in Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequistes: SPA 212 or equivalent, internship application, and Spanish reference forms) NSIRELISPAIWST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. I SOCIAL AND ENVIRONMENTALJUSTICE:LATIN AMERICAN PERSPECTIVES (MEXICO)-SPRING This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students will examine the ethics of land distribution, environmental racism, ecofeminism, social change, and the complexity of gender, class, race, and ethnicity in Latin America. Credit is available in Spanish, history, political science, religion, and women's studies. internships and independent studies are also available. The program includes a two-week ;eminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend ipproximately six weeks in Augsburg housing, and six weeks living with Mexican host imilies. All students will be expected to take the following three courses: a Spanish course, - I l W S T 355, and P O W J T 341 or REyWST 313. For their fourth course, they may : h a benveen taking a second Spanish course, or completing an internship or field search (independent study). Augsburg application deadline is Oct. 15. Prerequisite: one college-level Spanish course )r its equivalent. iPA 111, 112 Beginning Spanish I, II Aims to develop she four basic slalls: understanding, spspeaking, wding, and writing of elementary Spanish. Introdnc~anto c u l m of the 5-h-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) ;PA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) - 190 International Studies SPA 31 1 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper diesion courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 3 11 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 31 1 or equivalent.) SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 31 1 or equivalent.) HISIWST 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in Mexican and Central American history. Focuses on the development of gender, class-based, and raciavethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. POL341/WST 341 Environmental Politics Explores enivornmental politics in Latin America from pre-Columbian times to the present. Applies a gender perspective to analyze environmental issues and examines political and economic policies that promote andfor hinder sustainable development. REL/WST 313 Environmental Theology and Ethics Explores different approaches to environmental ethics in Latin America, including indigenous, Jewish and Christian perspectives, liberation theology and ecofeminism. INS/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) - International Studies 191 NS/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. I SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)-SPRING This program was created to satisfy the cumculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformaive, experiential learning focused on social and economic justice. Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course 3r its equivalent. (Students may choose to study Spanish in Mexico during the month of lanuary, prior to the start of the semester.) Priority is given to social work majors. SPA 111, 112 Beginning Spanish I, II -Aims to dwelop the four b& skills: understanding, speaking, reading,and writing of elementary Spanish. htroducrion to culture ot the Spanish-speaking world. Taught by Mexican insmcrors. (No prerequisite far SPA f 1l. Placement level determined by placement test or completion of prerequisite for SPA 112.) 5PA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) ;PA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) ,PA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) ;PA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) 192 International Studies 7 SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 3 11 or equivalent.) SWK 294 International Social Welfare: The Mexican Context Develops students' understanding of current social, economic, political and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students' knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the U.S. at large. SWK 316 Social Work Practice II: With Families and Croups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational andlor community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish language oral competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316. P/N grading only). International Studies 193 H SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA)-FALL OR SPRING This program introduces students to the key issues facing the Ceneal Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following 4 courses: 1) one Spanish course, 2) REL 366,3) HISM7ST 355, and 4) ECO 495, Application deadline is April 1. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Guatemalan instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Guatemalan instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite:SPA 212 or equivalent or score at minimum of 31 1 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) 194 International Studies SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite: SPA 3 11 or equivalent.) HISIWST 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and raciauethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post war period in Central America. ECO 495 Topics: Sustainable Economic Development This course examines the concepts of economic development and growth in the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to sociaVpolitica1transformation. Examines key theological concepts, critiques, and practical implications. NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-FALL OR SPRING This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today's world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. Augsburg application deadline: Oct. 15. INS 312 REL 346 The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. -- International Studies 195 POL 353 Political and Social Change in Namibia: A Comparative Perspective This contse is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movemen= that have evolved in the struggle for independence. HIS 440 Racism and Resistance in Southern Africa and the US: Struggles Against Colonialism, Apartheid and Segregation This course explores historical parallels of the development in southern Africa and in the US, strategies of resistance the successes and limitations of political victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism. INS 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. This replaces the Religion and Social Change course. INS 499 lndependent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The cumculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of a social democracy undergoing major changes in response to immigration. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the option of Norwegian language study or an independent study project. April 1. INS 372 Norwegian Language INS 377 Scandinavia in the World INS 393 Scandinavian Art and Literature: Perspectives on Social Change INS 394 Urbanization and Sustainable Development in Scandinavia INS 499 Independent Study (Students may choose either INS 372 or 499) -International Studies 196 POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND CUBA-FALL The Politics, Development, and the City program explores historical and current issues related to rural-urban migration, industrialization, government policies, and effects on human communities. Students engage in dialogue with Latin American faculty, activists, and leaders from local communities to understand local conditions and efforts at social change. Learning is made vivid through field projects and interactions with organizations worlung on urban issues. A Spanish in the Field course facilitates language learning directly related to content. April 1. INS 2611386 Spanish in the Field INS 362 Development in the Latin American City INS 363 Wealth, Poverty, and Community Development: Critical Social Issues INS 499 Independent Study COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. April 1. INS 366 Community Participation for Social Change INS 399 Internship INS 499 Independent Study (2 course credits) - International Studies 197 ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA: GUATEMALA AND CUBA (EECLA)-SPRING Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants will conduct a variety of field projects in small groups to learn about the environment and development efforts. Students gain hands-on experience field placements with organizations working in the Guatarnalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community Each student cames out an independent study project on a topic of personal choice, which includes field research. Oct. 15. INS 384 Social Dynamics and the Environment INS 385 The Ethics of Development: Local and Global Implications INS 386 Spanish in the Field (advanced-level language course) INS 499 Independent Study Project (students chooses topic) NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANCE-SPRING The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Oct. 15 INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) MANAGEMENT INFORMATION SYSTEMS See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. M athematics is the study of structure and relationships and tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justifj their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg's urban location allows students to gain experience working with mathematics through intemships, cooperative education, and the practicum and colloquium courses. Mathematics Faculty Rebekah Dupont (Chair), Tracy Bibelnieks, Nicholas Coult, Suzanne Doree, Matthew Haines, Kenneth Kaminsky. Bachelor of Arts Mathematics Major Twelve courses including MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus I11 MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures MAT 324 Analysis MAT 373 Probability and Statistics I Two MAT electives numbered above 200, at least one of which is numbered above 300. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale presenting a coherent program of study, typically relating mathematics to another discipline. CSC 160 Introduction to Computer Science and Communications Two supporting courses from the following list or substitutes with departmental approval: CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, ESE 330, FIN 331, MAT 163 or MAT 173 (not both), PHY 121, PHY 122. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Depending on the choice of electives, up to two additional communication skills courses (one in writing, one in speaking) may also be required. - Mathematics 199 Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Bachelor of Science Mathematics Major The requirements for the Bachelor of Science degree are the same as for the Bachelor of Arts degree with Mathematics Major except that the two MAT electives and two supporting courses must be chosen from a focus area approved by the department. Sample focus areas: Business, Economics, or Actuarial Science: Two of MAT 355,374, or 377; ECO 112 or 113;MAT 173,ECO 318, orFIN331. Computational Mathematics: Two of MAT 355,377, or approved 395; CSC 170; CSC 320. Physical Sciences: Two of MAT 247, 327, or 355; PHY 121-122. Teaching Mathematics: MAT 252; MAT287; MAT 314; ESE 330. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the major, with the electives specified as, MAT 252 Exploring Geometry, MAT 287 History of Mathematics, MAT 314 Abstract Algebra, and ESE 330 5-12 Methods: Mathematics. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus 1 or MAT 122 Calculus for the Behavioral and Social Sciences; MAT 163 Introductory Statistics; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department advisor before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics GPA of 3.5 in MAT courses numbered above 200,3.0 overall GPA, an honors project, and approval of the Mathematics Department. Specific requirements are available from the department. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus 11 Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 287. At least one MAT course numbered above 250 must be taken at Augsburg. 200 Mathematics Students must earn a grade of 2.0 or better in each course that applies toward the minor. Math Placement Croup (MPC) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar's office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic and hgonomemc functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of deparanent. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) - - Mathematics 201 MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with an emphasis on applications in the social and behavioral sciences and business. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3) Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137. Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138. Students who have successfully completed a higher number MAT class, a statistics class, or any other quantitative reasoning class must obtain departmental approval before registering for MAT 123, 129, 137, or 138. MAT 123 Mathematics Sampler An examination of intriguing mathematical ideas including geometrical and numerical patterns, and axiom systems such as set theory, non-Euclidean geometries, alternative arithmetic, and infinity with an emphasis on problemsolving strategies, logic, and mathematical reasoning. (Prereq.: MPG 3) MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I & II Concepts of number, operations, algebra, geometry, measurement, data analysis and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG3 for MAT137; MAT 137 or MPG4 for MAT138.) MAT 145-6 Calculus 1 & ll Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146.) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, anaIysis-of-variance, and regression. (Prereq.: MPG 3.) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance. (Prereq.: MPG 3.) 202 Mathematics MAT 245 Calculus Ill Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146.) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271.) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theoly, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 163 and MAT 145 or MAT 163 and MAT 122 and MPG 4 Also recommended: CSC 160) MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modem mathematics. (Prereq. : MAT 145 or MAT 122 and MPG 4) MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246 and MAT 271) MAT 324 Analysis Concepts of real analysis including functions, derivatives, integrals, and series in a theoretical setting. (Prereq.: ENG 111, MAT 271 Also recommended: MAT 245, MAT 246 or MAT 247, and at least one MAT courses numbered 300 or higher. MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq: MAT 146 and CSC 170 or consent of instructor). - Mathematics 203 MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374.) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. (Prereq.: MAT 246) MAT 385 Mathematics Practicum The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains a senice learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of instructor) MAT 3951495 TopicsIAdvanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, chaotic dynamical systems, combinatorics, graph theory, topology, or foundations of mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) - MAT 491 -~ Mathematics Colloquium Information about contemporaly applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Canies no course credit. Internship and Independent Study courses: MAT 1991399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing). See also description on page 93. MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) See also description on page 94. M etro-Urban studies is a multidisciplumy major and minor taught by faculty in sociology, economics, history, political science, social work, art and other related disciplines. Metro-Urban studies is designed to blend classroom and field experience, theory, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-Urban studies and general education's Engaging Minneapolis introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional comes and semester-long programs. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, (ECO), Chris Kimball (HIS), Michael O'Neal (SOC), Michael Shock (SWK) DECREE AND MAJOR REQUIREMENTS Major 10 courses including: ECO 110 Economics of Urban Issues POL 122 Metropolitan Complex SOC 21 1 Community and the Modem Metropolis HIS 225 History of the Twin Cities or HIS 335 Urban American History or ART 249/349 HIS 249/349 The Designed Environment SOC 362 Statistical Analysis or POL 483 PoliticaVShtistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics instead of ECO 110. Minor POL 122, SOC 21 1, HIS 225/249/349, and two of the following: HIS 335, SOC 381, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. - - Metro-Urban Studies 205 Internships and Independent Study Courses: INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. INS 299 Directed Study See description on page 94. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other inteinship options (on-campus, off-campus, half credit) on page 93. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study-Metropolitan Resources An independentlydesignedcourse developed by a student (or p u p of students), utiliring the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of insmctor) INS 499 Independent StudyIResearch See description on page 94. (Prereq.: POL 484 or SOC 363) URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America, Northern Ireland, and the Twin Cities. Also see International Studies listings. I. METRO-URBAN STUDIES TERM (MUST)-FALL OR SPRING This Semester in the Cities program focuses upon the Twin Cities meeo area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct obsewation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. 206 Metro-Urban Studies INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identlfy inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 93. II. CITY ARTS-SPRING Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 93. Ill. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS AND PUBLIC POLICY -FALL Focuses on the social, scientific, ecological and economic underpinnings of public policy and conflict over natural resources and environmental quality. INS 345 Social Dimensions o f Environmental Change INS 346 Adaptive Ecosystem Management INS 399 Internship (2 course credits) IV. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CIIA, AND EECIA) T he Department of Modem Languages at ~ u ~ s b u r ~ k o lcontributes le~e in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The modem languages department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese,Japanese, Latin, and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the aistry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Modern Languages Faculty Mary Kingsley (Chair), Pary PezechluanWeinberg, Frankie Shackelford, Donald Steinmetz Major The major consists of nine courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. Minor The minor consists of four courses above 211 (Norwegian only: 211and above), including one in language and one in literature or culture. At least three of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.5 GPA in the major, 3.5 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or F! Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. 208 Modern Languages Study Abroad Teaching Licensure A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Since spring term 2001, Augsburg College no longer offers a licensure program in modem languages. 4 AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) 4 CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. W FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC-additiona1 sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall, Prereq.: 212) - Modern Languages 209 FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 41 1 FRE 495 . Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. FRE 299 Directed Study See description on page 94. FRE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. FRE 499 Independent StudyIResearch See description on page 94. - 210 Modern Languages GERMAN (GER) CER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC-additional sessions required) CER 21 1, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 GER 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, A u s ~and , ~witzerlandsince the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of instructor. On demand) CER 351 Survey of Literature: German Literature from Chivalry to Romanticism The intellectual, cultural, and political history of all peoples is reflected in their literature. The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. - - Modern Languages 21 1 CER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Karl Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modem age. (Prereq.: 311) CER 41 1 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) CER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: CER 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CER 299 Directed Study See description on page 94. CER 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CER 499 Independent StudyIResearch See description on page 94. JAPANESE(JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian studies program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. H NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112, Prereq.: 111) NOR 211 - Intermediate Norweaian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) - 212 Modern Languages NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural devel- opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 41 1 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Intenuhips and Independent Study Courses: NOR 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NOR 299 Directed Study See description on page 94. NOR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NOR 499 Independent StudyIResearch See description on page 94. - Modern Languages 213 OJIBWE(OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem languages department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; Sring: 112, Prereq.: 111.) SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC-additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 Topics in Literature, Culture, or Linguistics SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. IPrereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice with emphasis on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) 214 Modern Languages SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 31 1 or consent of instructor. Spring: odd years) SPA 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 41 1 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 31 1 or consent of instructor. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SPA 299 Directed Study See description on page 94. SPA 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SPA 499 Independent StudyIResearch See description on page 94. M usic has the power to strengthen the mind, heal the body, and unlock ;he creative spirit. Whether we experience music as a listener, performer, or teacher, it adds a significant dimension to our lives. The Department of Music at Augsburg College offers music training in the context of a liberal arts education, and is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). The Music Department offers three degree programs and five majors as follows: Bachelor of Arts (Music Major or Music Major with Music Business Concentration) Bachelor of Music (Music Education or Performance Major) Bachelor of Science (Music Therapy Major) In addition, we offer minors in music, music business, and a Music Therapy equivalency certificate program. Participation in a variety of music experiences including large and small ensemble courses, music theater productions, performance study, and music courses are open to students from all majors, with pennission from the instructor. Full-time Faculty Robert Stacke (Chair), Jill Dawe, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Marv Dahlgren, Bridgt Doak, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Mary Horozaniecki,Jim Jacobson, Kathy Kienzle, Caroline Lemen, Steve Lund, Laurie Merz, Celeste O'Brien, Paul Ousley, Rick Penning, Nicholas Raths, Sonja Thompson, Angela Wyatt Fine Arts Coordinator Cathy Anderson Augsburg students who enroll as freshmen must apply to the Department of Music for acceptance to a degree program by the end of their sophomore year. Transfer students must meet with a music adviser immediately after enrolling at Augsburg to establish an appropriate course of music study and application process. All students interested in pursuing a music degree at Augsburg must contact a music faculty adviser in their degree area as soon as possible to ensure a smooth program of study and timely completion of music degree requirements. Degree Program Advisors: Jill Dawe - BM Music Performance Stephen Gabrielsen - BA Music Peter Hendrickson - BM Music Education Roberta Kagin - BS Music Therapy Ned Kantar - BM Music Education Robert Stacke - Transfer Students Acceptance to the degree program will be based on the successful completion of the steps outlined in the Music Student Handbook, as well as on the student's performance at his or her spring sophomore jury. Music Degree Core Curriculum for all ProgramsJMajors MUS 101 Materials of Music I MUS 102 Materials of Music 11 MUS 111 Aural Skills I 216 Music MUS 112 MUS 201 MUS 202 MUS 211 MUS 212 MUS 231 Aural Skills I1 Materials of Music 111 Form and Analysis Aural Skills 111 Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music I1 Large and Small Ensemble Participation Performance Studies Music Repertoire Tests Piano Proficiency Plus fulfillment of recital requirements as given under each specific degree and major. BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Student select either vocaVgenera1 or instmmentavgeneral emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.5 in all music courses in necessary for the music education licensure pro- w"-- Requirements Music core curriculum and: MUS 311 Composition I MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 220 Educational Technology EDC 290 Topics: MN American Indians EDC 310 Learning and Development EDC 315 Critical Issues in Education Seminar ESE 300 Readinwriting in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481ESE 483 Student Teaching MUS 359 Music Methods: ChoraWocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting One of the following two areas of emphasis: Vocal emphasis-MUS 251,252,253,254 Instrumental emphasis- one course credit of music elective Two quarter course credits of performance studies in the major insh-umentlvoice (first year) Four half course credits of performance studies in the major instrumentlvoice (second and third year) - Music 217 Two full course credits of performance studies in the major instrumendvoice (fourth year) Eight semesters in a major Augsburg ensemble on the major instrumenthoice (winds and percussion, Band; strings, Drchestra; voice, Choir). You must participate in the ensemble for which you want to teach. Music Education majors whose major performance medium is piano, organ, or pitar are required to enroll in 4 semesters ~flessons on a minor performance medilm that allows them participation in the :orresponding large ensemble. Examples: 4 music education major in the vocal-gen:ral track who selects piano as a major perormance medium (rather than voice) is equired to take a minimum of four semes.ers of voice lessons, in addition to partici~atingin a large group vocal ensemble for :ight semesters. A music education major in the instrunental-general track who selects piano, )rgan, or guitar as a major performance nedium is required to take a minimum of our semesters of lessons on a band or rchestral instrument, in addition to paricipating in a correspondinglarge group nstrumental ensemble for eight semesters. =oursemesters in an Augsburg small :nsemble on the major instrumendvoice mprovisation competency on major nstrumendvoice mprovisation Lrea of Emphasis: InstrumentaVGeneral Certification Two semesters of traditional MUE chamber music Two semesters MUS 129 Improvisation- OR- one semester MUS 129 Improvisation and one semester jazz band VocaVGeneral Certification Two semesters traditional MUE chamber music One semester MUS 129 Improvisation One semester MUSITHR 235 Music Theatre (Vocalists taking MUS 129 will also be expected to comp from a lead sheet andlor sing with the combo.) Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in themajor instrumendvoice BACHELOR OF MUSIC Music Performance Major This major is a focused classical training program designed to challenge the musical skills and performing ability of the individual musician. Students interested in pursuing this degree are selected through an audition/interview process (see Music Department Handbook) and should have demonstrated performance ability an excellent GPA in music coursework, a selfdirected learning style, and a passion for developing their skills through intensive work and practice in a chosen performance area. This degree best prepares students for private and studio teaching, professional performing opportunities, auditions, and graduate school. Requirements: 14.5 course credits Music core curriculum and: MUS 358 Full Junior Recital MUS 459 Full Senior Recital One of the following three areas of emphasis: Vocal emphasis-MUS 251,252,253,254 218 Music 435, EDS 359, one course credit of music elective Piano or organ emphasis-MUS436,456, one course credit of music elective Instrumental emphasis- one and one half course credits of music electives, one methods course for major instrument Two quarter course credits and six half course credits of performance studies in the major instrurnentlvoice Eight semesters in a major Augsburg ensemble on the major instrumentlvoice and residency at Augsburg Or, for piano or guitar emphasis: Four semesters in a major Augsburg ensemble plus four semesters of departmental ensemble work as assigned by the student's academic adviser and studio instructor. Four semesters in an Augsburg small ensemble on the major instrumentlvoice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major instrumentlvoice BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is minimally a 4 1/2 year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Requirements: 23 course credits Music core curriculum and: MUS 271 Music Therapy Techniques and Materials MUS 274,275 Music Therapy Practicums MUS 311,312 Composition I or 11 MUS 372,375 Psychological Foundation of Music I, I1 MUS 374, 375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical In ternship MUS 458 Half Senior Recital EDC 410 The Special Needs Learner PSY 105 Principles of Psychology PSY 362 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds MUS 345 Music Therapy Methods 11: Voice, Piano, Percussion One of the following two: SOC 362 Statistical Analysis PSY 230 Research Methods: Design Procedure, and Analysis I Eight quarter course credits of performance studies in the major instrurnentlvoice Eight semesters in a major Augsburg ensemble on the major instrumentlvoice and residency at Augsburg Two semesters in an Augsburg small ensemble on the major instrurnentlvoice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses - Music 219 H BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music related business fields most often choose this course of study. Requirements Music core cumculum and: MUS 341 Basic Conducting MUS 458 Senior Recital One credit of approved courses outlined in the Music Department Student Handbook. One credit of upper division music courses. Eight quarter course credits of performance studies in the major instrument/voice Eight semesters in a major Augsburg ensemble on the major instrument/voice Two semesters in an Augsburg small ensemble on the major instmmental/voice Pass piano proficiency test music business studies. The music business major has two tracks: the Bachelor of Arts in music with music business concentration (designed for the performing artist) and the Bachelor of Arts in business administration with specialization in music business (designed for the music/business student). B.A. in Music with Music Business Concentration Requirements: 19.5 credits Music core cumculum and: ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I BUS 242 Principles of Management or BUS 254 Entrepreneurship MUSBUS 105 Music Business MUSBUS 245 Arts Management MUSBUS 399 Internship SPC 111 Public Speaking MUS 458 Senior Recital Eight quarter course credits of performance studies in the major instrument/voice Eight semesters in a major Augsburg ensemble on the major instrument/voice Pass three music repertoire tests Two semesters in an Augsburg small ensemble on the major instrumentaVvoice Music Business Major Pass piano proficiency test The music business major prepares students to enter today's music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students [or careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the ~usinessstudent the opportunity to pursue Pass three music repertoire tests B.A. in Business Administration with Specialization in Music Business Requirements: 16 credits ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business -Music 220 ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Marketing or BUS 254 Entrepreneurship MKT 252 Principles of Marketing BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management MUS/BUS 105 Music Business MUSBUS 245 Arts Management MUSIBUS 399 Internship SPC 111 Public Speaking 3 MUS credits- OR-2 MUS credits and 1 MUE credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music I1 MUS 112 Aural Skills I1 MUS 130 Intro to Music and the Fine Arts MUS 241 History of Jazz MUS 320 Worlds of Music MUS xxx Finalehlusic Tech Software (Other MUS courses as approved by advisor) Music Minor Requirements: 6 credits MUS 101, 102 Materials of Music I, I1 MUS 111, 112 Aural Skills I, I1 MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 One credit of additional music courses. Four consecutive semesters in a major Augsburg ensemble concurrent with four quarter courses of performance studies on the major instrument/voice Pass one music repertoire test Candidates must submit an application for admission prior to spring juries of the sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today's music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS/BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I MUSIBUS 399 Internship (approved for the Music Business Minor) One of the following: MUSIBUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) Music Therapy Equivalency/Certification Program The music therapy equivalency program is available to students who already have a bachelor's degree and wish to meet the requirements set by the American - Music 221 Music Therapy Association to become prolessional music therapists. This equivalen7 program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student's degree and skill level, ~ndividualrequirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major rnsemble for four terms and successful :ompletion of a two-year music theory rquivalency test. For acceptance to the degree program, :quivalency/certification students must: submit an application for admission during the first semester of residency at Augsburg submit a copy of a current academic transcript and eansferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will )e based on the successful completion of he above, as well as on the student's perormance at his or her first jury. Iepartmental Honors Students may quahfy for departmental ionors by submitting a petition to the nusic faculty before the end of the first iemester of the senior year. The petition or honors should include: I I A transcript showing a cumulative GPA of 3.0 or higher in all music courses An outline of the student's participation in departmental activities demonstrating leadership, musical goals and high musical standards. A proposal for an honors project An honors project could include but is not limited to one of the following: writing and defending a senior thesis; presenting a recital beyond that required by a degree; composing a work not less than 15 minutes duration; conducting a concert; or a project that combines any or all of the above listed projects in a manner appropriate to a student's degree area. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Concurrent registration in performance studies in the major instrumentlvoice is required for recital performance. At least two full-time music faculty members and the student's private instructor must be present to evaluate junior and senior recitals. Recitals are given a padfail grade. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or Honors program will be sponsored by the music department. Other student recitals may be considered for departmental sponsorship. All music degree recitals must be representative of the academic guidelines set forth in this catalog. B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration. 222 Music W EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. Many music courses are offered alternate years. Consult the re@trar's Web site <www.augsburg.edu/enroll/registrar>or the Music Department for course offerings in each term. W THEORY AND MUSICIANSHIP MUS 101 Materials of Music 1 (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondaly dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills 11 (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 129 Improvisation in Music (.O course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUS 201 Materials of Music 111 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) - Music 223 MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0) MUS 21 1 Aural Skills 111 MUS 212 Aural Skills IV MUS 31 1 Composition 1 (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related twentieth-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 312 Composition 11 (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm and form. Serialism, exoticism, indeterminacy, electronic minimalism, special effects. Related literature (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) vlUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111,231) AUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) lnUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) I HISTORY AND LITERATURE AUS 105 AUS 130 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as BUS 105. Introduction to Music and the Fine Arts Relationship between music of each period and the other fine arts. For nonmusic majors. 224 Music MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101, 102,201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. MUS 320 Worlds of Music A survey of non-Western musical cultures. Thefollowing four half courses are extensive studies of special eras in the history of music: MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231, 232) MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254 or permission from instructor) - Music 225 MUS 436 Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing and performing. (Prereq.: MUS 231,232) H PERFORMANCE TECHNIQUE MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of music-theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each ;25 course) Intensive course covering basic singing pronunciation of English, Italian, German and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 358 MUS 458 Junior Recital (.O course) B.M. candidates only One-half hour recital at repertoire level 111 for music education majors, one hour recital at level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. Senior Recital (.O course) One-half hour recital at repertoire level 111 for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.O course) B.M. candidates only One hour recital at repertoire level IV for music education majors, one hour recital at level V for music performance majors. No course credit. Private instructor may request a pre-recital hearing. METHODS AND PEDAGOGY MUS 355 MUSIC METHODS: STRINGS MUS 356 MUSIC METHODS: BRASS/PERCUSSION MUS 357 MUSIC METHODS: WOODWINDS (.5 course) MUS 359 MUSIC METHODS: VOCAL MUS 456 (.5 course) (.5 course) (.5 course Piano Pedagogy (.5 course) Explores the methods, materials, and techniques for teaching piano. This course has a community service-learning requirement that pairs each Augsburg Student with 1-2 elementary school children to whom they will teach piano. 226 Music PERFORMANCE-BASED COURSES ENSEMBLES (MUE) These courses are open to students from all degree programs and majors. LARGE ENSEMBLES Please note that only large ensemble participation (Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit will satisfy the ensemble requirements of the music major, music minor, and general education requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble participation may be used towards graduation requirements). Transfer students must participate in an Augsburg ensemble during their entire residency Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting the ensemble director. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers o f Augsburg (.25 course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 141 Concert Band (.25 course) SMALL ENSEMBLES These courses are offered each semester for 0.0 credit (with the exception of Jazz Ensemble). The small ensembles study and perform music that is written for one person per part. MUE 113 Vocal Chamber Music (.O course) MUE 122 String Chamber Music (.O course) MUE 131 Woodwind Chamber Music (.O course) MUE 142 Brass Chamber Music (.O course) MUE 143 Jazz Ensemble (.25 course) MUE 144 Percussion Chamber Music (.O course) MUE 145 Piano Chamber Music (.O course) MUE 196 Community Jazz Band (.O course) - Music 227 PERFORMANCE STUDY (MUP) Is available to students from all majors and degree programs, and consists of 14 weekly private lessons with Augsburg faculty. Students may register for half hour lessons for 0.0 credit or .25 credit, or one hour lessons for 0.5 credit. The semester goals for each performance study course are set at the discretion of the faculty instructor and may include concert attendance, studio class, a jury or additional requirements, in accordance with the student's abilities, experience and intended major. 0.0 credit lessons have less stringent course goals. MUP 111-411 Voice MUP 141-441 Trumpet MUP 121-421 Violin MUP 142-442 Trombone MUP 122-422 Viola MUP 143-443 Baritone MUP 123-423 Cello MUP 144-444 Tuba MUP 124424 Bass MUP 152-452 Piano MUP 131-431 Oboe MUP 159 Piano accompanying MUP 132-432 Bassoon MUP 161-461 Guitar MUP 133-433 Clarinet MUP 171-471 Percussion MUP 134434 Saxophone MUP 181-481 Organ MUP 135-435 Flute MUP 191-491 Harp MUP MUP 137-437 Horn MUP 192-492 Improvisation MUP 193-493 Composition Note carefully the following provisions: A semester of study is 14 weeks of lessons and coaching. Any lessons during the summer are arranged privately with the teacher. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise except for illness immediately prior to the lesson, the stuclent will forfeit the right to a make-up lesson. Credit is granted only for study with faculty members of the Augsburg College Department of Music. CROUP INSTRUCTION (MUS) The following classes consist of group lessons on a particular instrument and are recommended as a starting point for students who are beginners, and for music majors needing to fulfill a proficiency requirement. After completing group instruction, students may choose to pursue performance studies (see above). These courses do not have a performance study fee attached. 228 Music MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155 Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading, and simple accompaniment and music reading skills necessary to pass the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MUS 299 Directed Study See description on page 94. MUS 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 lndependent StudyIResearch See description on page 94. Open only to advanced students upon approval of the faculty. MUSIC THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama and movement. MUS 274,275 Music Therapy Pradicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hour per week. No course credit. - Music 229 MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds Basic techniques for strings, brass, and woodwinds with application for the use of these instruments for music therapy. MUS 345 Music Therapy Methods II: Voice, Piano, Percussion Basic techniques for voice, piano and percussion with application for the use of these instruments for music therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 472 Human Identity through the Creative Arts See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar and vocal proficiency test) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an AMTA-approved internship site for six months (1040 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distributionlgeneral education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. Broad Base Requirements (also for 5-8 General Science licensure) GEO XXX Introductory Geology PHY 106 Introductory Meteorology BIO 101 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, I1 CHM 105, 106 Principles of Chemistry I, I1 or CHM 115, 116 General Chemistry I, I1 Biology Major-B.A. in Life Sciences (for licensure in biology 5-12) Broad base requirements (substitute BIO 113 and 114 for BIO 101 and 102), plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Anatomy or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 369 Biochemistry or BIO 476 Microbiology BIO 355 Genetics or BIO 481 Ecology BIO 471 Advanced Cellular and Molecular Biology or BIO 474 Developmental Biology MAT 114,122,145,163, or PSY 215 - Natural Science Teaching Licensure 231 Chemistry Major (for licensure in chemistry 5-12) Physics Major (for licensure in physics 5-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, 11 or CHM 115, 116 General Chemistry I, I1 CHM 351 Organic Chemistry I CHM 352 Organic Chemistry I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, I1 Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two courses from: CHM 364,367,464,470,481,482 One year of general physics -PHY 121, 122 Two additional physics courses above 122; PHY 261 recommended One year of general chemistry- CHM 105, 106 or CHM 115,116 Other Requirements N ordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modem Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology or social work. Minor Four upper division courses. NAS 230 Contemporary Norderl A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: altanate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in ~ o k e g i a n(Spring: . alternate years) - Nordic Area Studies 233 NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NAS 299 Directed Study See description on page 94. NAS 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NAS 499 Independent StudyIResearch See description on page 94. See listing under Modem Languages. T he Augsburg of Nursing - Department is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding: Nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community organizations, or in their own practices. Wherever they work, nurses provide comprehensive health care for persons, groups and communities of diverse cultures and socioeconomic levels throughout the life span. The bachelor's degree equips nurses to synthesize working knowledge from the liberal arts with the art and science of nursing. The nursing program at Augsburg also provides educational opportunities to increase skills in critical thinking, clinical investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems. Augsburg's nursing program, which leads to a bachelor of science degree with a major in nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for a public health nurse registration certificate in Minnesota. Nursing Faculty Cheryl Leuning (Chair), Ruth Enestvedt, Meny Beth Gay, Sue Nash, Pamela Weiss. Adjunct Faculty: Linda Holt, Luann Watson, Susan Hageness, Kia James, Audrey Erwin, Marty Aleman, Maralou Brose, Deborah Schumacher, Beverly Nilsson (Emerita) Major Seven courses including: NUR 305 Communication NUR 306 Paradigms in Nursing NUR 330 Trends and Issues in Nursing NUR 403 Families and the Life Cycle NUR 405 Leadershipmanagement NUR 410 Community Health Nursing I NUR 41 1 Community Health Nursing I1 A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 are required. Students also must complete Augsburg's residence and general education requirements. The program has been planned so that the major can be completed within 15 months; however, students may pursue their studies at a slower pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 41 1) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with the program coordinator, Luann Watson, from the Department of Nursing for program planning. - Nursing 235 Departmental Honors Admission to the honors major requires: a GPA of at least 3.6 in the major and 3.3 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. 2. Graduation from an accredited nursing program: Applicants must have graduated from a nationally accredited associate degree or diploma nursing program with a 2.5 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently. registered to practice in Minnesota prior to beginning the nursing major. clinical practice: ~~~l~~~~~ 4. current must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 5. Applicants must have their own malpractice insurance and an updated immunization record. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursing this degree. Nursing courses at Augsburg are available through Weekend College. Classes usually meet on alternate weekday evenings for one 3-1/2 hour time block. Clinical practice usually occurs on weekdays. Students can complete their liberal arts general education requirements by taking courses in day school and Weekend College. It is recommended that most liberal arts be taken before the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus, United Hospital site, and Rochester site. NUR 305 Communication Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. 236 Nursing NUR 330 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. NUR 405 LeadershipIManagement Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq: Math Placement 3 or MAT 105) NUR 411 Community Health Nursing II* Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/leaming theory, and public health principles with culturally diverse clients. (Prereq: NUR 410) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent StudyIResearch (optional) See description on page 94. Note: I f NUR 41 1 is not taken immediately following NUR 410, students are required to consult withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to audit courses. * This course involves an additional clinical tuition and hours. P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most othe; disciplines arose out of it. Moreover, it is concemed with asking and answering the "big" questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Philosophy Faculty Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Early Modem and 19-Century Philosophy PHI 344 Twentieth-Century Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing on page 139. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from PHI 241,242,343, and 344. 238 Philosophy - PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex Consideration is given to the nature and history of romantic love and its relationship to sex. Issues such as the ethics of sex in relation to marriage, pornography, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. PHI 241 History of Philosophy I: Ancient Creek Philosophy Central philosophical questions that concerned the Greek philosophers and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life, from Thales to Plotinus. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) - Philosophy 239 PHI 260 Philosophy and the Arts Class discussion of philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of "work of art"; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist's intention, the work of art, and its relation to the rest of the artistic tradition. PHI 300 Business Law and Ethics Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and principles underlying individual rights and responsibilities in business. PHI 343 History of Philosophy Ill: Early Modern and 19th-Century Philosophy The major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kantk synthesis of rationalism and empiricism, and 19th century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). PHI 344 History of Philosophy IV: 20th-Century Philosophy A survey of major philosophical schools in the 20th century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of reality, the self, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: PHI 399 or one course in natural science) PHI 370 Existentialism Studies in the writings-both philosophical and literary-f prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) 240 Philosophy PHI 380 Ethics of Medicine and Health Care The course lays out some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242,343, 344, or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHI 299 Directed Study See description on page 94. PHI 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHI 499 Independent Study/Research See description on page 94. PHYSICAL EDUCATION See listing under Health and Physical Education. p hvsic~ts ' . are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called "natural philosophers," physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography,biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments with some degree of comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor's and advanced degree levels, and administers Aughurg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Solid State Physics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Jasperson, Jeffrey Johnson, David Venne, J. Ambrose Wolf Physics Research Staff Jennifer Posch BACHELOR OF ARTS Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics 242 Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395,396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 1% Calculus I, I1 MAT 245,247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General physics I1 PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Elecmomagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory I1 PHY 486 Quantum Physics I One physics course above PHY 122 CHM lo6 or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, I1 MAT 245,247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics lo57 BACHELOR OF SCIENCE Physics Major with Concentration in Solid State Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 330 and PHY 430, and the omission of the elective physics course. Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.5 in physics and 3.3 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the freshman year, y durand MAT 245 and 247 (or p ~ 327) ing [he sop~omoreyear. - Physics 243 \ Teaching Licensure Major Society of Physics Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics I1 Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, I1 PHY 101 lntroductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lecturedaboratories. Prereq.: MPG 3. Fall, spring) SCI 106 lntroductory Meteorology A survey of the basic principles of Earth's weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 ) 244 Physics SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 114 Earth Science for Elementary Education Teachers A practical and hands-on approach to earth and space science for students admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour 1aboratoryAectureperiods. Prereq.: elementary education major and MPG 3. Fall, spring) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modem physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) PHY 320 lntroduction to Space Science A survey of Earth's space environment including solar, planetary, magnetos- pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) - Physics 245 4 PHYIMAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, Fourier series, series solution of differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of insmctor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 330 Thin Films: Preparation Techniques and Methods for Structural and Magnetic Characterization A study of the physics of thin (magnetic) films, covering the entire range from the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed, including Molecular Beam Epitaxy, Sputtering, Diffraction methods, Tunnel and Force Microscopy and various magnetometry methods. (Three one-hour lectures. Prereq.: PHY 245 and PHY 351. Spring) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics I1 Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace's and Poisson's equations, and electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory 1 (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modem physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor. Fall) 246 Physics PHY 396 Comprehensive Laboratory 11 (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modem optics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Spring) Internships and Independent Study Courses: PHY 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHY 299 Directed Study See description on page 94. PHY 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHY 499 Independent StudyIResearch See description on page 94. Open to juniors and seniors with departmental approval. F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of cam. paigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Political Science Faculty Andrew Aoki (Chair), Milda Hedblom, William Monis, Norma Noonan, John Shockley,Joseph Underhill-Cady Political Science Major Ten courses: POL 158 PoliticakPatterns and Processes POL 483 PoliticaVStatistics/Methodology POL 484 Political Analysis Seminar Required elective--one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall; the student must take an honors independent study and a seminar, and must submit an - 248 Political Science honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specdic requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary educaiton. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division course Education Courses: EDC 200 Orientation to Education (required for licensure) ESE 310 5-12 Methods: Social StudiesCapstone course (required for licensure) Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (11) Comparative Politics and Analysis, (111) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. -- Political Science 249 I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government-including Congress, the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing.) 250 Political Science POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union andlor other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) - Political Science 251 I POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: four courses in the international relations sequence) IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) V. POLITICAL THEORY AND ANALYSIS POL 158 POL 282 POL 380 Political Patterns and Processes (See Section I1 for description.) Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at struggle to define Asian Americans. Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) 252 Political Science I POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 382 Marxist Theory - POL 484 Origins and evolution of Marxist theory and movements, emphasizing Marxism as developed in Russia and China. Considers the political, social, and economic dimensions, and changing role of Marxist doctrines in society. (Prereq.: POL 158 or consent of instructor) Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the constmction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject rnatter. Internships and Independent Study Courses: POL 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 94. POL 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. POL 499 Independent StudyIResearch See description on page 94. P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum's emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industriaVorganizationa1psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg's active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty Bridget Robinson-Riegler (Chair), Grace Dyrud, Emily Hause, David Matz, Nancy Steblay, Sean Truman Major The major is 10.5" courses Foundations of Psychology (5.5 courses) PSY 105 Principles of Psychology PSY 215 Research Methods: Design, Procedure, and Analysis I PSY 315 Research Methods: Design, Procedure, and Analysis I1 PSY 360* Psychology Laboratory (.5) At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues Professional Perspectives (2 courses) PSY 399/396 Internship At least one course from the following: PSY 357 Behavioral Analysis PSY 359 Assessment PSY 263 Sports Psychology PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology Electives (3 courses in psychology) Majors are strongly encouraged to take more than the minimum10.5 required psychology courses; no more than 13 course credits can count for graduation. "For WEC students, PSY 360 is recommended, not required, hence the WEC major is 10 courses not 10.5 Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399/396, and 499 may be counted. 254 Psychology Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. All psychology majors must have an adviser in the psychology department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.0 in the major and 3.5 overall, and completion of a high-quality research project. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299,399/396, and 499 may be counted. PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) PSY 215 Research Methods: Design, Procedure, and Analysis I Part I of a two-term sequence. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 105, MPG 3, and sophomore status) Psy 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: PSY 105) PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 102 or 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population-the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 105) PSY 261 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) PSY 262 Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 105) PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: Psy 105) Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) 256 Psychology PSY 295 Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 105) PSY 315 Research Methods: Design, Procedure, and Analysis II Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the term immediately following PSY 215. PSY 215 may be taken for one course credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher, ENG 111) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memoly, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 355 Biopsychology Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 357 Behavior Analysis Principles of learninghehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 and junior standing) Psy 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent enrollment in a full credit upper-level course (designated courses will vary depending on the semester) and approval by the instructor are required. (Prereq: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY 105 and junior standing) - Psychology 257 PSY 381 Historical Perspectives Focus on the'people in psychology's history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual histoly. (Prereq.: PSY 105 and junior standing, or consent of instructor) PSY 385 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 215 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students' knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or comparable course approved by instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 315 or consent of instructor) Internships and Independent Study Courses. PSY 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: PSY 105 and one other psychology course). PSY 299 Directed study See description on page 94. (Prereq.: PSY 105) PSY 3991396 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. Participation in a concurrent seminar is required. PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. (Prereq.: PSY 315) PSY 499 Independent StudyIResearch See description on page 94. (Prereq.: PSY 315) 258 RELIGION, YOUTH AND - MINISTRY-REL, FAMILY YFM R eligion asks fundamental questions of life and meaning: Who are we as human beings? Where did we come from? Where did the world come from? What do good and evil mean in this time and place? Students will wrestle with these questions and with responses from the Christian traditions and from the perspectives of the other major world religions. Religion Faculty Philip Quanbeck I1 (Chair), Janelle Bussert, Nancy Going, Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik mum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last ten years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the college REL 100 and 200 requirement; consult the registrar's office. Majors Advising The Religion Department offers two majors: Religion ( E L ) and Youth and Family Ministry (YFM). All majors must have an adviser in the department. Departmental Honors Prerequisites Religion 100 or 300 (for advanced transfer students) is prerequisite to all other courses. Graduation Requirements GPA of 3.5 in the major and 3.0 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student's senior year. Courses designated REL and YFM are offered by the religion department. A maxi- Through the study of religion, students will learn to understand, appreciate, and articulate the Christian faith, as based in the Bible, as lived in the Christian fellowship, as embodied in the Christian Church and its history, and as interactive in the contemporary world and with other world religions. Students will also develop the ability to read and interpret the Bible, other religious texts, and various expres- Reliqion 259 sions and practices of faith, so that their meaning for human life in relation to God becomes evident. In addition students will develop skills for becoming leaders in the religious communities to which they belong and for living as responsible citizens with others whose religious views and practices differ from their own. A religion major encourages students to seek their future in the world andlor church through a sense of vocation, serving as pastors, associates in ministry, nurses, youth and family ministry lay professionals in congregations, and as social service and human resource professionals in a wide variety of settings. BACHELOR OF ARTS Religion Major REL 210 REL 495 Research Methods in Religion Religion Seminar Five additional electives Note: Seminar, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Religion Minor Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) Note for majors and minors: At least two upper division courses must be taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counted toward the major or minor. One or two courses in Youth and Family Ministry (YFM) may count toward the religion major or minor. Eight courses including: REL 200 Christian Vocation and the Search for Meaning I1 or REL 300 Bible, Christian Theology, and Vocation REL 100 Christian Vocation and the Search for Meaning I This introductory course will explore some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300. REL 190 Christianiv and Contemporary Culture This introductory course will explore some of the biblical and theological resources that the Christian tradition brings to the dialogue with contemporary culture. The specific focus will vary; possible topics may include Christian perspectives on and responses to: political life, religious pluralism, global communities, consumerism, the media and the internet, ecological concerns, apocalyptic expectations, violence in society, health care issues, new age spiritualities, and others. NO PREREQUISITE. - 260 Religion REL 100 or 300 is a prerequisitefor all other religion courses. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students' own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100 and critical thinking entry level skill pass or GST 100) REL 210 Research Methods in Religion An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: ENG 111 and REL 200) REL 221 Biblical Studies The origin, literary character, and transmission of the biblical documents; the task of biblical interpretation; and the history of Israel and the emergence of the church. Not accepted for credit for students who have taken REL 301 or 302. REL 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery, and evangelicalism. REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. REL 301 lnterpreting the Old Testament An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modem Jewish and Christian communities. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 302 lnterpreting the New Testament Historical, literary, and theological interpretation of Paul's letters, the gospels, and other New Testament writings as persuasive literature for ancient and modem communities. REL 306 NonWestern Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 308 Psalms, Songs, and Religious Poetry A study of poetry from the Christian tradition and its interpretation, focusing on biblical psalms and poems, religious poetry, and Christian hymns and songs. Reliqion 261 REL 309 REL 313 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Environmental Theology and Ethics An overview of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program. REL 320 Buddhism and Christianity in Thailand An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand's contemporary problems such as AIDS and the sex industry. Short-term travel seminar. REL 343 Theology of Marriage and Family An examination of the nature of modem marriage and family relationships within the context of the faith and practice of the Christian church. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia semester program. REL 353 Denominations and Religious Croups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 362 Theology of the Reformers , An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: ENG 111and REL 200 or 300) REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. 262 Religion 7 REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and sociaVpolitica1 transformation. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG 111, junior standing, and REL 100 or 300) REL 374 Science and Religion A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences. REL 383 Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology. REL 425 Christian Spiritual Practices A practical forum on "habits of the heart" that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, joumaling, and service to the poor. REL 435 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesusand His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. - Religion 263 REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: Critical thinking entry level skill pass or GST 100) REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: ENG 111and REL 200 or 300) REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 490 Topics in Religion Selected topics in religion. REL 495 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: ENG 111 and REL 210. Fall) Internships and Independent Study Courses: REL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. Limited to special cases. REL 299 Directed Study See description on page 94. REL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. REL 499 Independent StudyIResearch See description on page 94. For religion majors only. See department listingfor a description of thefollowing approved elective: HIS 378 Medieval Church PHI 350 Philosophy of Religion SOC 360 Religion and Society =YOUTH AND FAMILY Youth and Family Ministry Major The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training. Students are accepted into the program through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about when and how to apply for candidacy. This major requires 150 hours of supervised contextual education (YFM 207) as preparation for a 150-hour internship (YFM 399) with a congregation or ministry organization. YFM majors are encouraged to plan class schedules to allow for either extending the internship experience for a full year, or completing the internship semester while carrying only one additional class. Consult the youth and family ministry coordinator for advising. Youth and Family Ministry Major Eleven courses including Theology core: REL 200 Christian Vocation and the Search for Meaning I1 or REL 300 Bible, Christian Theology, and Vocation REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 495 Religion Seminar Youth and family ministry core: YFM 207 Contextual Education [required non-credit field experience] YFM 232 Peer Ministry: Principles and Leadership YFM 235 Basics in Youth and Family Ministry YFM 358 Life and Work of the Church or YFM 316 Church and Culture in Context YFM 399 Internship REL 343 Theology of Marriage and Family REL 425 Christian Spiritual Practices and three supporting courses SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 35 1 Child Development or PSY 352 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Youth and Family Ministry Minor The minor consists of the following six courses REL 200 Christian Vocation and the Search for Meaning I1 or REL 300 Bible, Christian Theology, and Vocation YFM 235 Basics in Youth and Family Ministry YFM 232 Peer Ministry one Bible survey course from: REL 221 Biblical Studies REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament one upper division YFM course from: REL 343 Theology of Marriage and Family YFM 316 Church and Culture in Context YFM 358 Life and Work of the Church - Youth and Family ~ i n i s t e265 one formal, supervised field work experience: YFM 207 Contextual Education (noncredit requirement) YFM 399 Internship or field work with youth and families, supervised through another major and approved by the religion department youth and family ministry coordinator. YFM 207 Contextual Education (.O course) Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during 150 hours in an approved congregational setting. They discuss ministry issues with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two to three semesters. (Prereq.: Candidacy step #1) YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Basics in Youth and Family Ministry Development of youth and family ministry in the U.S. Conceptual models and basic skills for holistic approach to youth and family ministry in a congregation. YFM 316 Church and Culture in Context A study of culture and church life and the contemporary religious situation in another country. Emphasis will be on the role of congregations and families in both that country and the United States in shaping and nurturing faith through Christian education and curriculum, youth and family ministry, and parish life. Short term travel seminar, offered in the summer. YFM 358 Life and Work of the Church A study of the role of congregations and families in shaping and nurturing faith through Christian education and curriculum, youth and family ministry, and parish life. YFM 399 Internship Supervised practice of youth and family ministry during 150 hours in an approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2) YFM 499 Independent Study/Research See description on page 94. T his major, offered through the Associated Colleges of the Twin Cities (ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of Central and Eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota one of the Eastern European languages, is required. Russian, Central, and East European studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science. Courses are offered at Augsburg College, Hamline University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. Adviser Magda Paleczny-Zapp Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or equivalent competencies. B. Area Studies Courses: Track 1: Concentration in humanities Five courses: Four courses from the list of approved courses in Track 1,plus one course from Track 2, as approved by adviser. Track 2: Concentration in social sciences Five courses: Four courses from the list of approved courses in Track 2, plus one course from Track 1, as approved by adviser. C. Two other courses selected from either Track 1 or Track 2. D. Students are strongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the Central or East European countries during a semester, Interim, or during the summer is strongly encouraged. All options should be discussed with the student's adviser. ' - Russian, Central, and East European Studies 267 TRACK 1 HUMANITIES CONCENTRATION HIS 348 Russia and Soviet Union in the 20th Century REL 420 The Russian Orthodox Church TRACK 2 SOCIAL SCIENCES CONCENTRATION REL 420 The Russian Orthodox Church ECO 317 Comparative Economic Systems EC0 495 Topics (Requires permission of adviser) POL 351 Topics in CommunistPost Communist Systems (Requires permission of adviser) POL 363 Russian and Chinese Foreign Policy Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See the adviser or contact the ACTC office for further information. Students may not receive credit for the same course taken on different campuses. Since courses with similar content may not always have similar titles, students are strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one another: (Letters following course numbers designate location: H=Hamline; M=Macalester; C=St. Catherine; T=St. Thomas) See Nordic Area Studies. HIST 60 M State and Society in Tsarist Russia is equivalent to: HIST 337 H Modem Russia from the Empire to Revolution HIS 348 at Augsburg Russia and the Soviet Union in the 20th Century is equivalent to: HIST 333 T Eastem Europe, 1914 to the Present HIST 373 H The Heart of Europe: Central E\r Eastern Europe in the 20th Century HIST 351 C Russia: The Last of the Romanovs, Bolshevik Interlude, and the Russian Republic ECO 3 17 at Augsburg Comparative Economic Systems is equivalent to: ECON 25 M Comparative Economic Systems ECON 349 C Comparative Economic Systems ECON 349 T Comparative Economic Systems Faculty Advising Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central, and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. The current advisers are: Augsburg, Magda Paleczny-Zapp, 612-330-1761; Hamline, Karen Vogel, 651-523-2973; Macalester, Gary Krueger, 651-696-6222; and St. Thomas, Sr. Mary Shambour, 651-962-5164. s tudents preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinators Don Gustafson, degree-seeking students. Anne Kaufman, licensure only and MAE graduate students. Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics HIS 220 America to 1815 or HIS 221 19th-Century United States or HIS 222 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Plus a major in one of six fields-economics, histoly, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor's degree and seeking licensure only. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. T he social work major prepares graduates for entry-level generalist practice in the field of social work. The baccalaureate social work program is accredited by the Council on Social Work Education and leads to a bachelor of science degree. Graduates are prepared to work with individuals, families, groups, organizations, and communities building on strengths, and to develop, analyze, and influence social policy. The mission of the department is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time Master of Social Work (M.S.W.) degree on a weekend schedule. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Department of Social Work. The Twin Cities area provides both a variety of field placements for social work students and extraordinary community resources for the classroom. The social, cultural, ethnic, and economic diversity in this metropolitan area enriches opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves. The social welfare minor and electives in the department allow students from other majors to gain knowledge about human needs and growth, human services, global social welfare, and the methods of effective citizenship. Using this knowledge, students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and the central importance of diversity in the social fabric of our world. Social Work Faculty Anthony Bibus (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Annette Gerten, Barbara Lehmann, Rosemary Link, Sharon Patten, Curt Paulsen, Karen Robards (BSW Program Director), Nancy Rodenborg (BSW Field Coordinator), Glenda Dewbeny Rooney, Michael Schock, Maryann Syers (Field Education Coordinator) 270 Social Work - Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 317 Field Work 11: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research 11: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV: Integrative Seminar SWK 419 The Social Worker as Professional and seven supporting courses: BIO 101 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A Cross-Cultural Perspective SOC 265 Race, Class and Gender SWK 257 Exploring Human Services SWK 260 Humans Developing A minimum grade of 2.0 is required for each core course and a 2.0 GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. Candidacy Social work majors must be granted candidacy status before the beginning of the first practicum in the junior year. Certain 300- and 400-level courses list candidacy as a prerequisite. An application, written self-statement, reference letters, and the completion or planned enrollment in all core and supporting program courses below the 400 level are necessary to apply for candidacy Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 111: With Communities and Polices SOC 265 Race, Class and Gender and one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Politics and Public Policy - Social Work 271 ELECTIVE COURSES ARE OPEN TO ALL STUDENTS. SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines that are vital to fostering peace. SWK 257 Exploring Human Services This experiential learning course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 40 hours of work in a human service agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups. SWK 260 Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. SWK 301 History and the Analysis of Social Policy This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental responses to human needs and the contribution of social workers historically will be explored. (Prereq.: junior standing or consent of instructor) SWK 406 Social Work Practice Ill: With Communities and Policies This course focuses on social change through community organization and influencing policies. Students build an understanding of communities, human service agencies, and policy practice in the local community. (Prereq.: senior standing or consent of instructor) COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 306 Social Work Practice I: With Individuals This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in the day program, and junior standing) SWK 307 Field Work I: Integrative Seminar Beginning supervised professional practicum experience in a social work agency that focuses on interviewing experience and relationship building. A total of 120 hours, plus a small-group integrative seminar. (Concurrent with SWK 301 in day program and SWK 306 in day and WEC. P/N grading only) - 272 Social Work SWK 316 Social Work Practice II: With Families and Croups This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on generalist practice in group and family work. (Prereq.: SWK 306, SWK 307, and candidacy status) SWK 317 Field Work II: lntegrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only) SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5 course) This is the first part of a sequence introducing students to basic research methods that social workers commonly use in their practice. Students learn not only to become knowledgeable consumers of social work research but also to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods. SWK 403 Research II: Evaluation of Social Work Practice and Programs (.5 course) This is the second part of a sequence in which students learn to use evidence in evaluating whether their practice and programs are helping or harming clients. Since these courses cover the graduation skill of Quantitative Reasoning, students learn to apply techniques of statistics and data analysis in research and evaluation. (Prereq.: SWK 402 and MPG 3) SWK 407 Field Work Ill: lntegrative Seminar Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) SWK 41 7 Field Work IV: lntegrative Seminar Continuation of SWK 407; a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) SWK 419 The Social Worker as Professional This course reviews professional ethical practice, organizational analysis, strategies for agency change, and client empowerment, and social work career planning. (Prereq.: Senior and candidacy status) - Social Work 273 Internships and lndependent Study Courses: SWK 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 94. SWK 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SWK 499 lndependent StudyIResearch See description on page 94. s ociology is the study of society as a whole and i f human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used their majors as preparation for advanced study in areas such as l a y the ministry, social work, urban planning, and human services. Sociology Faculty James Vela-McConnell (Chair), Eric Buffalohead, Lars Christiansen, Gany Hesser, Michael O'Neal, Diane Pike, Tim Pippert Major Ten courses including: SOC 121 Introduction to Human Society SOC 349 Organizational Theory SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Sociological Theory SOC 490 Senior Seminar and three additional sociology courses. Note: SOC 399 is highly recommended. Majors must have a 2.0 or better in each required course to receive credit in the major. Concentration in Community Studies This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. In addition to the seven core courses, students are required to take four additional courses: SOC 211, SOC 381, SOC 399 and one additional elective. See Gany Hesser for advising and visit the department Web site for details. Concentration in Crime and Deviance Students interested in community crime prevention as well as the traditional aspects of criminal justice-courts, prisons, probation, and law-will be served by this concentration in the major. Additional courses required for the concentration include: SOC 265, SOC 277, a deviance course, PSY 335, and an upper division Internship approved by the department. See Diane Pike for advising and visit the department Web site for details. - Sociology 275 Concentration in Cultural Anthropology This concentration offers sociology majors an opportunity to examine and develop the methods and theoretical perspectives used by cultural anthropologists to study and understand the dynamics of culture. To complete the concentration, the sociology major must complete five additional courses beyond the seven core courses. Two of those courses must be SOC 241 and SOC 499. The remaining three courses must be selected one each from three course groupings: World Cultures, Anthropological Research, and Theoretical Perspectives. See Eric Buffalohead for advising and visit the department Web site for details. Concentration in Organizational Analysis and Development A course of study designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their ~ersonalcareer and professional goals. Courses required beyond the core major requirements are: Work and Society (SOC 222), a practicum in Advanced Organizational Analysis and Development, and three courses in related fields-one from BUS 242 or ECO 113, one from PSY 373 or BUS 340, and one from SPC 345 or SPC 410. See Lars Christiansen for advising and visit the department Web site for details. Concentration in Social Psychology The intent of the social psychology concentration is to provide sociology andlor psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in l a y consulting, research, and social policy, as well as many other areas. In addition to the seven required sociology major courses, students must take: PSY 105, PSY 325, SOC 399, and PSY 491. See James Vela-McConnell for advising and visit the department Web site for details. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.5 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of 276 Sociology the junior year. Successful completion of departmental honors in sociology automatically qualifies the student for graduation with distinction from the college. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counting toward the minor. SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 21 1 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) SOC 222 Work and Society Through a sociological analysis of the social and technical organization of work in capitalist society, this course explores the various meanings of work, the work ethic, the functions and schools of management, social relations at work, and the character of past and contemporary occupations and industries. SOC 231 Family Systems: A Cross-Cultural Perspective The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modem cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What conditions are necessary for the formation of social movements? Why and how do social movements emerge, and decline? Is violence a legitimate strategy of social change? What impacts do social movements have on social institutions, the state, culture, and even personal identity? The purpose of this course is to explore these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (Prereq: SOC 121 or consent of instructor) - Sociology 277 SOC 241 Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds-race, ethnicity, class, gender, and sexuality--receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy (Fall) SOC 290 Cultures of Violence What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on rotating schedule) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 349 Organizational Theory What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis--be it in an academic joumal or a daily newspaper. (Prereq.: MPG 3. Fall) - 278 Sociology SOC 363 Research Methods Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology How does society construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers, and field research in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: Soc 121 or consent of instructor) SOC 410 Practicum in Organizational Analysis and Development In this course students and the professor work together-as a team-to discuss readings, to visit and analyze local organizations, and work on a project with a community partner. We will explore organizational theory through classic, pathbreaking, and contemporary readings in the fields of the sociology of organizations and organizational theory, discuss those ideas in their own terms, in relation to other theories, and in application to our experiences with local organizations. (Prereq: SOC 222 and SOC 349) SOC 485 Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) SOC 490 Senior Seminar This capstone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity Pass/No Pass grading. Seniors only. (Spring) - Sociology 279 Internships and Independent Study Courses: SOC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SOC 299 Directed Study See description on page 94. SOC 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SOC 498 lndependent Study-Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211-andlor consent of instructor. Fall, spring) SOC 499 lndependent StudyIResearch See description on page 94. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Modem Languages. T he study of theatre is firmly grounded in the liberal arts, integrating knowledege and principles from many academic and artistic disciplines, including speech/communication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modem, contemporary, and multicultural theatre. ~ - Augsburg's location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theame professionals from the Twin Cities community who work closely with students,) and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, edu- cation, business, communication, and journalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department strongly encourages a second major or minor in such fields as communication arts, art, English, education, music, or religion. Theatre Arts Faculty Martha Johnson (Chair), Julie Bolton, Michael Burden, Darcey Engen, Sandra Schulte BACHELOR OF ARTS Theatre Arts Major Ten THR courses-eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Eight core courses: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Two electives from: THR 226 Movement for the Theatre THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Ten theatre practicum units distributed as follows: 1-5 practicum units in the performance area from THP 111 or THP 118; 4-8 racticum units in the production area rom THP 112, THP 113, THP 114, THP 115 or THP 116; 1-2 practicum units in he artistic area from THP 117, THP 119 or THP 120. Please note that all theatre practicum ourses count as one theatre practicum unit except for THP 116, Stage Management (three practicum units) and THP 115 Assistant Stage Managements two practicum units), because of the xceptional time requirement of these two practicum areas. The following cross listed and capstone courses are encouraged, but not required: THRMUS 235 Skills of Music Theatre THRIENG 325 Playwriting THR 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 or 005 is recommended to fulfill one of the lifetime sports requirements. Students may take a maximum of 13 credits in the major. Unless you are a transfer student, all eight core courses must be taken at Augsburg; therefore, careful, early planning is required. Freshmen planning to major in theatre a r t s should begin with courses THR 226, 222, 232; sophomores: THR 228, 245,361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365, 366. Note: Some courses are offered alternate years only Majors must participate in two out of 5ree dramatic productions every year. jtudents must maintain an overall 2.0 GPA :o have major participation in productions. - - Theatre Arts 281 Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors can&dates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Transfers: Transfer students are required to take a minimum of three Augsburg upper division theatre arts courses. Theatre Arts Minor Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Five theatre practicum units including THP 111plus four theatre practicum units fiom THP 112,113, 114,115, or 116. See note above about THP 115/116. Film Major and Minor See a description and requirements for the film major and minor in the Communication Studies section of the catalog. 282 Theatre Arts Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism 11 A directed studies course in dramaturgy or theatre criticism or theatre history Dance and Theatre Teacher Licensure Major This major, combined with secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and dance in public schools and allows them to become certified to teach at the elementary through the secondary level. The major is limited to licensure for teachers of dance and theatre arts with a theatre specialization and does not include licensure with dance specialization. All theatre courses are taught in day program only. Recommendation for teacher licensure is granted only to students who complete the requirements for this major with a minimum grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA of 2.5 in the major. All theatre requirements must be completed prior to student teaching. For additional education requirements, see the secondary education section of this catalog and consult with the education department. 11required theatre (THR) courses (nonpracticum) : THR 116 Creative Drama: Acting and Improvisation THR 222' Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 2952 Topics: Modem Dance, Improvisation and Choreography THWENG 325 Playwriting THR 328 Theatre Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction Five total practicum units: THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115, 116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120. Also required: ESE 320 Special Methods in Teaching Theatre and Dance For secondary education licensure coursework, see the secondary education section of this catalog and consult with the education department. 'THR 222 is linked to an AUG SEM course, but may be taken separately THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to Dance and THR/HPE 005, Modem Dance and Improvisation (non-credit Lifetime Sports classes) or an approved ACTC dance course or consent of instructor. One recommended, but not required, theatre course: THRMUS 235 Skills of Music Theatre - Theatre Arts 283 THRIHPE 002 Lifetime Sports-Introduction to Dance (.O course) This course offers an o v e ~ e w of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and stretches. Each class includes a rigorous, physical warm-up, mixing yoga, pilates, and modem dance. THRIHPE 005 Lifetime Sports-Modern (.O course) Dance and lmprovisation Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama: Acting and lmprovisation A study of theatrical movement, voice, mime, mask, improvisation, acting with an emphasis on active participation and reflective writing. Teaching and instructional methods of creative drama are included in course content. This course is primarily designed for non-majors and does not fulfill credit toward the theatre arts major. THRICOM 216 lntroduction to 16 mm Film This course demonstrates the basics of 16 mm. filmmaking. The student will make short films that demonstrate the art and process of shooting in BIW. THR 222 Introduction to Theatre An introduction to dramatic art including major historical periods, plays, artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) THR 226 Movement for the Theatre This course will explore principles of movement used in the art of acting. The goal will be to improve the actor's physical energy, concentration, balance, control, clarity timing, spontaneity, and energy. This course will use established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. THR 228 lntroduction to Stagecraft An introduction to the backstage world of the theatre; its organization, crafts, magic, and creative processes. Students will execute practical projects, attend theatre tours, see professional productions, and participate on the Theatre ~ lab requireDeparment's fall production. Open to all students. F O hour ment. (Fall) THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama. Students attend and review local professional productions. (Prereq.: Theatre major or consent of instructor. Spring, 284 Theatre Arts THRIMUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of music-theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. (Fall: alternate years) THR/ENC 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111and one literature course. ENG 226 also recommended. Alternate years) THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute three design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two Augsburg College productions. Forty hour lab required, materials needed. (prereq.: THR 228 or junior status. Spring) THR 333 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate years. Prereq: THR 232 THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of narrative verse and dialogue forms of drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENG 111. Spring) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the clas- sical Greek through the Italian Renaissance period. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENG 111. Fall: alternate years) - - Theatre Arts 285 THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the Italian Renaissance through the contemporary theatres. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance de&inds of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare,French neoclassicism, Restoration comedy, realism, and non-realism), culminating in a public recital. (Prereq: THR 222 and THR 232 and 362 or consent of instructor. Fall or Spring) THR 366 Stage Direction The goal of the course is to understand and master basic principles and skills of stage direction: directing concepts, stage techniques, terminologies, script analyses; audition, casting, and rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. (Prereq.: THR 362, or consent of instructor. Spring, alternate years) THRISPC 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema's larger societal value and impact. Prereq: ENG 241 and JR/SR standing THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. THR 299 Directed Study See description on page 94. THR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. THR 499 Independent StudyIResearch See description on page 94. - 286 Theatre Arts THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre arts majorlminor and the dance-theatre licensure major. All THP theatre practicum courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered; 2. positive and professional attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: Consent of instructor Supervision by theatre faculty A minimum of 40 hours of assessed participation by the student Registration for THP course for semester when practicum is completed Registration for practicum before deadline dates set by the registrar's office Please note: All majors will complete at least one THP unit in costumes. THP courses may be repeated. Crew work required for classes/coursework does not count towards practicum. Work-study hours do not count towards practicum. Completion of THP 115 and 116 count as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Six practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. THP 11111211131 Theatre Practicum: ActingIPerformance 1 Practicum unit (.O course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dancdlicensure majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition). THP 11211221132 Theatre Practicum: House Management 1 Practicum unit (.O course) Substantial participation (30 hour minimum) in house management, ushering, or box office. THP 113/123/133 Theatre Practicum: Set, Lights, Costumes 1 Practicum unit (.O course) Set or costume building, light hanging, for main stage production. - Theatre Arts 287 THP 114/124/134 Theatre Practicum: Running Crew 1 Practicum unit (.O course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theatre Pradicum: Assistant Stage Management 2 Practicum units (-0 course) Assistant stage management for main stage production. THP 11611261136 Theatre Practicum: Stage Management 3 Practicum units (.O course) Stage management for main stage production. THP 117112711371147 Theatre Practicum: Artistic Assistance 1 Practicum unit (.O course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production). THP 118 Theatre Practicum: Senior Acting Recital 1 Practicum unit (.O course) Must be taken with THR 499. THP 119 Theatre Practicum: Senior Design Project 1 Practicum unit (.O course) Must be taken with THR 499. A senior design project may be done in the area of scenery or lights in collaboration with another student's Senior Directing Project if the student cames the design project out as a THR 4991THP 119 combination. THP 120 Theatre Practicum: Senior Directing Project 1 Practicum unit (.O course) Must be taken with THR 499. URBAN STUDIES See Metro-Urban Studies. T he Women's Studies Program provides students with the opportunity to examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women's experiences. The Women's studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women's Studies Faculty Cass Dalglish (Coordinator), Kristin M. Anderson, Janelle Bussert, Candyce Clayton, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Doug Green, Milda Hedblom, Sophia Jacobsen, Barbara Lehmann, Lynne Lorenzen, Anita Lutterman-Aguilar, Elise Marubbio, Kathleen McBride, Norma Noonan,Michael O'Neal, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson,James Vela-McConnell Major Ten courses that must include WST 201 Foundations in Women's Studies, a midlevel course in feminist theory or feminist philosophy selected from an approved list, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining six electives are to be selected from approved women's studies courses, and should include at least two courses in the social sciences, two in the humanities, and one with a racial, ethnic, or global emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women's studies program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women's studies major must also be completed at Augsburg. Each student's program must have the written approval of the women's studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg's Center for Global Education. Two programs have been pre-approved for women's study credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Social and Environmental Justice: Latin American Perspectives (offered spring semester). Minor Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written -- Women's Studies 289 approval of the women's studies program coordinator. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in women's studies are urged to consult with the director of women's studies immediately upon transfer. The Women's studies program has an articulation agreement with Century College that governs Century College students with a women's studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of women's studies for approval of courses for the major or minor. WST 201 Foundations in Women's Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientation, and class. INS 233 Women: A Cross-Cultural Perspective Thii course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society Emphasis will be placed on the comparative roles of women in different cultures. WST 281 Topics in Women's Studies WST 305 Issues in Cay and Lesbian Studies A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course includes guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, including an immersion experience outside of class time. Required experiential education fee. Prerequisites:WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Social and EnvironmentalJustice: Latin American Perspectives) INS 320 American Indian Women (See American Indian Studies for course description.) WST 341 Environmental Politics (CGE Course. See International Studies, Social and Environmental Justice:Latin American Perspectives.) 290 Women's Studies I WST 355 Cultural Conflict and Change in Latin America (CGE Course. See International Studies, Social and Environmental Justice: Latin American Perspectives.) WST 359 Women, Gender and Social Change in Mesoamerica (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 366 Latin American Liberation Theologies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 481 Topics in Women's Studies WST 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester. Internships and Independent Study Courses (Must be approved in writing by the women's studies coordinator): WST 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. WST 299 Directed Study See description on page 94. WST 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. WST 499 Independent StudyIResearch See description on page 94. - Women's Studies 291 See department listings for descriptions of the following approved electives: ART 352 Women and Art ENC 236 o r 436 Women and Fiction ENC 361 Modern Fiction ENC 480 Criticism and Theory HIS 282 History of Women Since 1850 HIS 311 Topics in Women's History HPE 316 Human Sexuality POL 124 American Women and Politics POL 421 Topics in American Politics POL 459 Topics in Comparative Politics PSY 371 Psychology o f Gender SOC 231 Family Systems SOC 265 Gender, Race, and Ethnicity REL 441 Feminism and Christianity See listing under Religion. Board of Regents - 294 ELCA, Division for Education - 295 Faculty and Administration - 296 Officers - 296 Administration - 296 Faculty - 298 Faculty Emeriti - 315 Campus Maps - 318,319 Chair Jean M. Taylor '85 Secretary Tracy Lynn Elftmann '81 Vice Chair H. Theodore Grindall76 Treasurer Joan L. Volz '68 The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Dan W. Anderson '65 (2009) President, Swenson Anderson Financial Group, Minneapolis, MN Rev. Craig Johnson (2005) Bishop, Minneapolis Area Synod, Minneapolis, MN *Gary E. Benson '70 (2008) Directing Pastor, Zumbro Lutheran Church, Rochester, MN *KinneyJohnson '65 (2008) Partner, Sequel Venture Partners, Boulder, Rev. Robert Berg (2005) Bishop, Northwest Synod of Wisconsin, Rice Lake, WI *Ruth E. Johnson '74 (2006) Assistant Professor of Medicine, Mayo Clinic; Mayo Breast Clinic, Rochester, MN *Jackie Cherryhomes '76 (2004) Government Relations Consultant, Cherryhomes-Tyler LLC, Minneapolis, MN Gloria C. Lewis (2005) Director, Office of Minority and Multicultural Health, Minnesota Department of Health, St. Paul, MN *Tracy Lynn Elftmann '81 (2008) President, Customized Employer Solutions, LCC, Minneapolis, MN William V Frame (2006) President, Augsburg College, Minneapolis, MN Michael 0.Freeman (2006) Attorney, Lindquist & Vennum, Minneapolis, MN *Michael R. Good '71 (2007) President and CEO Sotheby's International Realty *H. Theodore Grindal'76 (2008) Attorneypartner, Lockridge Grindal Nauen P.L.L.P., Minneapolis, MN James E. Haglund (2006) PresidentIOwner, Central Container Corporation, Brooklyn Park, MN Beverly Thompson Hatlen (2005) Founder and Board Chair, Minnesota Life College, Richfield, MN co Jennifer H. Martin (2007) Senior Vice President Corporate Administration, Thrivent Financial for Lutherans, Minneapolis, MN *Julie R. Nelson '83 (2008) Executive Director, The Dwight D. Opperman Foundation, Minneapolis, MN "Ronald G. Nelson '68 (2008) Vice President and Controller, 3M Company, St. Paul, MN *Glen E. Person '47 (2005) Retired Businessman, Eden Prairie, MN Wayne Popham (2006) Attorney, Popham Law Office, Minneapolis, MN - Board of Regents 295 Glen J. Skovholt (2006) President, Government & Community Strategies, St. Paul, MN Marshall S. Stanton (2009) Vice President and CRM Medical Director, Medtronic, Minneapolis, MN *Philip Styrlund '79 (2006) President, The Summit Group, Apple Valley, MN Emily Anne Tuttle (2009) Retired, Wayzata, MN Sandra L. Vargas (2008) County Administrator, Hennepin County, Minneapolis, MN *Joan L. Volz '68 (2006) Attorney, Welch, MN *Jean M. Taylor '85 (2006) President, Taylor Corporation, Eagan, MN *F! Dawn Taylor '78 (2008) Chief Operating Officer, Silver Glade Properties LLC, Des Moines, LA DIVISION FOR HIGHER EDUCATIONAND SCHOOLS THEEVANGELICALLUTHERAN CHURCH IN AMERICA (ELCA) Chair, Board of Directors Dr. Rod Schofield Director for Colleges and Universities Dr. Arne Selbyg Secretary, Board of Directors Rev. Linda J. Kraft Asst. Director for Colleges and Universities Vacant Executive Director Leonard G. Schulze 296 AUGSBURG COLLEGE FACULTYAND - Beginning year of service offaculty is indicated with parenthesis. Officers of the College William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of Washington. Richard S. Adamson (1989). Vice President for Finance and Administration. B.A., University of St. Thomas; Certified Public Accountant. Christopher W. Kirnball (1991). Vice President for Academic and Student Affairs and Dean of the College. Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community Relations. B.A., Metropolitan State University; M.P.A., John E Kennedy School of Government, Harvard University; M.A., Hamline University. Thomas E Morgan (1983). Vice President for Enrollment and Market Development. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; MS., University of Oregon; Ph.D., University of Minnesota. Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A., Hamline University. Administration Leif Anderson (1996). Chief Information Officer and Director of Information Technology. B.A., University of Minnesota. Tracy Beckman (2003). Director, Government and Community Relations. B.S., Mankato State University; M.P.A., John E Kennedy School of Government, Harvard University. Trena Bolden (2002). Director, Pan-Afrikan Center. B.A., Augsburg College. Carrie Carroll (1997). Director of Admissions, Adult Programs. B.A., Hamline University. Peggy M. Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Emiliano Chagil (2000). Director, Hispanichtino Student Services. M.A., St. Paul Seminary School of Divinity - University of St. Thomas. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College. Barbara Edwards Farley (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. David Fenrick (2003). Program Coordinator and Faculty Liaison, Center for Global Education. B.A., Gordon College; M.A., Luther Seminary; M.Div., Wesley Seminary. Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. - Augsburg College Administration 297 Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Herald A. Johnson (1968). Assistant Vice President for Enrollment and Market Development. B.A., Augsburg College. Daniel F. Jorgensen (2000). Director, Public Relations. Instructor, part-time, English. B.A., M.S., South Dakota State University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon. Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point; M.S., Ohio University. John I! Knight, Sr. (1999). Director, Development. B.A., Bethel College; M.P.A., The George Washington University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Janeen McAllister (2001). Program Director, International Travel Seminars, Center for Global Education. B.A., Macalester College, M.A., University of Minnesota. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of Minnesota. Patrice Salrneri (2002). Director, StepUP Program. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of Texas. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. 298 Augsburg College Faculty Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. Amy L. Sutton (2002). Director, AlumniRarent Relations. B.S., M.S., South Dakota State University. Jeffrey S. Swenson (1989). Controller, Administrative Accounting. B.A., Augsburg College. Paul L. Temo (1990). Director, Financial Aid. B.A., Augsburg College. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St. Olaf College; Ph.D., University of Minnesota. Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Faculty A Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Sandra J. Agustin (1997). Instructor, part-time, Theatre Arts. B.S., University of Wisconsin-Madison. Beth J. Alexander (2000). Assistant Professor of Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Phillip A. Alioto (2004). Instructor, part-time, Business Administration. B.S., Marquette University; M.B.A., Northland University; Ph.D., California Coast University Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. Nancy M. Atwater (2004). Instructor, part-time, Business Administration. B.S., Iowa State University: M.A.M., College of St. Scholastica. Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate degree, Colegio Angloamericano. - Augsburg College Faculty 299 Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education. B.A., Universidad Centroamericana; M.A., Tufts University Matthew C. Barber (1992). Studio ArtistPercussion, part-time, Music. B.M., University of Michigan. R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa University; M.S., Minnesota State University, Mankato. Carol E. Barnett (2000). Studio ArtistfComposition, part-time, Music. B.A., M.A., University of Minnesota. Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College; M.A., University of Minnesota. Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Tracy A. Bibelnieks (2002). Assistant Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D., Clemson University. Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University. William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State University. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1983). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; MIA., University of Minnesota. Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.EA., University of Minnesota. Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies. A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S., University of Nebraska. Michele R. Braley (2002). Instructor, part-time, Social Work. B.A., Oberlin College; M.S.W., Augsburg College. Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., A.B.D., University of Minnesota. Jacquylynn Brickman (2003). Instructor, part-time, Education. B.A., Augsburg College; M.Ed., St. Mary's University. Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. 300 Augsburg College Faculty Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia. Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., MS., Florida State University. Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian Studies. B.A., M.A., A.B.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University of Minnesota. Janelle M. Bussert (1994). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S., Ph.D., University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees, University of Minnesota. Maria S. Ceplecha (2003). Instructor, part-time, Modem Languages. B.A., University of Dallas; M.A., New York University Graduate School in Spain. John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Peggy M. Cemto (1991). Instructor, part-time, Business Administration. Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W , University of Minnesota. Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of Wisconsin-Stout; M.EA., Minneapolis College of Art and Design. Anthony J. Clapp (2001). Instructor, part-time, Physician Assistant Studies. A.A., Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D., University of Alabama. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A., Ph.D., University of Minnesota. Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. - Augsburg College Faculty 301 Thomas S. Conroy (2002). Instructor, part-time, Psychology. A.A., Minneapolis Community College; B.A., Northeastern Illinois University; M.Ed., University of Minnesota. Teresa A. Cook (2000). Instructor, part-time, General Studies. B.A., University of Minnesota; M.A.L., Augsburg College. Nicholas A. Coult (2000). Associate Professor of Mathematics. B.A., Carleton College; M.S., Ph.D., University of Colorado. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. D David S. Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A., University of Wisconsin-Madison. Liv Dahl (2003). Instructor, part-time, Modem Languages. B.A., M.A., University of Minnesota. Marvin D. Dahlgren (2002). Studio Atist/Percussion, part-time, Music. B.A., MacPhail School of Music. Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; M.EA., Vermont College; Ph.D., The Union Institute. Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education. B.EA., Washington University; M.A., School for International Training. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastrnan School of Music. Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education. B.A., University of the North, South Africa; M.S., Mankato State University. Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State University; PA., Bowman Gray School of Medicine. Jacqueline R. devries (1994). Associate Professor of History. Director of A.C.T.C. Women's Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.D., University of Minnesota. Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Michael L. Douglas (2003). Medical Director, Assistant Professor, part-time, Physician Assistant Studies. B.S., Vanderbilt University; M.D., Quillen College of Medicine of East Tennessee State University. -Augsburg College Faculty 302 Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. Elizabeth B. Eicher (2003). Instructor, part-time, Education. B.S., M.Ed., University of Minnesota. Wesley B. Ellenwood (2002). Instructor, part-time, Theatre Arts. B.A., University of Minnesota; M.EA., Syracuse University. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey K. Engen (1997). Assistant Professor of Theatre Arts. B.A., Augsburg College; M.EA., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991). Studio Artist~Trumpet,part-time, Music. B.A., Bethel College; M.EA., D .M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio ArtistIPiano, part-time, Music. B.EA., B.A., Central Michigan University; M.M., University of Minnesota. Kevin G. Ewert (2002). Assistant Professor of Computer ScienceMIS. B.S., North Dakota State University; M.A., M.S., Saint Mary's University-Rochester; A.B.D., Nova Southeastern University. F Barbara Edwards Farley (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Edith E. Ferber (2003). Instructor, part-time, Education. B.A., M.A.T., Indiana University. Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of Montana. - Augsburg College Faculty 303 Gordon R. Flanders (2003). Instructor, part-time, Business Administration. B.A., Augsburg College; M.B.A., University of Minnesota. Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Michael 0.Freeman (2002). Instructor, part-time, Political Science. B.A., Rutgers College; J.D., University of Minnesota. Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas College. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Bennet B. Fuller (2004). Instructor, part-time, Center for Global Education. B.A., Southeastern Massachusetts University; Ph.D., Boston University. C Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Ann L. Gamey (1998). Associate Dean for Student Affairs. Instructor, part-time, Business Administration. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Merry Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N., Anoka Rarnsey Community College; B.S., Metropolitan State University; M.S., University of Colorado. Annette M. Gerten (1997). Instructor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio ArtistIClarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Nancy Schmidt Going (2001). Assistant Professor of Religion. B.A., Valparaiso University; M.A., Covenant Seminary. Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The University of Minnesota. John C. Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A., Ph.D., University of Iowa. - 304 Augsburg College Faculty Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Education and Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. G r i f f i (1986). Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University Lyle M. Griner (1996). Instructor, part-time, Religion. B.A., University of Northem Iowa; M.A., Luther Seminary. Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA., University of Minnesota. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Susan M. Hageness (2002). Adjunct Instructor of Nursing. B.S., St. Olaf College; M.A., Saint Mary's University. Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Assistant Professor of Religion. B.A., University of Iowa; M.A., University of Chicago; Ph.D., University of Virginia. Curtis W. Hammond (2003). Instructor, part-time, Health and Physical Education. B.S., M.S., University of Oklahoma. Alyssa N. Hanson (2003). Instructor, part-time, Mathematics. B.A., Augsburg College. Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg College; M.A., University of Minnesota. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College, Moorhead; M.P.H., M.S., University of Minnesota. John U. Harkness (2001). Instructor of English. B.A., University of Minnesota; Ph.D., Harvard University. Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. - Augsburg college Faculty 305 Gany W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Stella K Hofrenning (2000). Assistant Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Bradley I! Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M., Indiana University. Mary A. Hunt (2000). Studio Artisfliano Accompaniment, part-time, Music. B.A., Fort Wright College of the Holy Names; M.M., Boston University; D.M.A., University of Wisconsin-Madison. Lisa L. Hyland (2003). Instructor, part-time, Education. B.S., M.S., University of Wisconsin-River Falls. I Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A., University of Notre Dame; Ph.D., Marquette University. Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College; MS., Rensselaer Polytechnic Institute. Chad A. Israelson (2002). Instructor, part-time, History. B.A., University of Wisconsin, Lacrosse; M.A., University of Nebraska. Elena Izaksonas (1996). Instructor, part-time, Social Work. B.A., M.S.M!, University of Michigan. I Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. James A. Jacobson (2002). Studio Artist/Cello, part-time, Music. B.M., New England Conservatory of Music; M.M., University of Minnesota. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A., Ed.D., Hamline University. Ronald L. Jacobson (2002). Instructor, part-time, Business Administration. B.S., North Dakota State University; M.S., Virginia Polytechnic Institute and State University; M.S., Iowa State University; Ph.D., University of Minnesota. Sophia J. Jacobson (1999). Instructor, part-time, Sociology (American Indian Studies). B.A., Metropolitan State University; M.A., University of St. Thomas. Kia M.G. James (2003). Instructor, part-time, Nursing. B.A., B.S.N., St. Olaf College; M.PH., Ed.D., University of Minnesota. 306 Augsburg College Faculty William H. Jasperson (1990). Atmospheric Science. Assistant Professor of Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Eric R. Johnson (2003). Instructor, part-time, Computer Science. B.A., Amherst College; M.S., Ph.D., University of Minnesota. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. Daniel E Jorgensen (2002). Director, Public Relations. Instructor, part-time, English. B.A., M.S., South Dakota State University K Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic Institute. Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. Anne M. Kaulinan (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Mary Beth Kelley (2004). Instructor, part-time, Education. B.S., University of Wisconsin, Eau Claire; M.Ed., Bethel College. Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard School; M.M., University of Arizona. Christopher W. Kimball (1991). Vice President for Academic and Student Affairs and Dean of the College. Associate Professor of History B.A., McGill University; M.A., Ph.D., University of Chicago. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newbeny College; M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., Eastman School of Music. - Augsburg college Faculty 307 Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Carol M. Knicker (2002). Assistant Professor of Education. B.S., Southwest State University; M.S., Mankato State University; Ed.D., University of St. Thomas. Margaret A. Knutson (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A., Hamline University. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Richard J. Kramer (2003). Instructor, part-time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther Seminary. Heidi M. Kreutzer (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Gregory l? Krueger (2000). Instructor, part-time, Education. B.A., Southwest Minnesota State University; M.A., Hamline University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College; M.A., Ph.D., University of Minnesota. VelrnaJ. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership and Nursing. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Edward Bok Lee (2002). Instructor, part-time, Communication Studies. B.A., University of Minnesota; M.EA., Brown University. Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio ArtistlFrench Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Karoline M. Lewis (2003). Instructor, part-time, Religion. B.A., Northwestern University; M.Div., Luther Seminary; A.B.D., Emory University. Teny L. Lewis (1995). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A.S., Siena Heights College; M.P.A.S., University of Nebraska. Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Assistant Professor of Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemary J. L h k (1986). Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Sarah F! Lockwood (2002). Studio ArtistPiano Accompaniment, part-time, Music. B.M., DePauw University; M.M., University of Minnesota. 308 Augsburg College Faculty Lori L. Lohrnan (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School. Michael S. Lotti (2003). Instructor, part-time, Business Administration/Philosophy B.A., Augsburg College; M.Phil., Ph.D., University of Swansea, Wales. Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological Union. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., PA. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven P. Lund (1982). Studio Artist~Trombone,part-time, Music. B.S., University of Minnesota. Ann L. Lutteman-Aguilar (1993). Interim Academic Director, Instructor, Center for Global Education. B.A., Earlham College; M.Div., Yale University. M Paula S. Martin (2000). Instructor, part-time, Education. B.S., University of Maine; M.Ed., Framingham State College. M. Elise Marubbio (2003). Assistant Professor of English (American Indian Studies). B.EA., Cleveland Institute of Art; M.A., Ph.D., University of Arizona. David C. Matz (2001). Assistant Professor of Psychology. B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Craig D. Maus (2002). Instructor, part-time, Business Administration. A.A., North Hennepin Community College; B.S., Mankato State University; M.B.A., University of St. Thomas. Ioanna Mavrea (2003). Assistant Professor of Mathematics. B.A., Glassboro State College; MS., Ph.D., University of Connecticut. Paul K. McAlister (2001). Instructor, part-time, Philosophy B.A., Minnesota Bible College; M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary. Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; MIA., University of Miami-Coral Gables. Carol T. McCoy (2003). Adjunct Faculty Clinical Laboratory Science Program, Biology. B.S., M.S., Ph.D., University of Oklahoma. Michael J. McIlhon (2000). Instructor, part-time, Economics. B.B.A., M.A., University of Iowa. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University Kirsten A. S. Mebust (2004). Instructor, part-time, Religion. B.S., University of Minnesota; M.Div., Luther Seminary. Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood College; M.A., Tulane University. - Augsburg College Faculty 309 Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Diane M. Mikkelson (1997). Instructor, part-time, Modem Languages. B.A., California State University; M.A., Califomia State University-Northridge. Karen Coe Miller (1998). Instructor, part-time, Theatre Arts. B.A., Macalester College. Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. Cassandra M. Moe (2002). Instructor, part-time, Biology. B.S., University of Minnesota; Ph.D., University of Maryland. James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of Minnesota. Patsy H. Mogush (2003). Instructor, part-time, Education. B.A., B.S., University of Minnesota; M.A., University of St. Thomas; Ph.D., University of Minnesota. John W. Molloy (2003). Assistant Professor of Business Administration. B.B.A., M.S., University of Wisconsin, Madison. Sheila M. Moriarty (2002). Instructor, part-time, Social Work. B.S., University of Minnesota; M.S.W., Augsburg College. N Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A. degrees, Ogongo Agricultural College and United Lutheran Theological Seminary; M.A., Trinity Lutheran Seminary; Ph.D., Natal University. Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. 0 Celeste M. O'Brien (1975). Studio ArtistRiano, part-time, Music. B.A., Hamline University. Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Michael G . Olson (2001). Instructor, part-time, Business Administration. B.S., University of Minnesota; M.B.A., Minnesota State University. Vicki L. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A., Augsburg College. 310 Augsburg College Faculty Shawn A. Osell (2002). Instructor, part-time, Economics. B.A., University of MinnesotaDuluth; M.A., Mankato State University Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of Wisconsin - Eau Claire; M.M., Eastrnan School of Music. P Stephen A. Pacholl (2001). Instructor, part-time, Business Administration. B.A., M.Ed., University of Minnesota. Sally Bruyneel Padgett (2003). Instructor, part-time, Religion. A.A., San Jacinto College; B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D., University of Durham, England. Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Ronald G . Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Michael F. Pattison (2003). Instructor, part-time, Social Work. B.A., M.S.W., University of Minnesota. Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Meredith A. Pederson (2003). Instructor, part-time, Education. B.A., St. Olaf College; M.A., St. Mary's University Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. Cvetanka T. Perovic (2003). Instructor, part-time, Modem Languages. B.A., University Ciril and Metodi; M.A., University of Minnesota. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modem Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. - Augsburg College Faculty 311 Q Philip A. Quanbeck I1 (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Theological Seminary. R Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Christopher Karstens Randall (2004). Instructor, part-time, Psychology (Capella University). A.B., Wabash College; M.S., Ph.D., University of Kentucky Karl P.Raschke (1999). Instructor, part-time, Art. B.A., M.EA., University of Minnesota. 0. Nicholas Raths (1988). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A., Ph.D., Northwestern University Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College. Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of Wisconsin-Lacrosse; M.S., Winona State University. Karen J. Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W., Ph.D., Washington University. M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University; M.S.W., University of Minnesota; Ph.D., Arizona State University Glenda Dewbeny Rooney (1992). Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. James M. Russell (2003). Instructor, part-time, Political Science. B.A., M.A., Drake University. Barry D. Rutman (2000). Instructor, part-time, Business Administration. M.A., Montclair State University. s Cynthia D. Sautter (2002). Instructor, part-time, Religion. B.A., Gustavus Adolphus College; M.Div., United Theological Seminary; Ph.D., The Graduate Theological Union. Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part-time, Theatre Arts. B.A., M.A., M I A , University of Minnesota. 31 2 Augsburg College Faculty David G . Schwain (1995). Assistant Professor of Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Came B. Senske (2000). Instructor, part-time, Education. B.A., Concordia College, Moorhead; M.Ed., University of Minnesota. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. N. Kay Shager (2000). Instructor, part-time, Education and Mathematics. B.A., Gustavus Adolphus College; M.S., University of Wisconsin-River Falls. Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education. B.A., University of California, Davis; M.A., Columbia University. John S. Shockley (2002). Visiting Professor, part-time, Political Science. B.A., University of Texas; M.A., Ph.D., University of Wisconsin. Trygve R. Skaar (2000). Studio Artist/, part-time, Music. Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College; M.A., Saint Mary's College. Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State University. Alyssa E. Snyder (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Lisa K. Sperling (2003). Instructor, part-time, Education. B.S., University of Minnesota; M.A., Mankato State University. Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John I! Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern Colorado; M.S., Mankato State University - Augsburg College Faculty 313 Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University. Theresa A. Stoller (2003). Instructor, part-time, Business Administration. B.A., Augsburg College. Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Michelle J. Strauch (2000). Instructor, part-time, Health and Physical Education. B.S., North Dakota State University; M.S., University of Wisconsin-Lacrosse. Mark S. Strefeler (2003). Associate Professor of Biology. B.S., Pennsylvania State University; MS., North Carolina State University; Ph.D., Cornell University. Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. T Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S., University of Minnesota; PA. Certificate, Augsburg College; M.P.A.S., University of Nebraska Medical Center. Michael D. Thompson (2002). Instructor, part-time, Psychology. B.A., University of Minnesota; M.S.W., Fordham University; Ph.D., Pacific University. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. Andrew P. Tix (2001). Assistant Professor of Psychology. B.S., University of Wisconsin, Madison; Ph.D., University of Minnesota. Robert K. Tom (2002). Assistant Professor, part-time, Art. B.EA., University of Hawaii; M.EA., Temple University. Beth M. Torstenson (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A., University of Minnesota. Diane Townsend-Anderson (2003). Instructor, part-time, Business Administration. B.A., University of Minnesota; J.D., Hamline University. Phala Tracy (2003). Studio ArtistIHarp, part-time, Music. B.M., Oberlin Conservatory of Music; MIA., California Institute of the Arts. Daniel 0.Trainer, IV (1999). Instructor, part-time, Modem Languages. B.A., Rochester Institute of Technology; M.A., Gallaudet University. Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1990). Instructor, part-time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. Sean D. Truman (2002). Assistant Professor of Psychology. B.A., Reed College; M.A., Ph.D., University of Connecticut. Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education. B.A., Francisco Marroquin University; M.Div., St. Paul Seminary. 314 Augsburg College Faculty - U-v Joseph Underhill-Cady (1998). Associate Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University. John W. Van Cleve (1996). Instructor, part-time, Modem Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin. James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of California-Irvine;M.A., Ph.D., University of Minnesota. W Andrew Ward (2001). Instructor, part-time, Business Administration/Philosophy B.A., Luther College; M.A., Ph.D., University of Kansas. Martha A. (Cary) Waterrnan (1991). Instructor, part-time, English. B.A., University of Denver; B.S., M.A., Minnesota State University-Mankato. Luann Watson (2003). Instructor, part-time, Nursing. A.A., Normandale Community College; B.S., M.A.L., Augsburg College. David R. Weiss (2002). B.A., Wartburg College; M.A., Wartburg Theological Seminary; M.A., University of Notre Dame. Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement Licensing. B.S., St. Cloud State University; MS., Syracuse University. . Thomas R. Westbrook (2002). Instructor, part-time, Art. B.A., M.Arch., University of Minnesota. Dale A. Weston (2001). Instructor, part-time, Sociology, American Indian Studies. B.A., Hamline University. Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Susan L. Williams (2002). Instructor, part-time, English. B.A., M.A., A.B.D., University of Minnesota. J. Ambrose Wolf (1999). Associate Professor of Physics. B.S., M.S., University of Muenster; Ph.D., University of Cologne and KFA-Julich, Germany. Timothy D. Wrenn (2002). Instructor, part-time, Computer Science. B.S., South Dakota State University; M.S., Mankato State University. - Faculty Emeriti 315 Angela J. Wyatt (1981). Studio ArtistlSaxophone and Clarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin ~ o l i e ~M.B.A., e; Western ~ i c h i ~ University. an X-Y-z John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin; M.S.W., Loyola University. Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer College; M.S., University of Utah. Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. 316 Faculty Emeriti Beverly C . Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. J e n y Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of Brooklyn; Ph.D., New York University. Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.EA., University of Iowa. John R. Holum. Professor Emeritus of Chemistry B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Robert A. Karlen. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of Minnesota. Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CalifomiaBerkeley. Marie 0.McNeff. Professor Emerita of EducationDean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C . Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C . Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C . Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. - Faculty Emeriti 31 7 Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Grace K. Sulerud. Professor Emerita, Library. BB.A.,Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.EA., University of Iowa. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; PbD., Cornell University Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of Pennsylvania. 21sl Ave S 20th Ave. S. Iu, I 4 MINNEAPOLIS - , ST. PAUL ) DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the NorthTake Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 22nd Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 22nd Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 22nd Avenue South. I-35W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 22nd Avenue South. Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion i s a bona tide occupational qualification. Augsburg College is committed to providing reasonable accommodationsto its employees and its students. A About Augsburg 10, 18 Academic and Achievement Scholarships 32 Academic Advising 56 Academic Calendar 4-7, 54 Academic Divisions 5 6 Academic Excellence Scholarships 32 Academic Information 53 Academic Internships 67 Academic Policies and Procedures 70 Academic Progress, Probation and Dismissal 87 Academic Skills Center 44 Academic and Student Affairs 44 Access Center 45 Accessibility 18 Accounting 1 14-1 16 Accreditation and Memberships 11, 17, 18 Activities 43 Admissions 14, 20-24 Administrative Officers of the College 296 Advanced Placement Program Test (AP) 85 Advanced Transfer Students 82 African American Student Services (see Pan-Afrikan Student Services) 48 Alumni Center 15 American Indian Studies 94-96 American Indian Student Services 47 American Sign Language 208 Anderson Hall 14, 50 Application Procedures 20, 31 Applied Economics 145 Architecture Minor 98 Art 97-101 Art History 97, 100-101 Asian American Student Services (see Pan Asian Student Services) 47 Asian Studies (see East Asian Studies) 142-143 Assessment of Previous Learning (APL) Program 85-86 Associated Colleges of the Twin Cities (ACTC) 60, 62 Associated Support Organizations 16 Athletic Affiliation 18 Athletics 43 Audit Fee 26 Auditing Courses 84 Augsburg Core Curriculum 76 Augsburg Echo 43 Augsburg Experience 77 Augsburg Seminar 76, 102 Augsburg Signature Curriculum 76 Augsburgian, The 43 B Bachelor of Science (Liberal Arts requirement options) 77-78, 79 Beta Beta Beta 105 Biology 102-107 Board of Regents 294-295 Business (Master of Business Administration) 69 Business Administration 110-1 13 Business Administration and Economics Major 110, 145 Business Management Certificate 108 c Calendar 4-7, 54 Campus Location 14, 18, 31 8-31 9 Campus Map 318-31 9 Campus Ministry 42 Campus Tours 20 Canadian Program 70 Career Services 68 Carlson (Jeroy C. Carlson) Alumni Center 15 Center for Global Education 15, 64-65, 186-195 Center for Global Education Courses 64-65, 186-1 95 Center for Learning and Adaptive Student Services (CLASS) 44-45 Center for Service, Work, and Learning 66-68 Change of Program 72 Chemistry 123-128 Chinese 208 Chapel 15, 42 Choir 43, 226 Christensen Center 14 Class Schedule 92 Classification (Class Year) 84, 87 Clinical Lab Science 129-1 30 Coaching Endorsement 170 College Costs 2004-06 26-27 College Level Examination Program (CLEP) 85 College of the Third Age 16, 70 Commencement 88 Commons 51 Communication Studies 131-1 37 Communication ArtsILiterature Teacher Licensure 134, 162 Community Service-Learning 67 Community Studies Concentration (Sociology) 274 Computational Economics 138-139 Computational Philosophy 139, 237 Computer Science 1 37-141 - Index 323 Concert Band 43, 226 Continuing Education Program 70 Cooperative Education 68 Costs 26-27 Counseling 48 Counseling and Health Promotion 48 Course Descriptions 92-291 Course Numbers 92 Credits 92 Crime and Deviance Concentration (Sociology) 274 Crossover Registration 72 Cultural Anthropology Concentration (Sociology) 275 Enrollment 18 Enrollment Center 8, 72 Enrollment Degree Verification 88 Enrollment Deposit 27 Ensembles 226 Entry-level Skills 78-79 Ethnic Student Services 47-48 Evaluation and Grading 80-81, 84 Evangelical Lutheran Church in America (ELCA) 18, 295 Experiential Education Programs 66-68 Explanation of Grades 80-81, 84 Exploring Our Gifts 42 D Facilities and Housing 14-16, 50-51 Facts and Figures 18 Faculty 18, 55, 298-317 Faculty Emeriti 315-31 7 FAFSA (Free Application for Federal Student Aid 31 Family Educational Rights and Privacy Act (FERPA) 51-52, 89-90 Federal Work Study Program 35 Fees 26-27 Film 132-133 Finance 116-117 Finance Certificate 108 Financial Aid 18, 30-40 Financial Policies 28-30 Fine Arts 43 Fitness Center 49 Food Service 51 Foreign Languages (See Modern Languages) Forensics 132 Former Students 23, 74 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Foundations of Fitness 80 Four-Year Assurance Program 89 French 207-209 Freshmen 20, 21 F Dance and Theatre Teacher Licensure Major 282 Dean's List 87 Degrees Offered 18, 54 Departmental Comprehensive Exams 85 Departments and Programs 92-291 Deposits 27 Development 8 Directed Study 94 Directory 8 Directory Information 90 Dismissal 87 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 14, 50-51 Dual Degree Programs 59, 68, 144-145 E Early Admission of Freshmen 21 East Asian Studies 142-143 East European Studies 266-267 East Hall 14 Echo 43 Economics 144-148 Economics/Business Admin. Major 110, 145 Economics/Political Science Teaching Major 248 Edor Nelson Field 14 Education 149-159 Education for Service 11 Education (Master of Arts) 68 Elementary Education 150-152, 153-154 Emotional/Behavioral Disabilities 157-158 Employment 35 Engaging Minneapolis 77 Engineering 159-160 English 161-167 English as a Second Language (ESL) Program 86 English Placement Test 163 C General Studies 168 German 207, 210-211 Gift Assistance 33 Global Education Center 15, 64-65, 186-195 Global Education Program Courses 64-65, 186-195 Grade Point Average 75, 84 Grading 80-81, 84 Graduate Programs 68-69 Graduation (Applying for) 72 Graduation Level Skills 75-76 324 Index Graduation Requirements 75-80, 82-83 Grants 33 Graphic Design Certificate 98 Gymnasium (Melby Hall) 15 H Health and Physical Education 169-173 Health Clinic Services 49 Health Education 169-171 Health Insurance 48 Health Promotion 48-49 HECUA Courses 65-66, 187, 195-197 Higher Education Consortium for Urban Affairs (HECUA) 65-66, 187, 195-197 HispanicILatino Student Services Program 47 History 174-180 History of Augsburg College 10-12 Honors Program 61-62, 180-181 Housing 14-16, 26, 50-51 Hoyt Messerer Fitness Center 49 Human Relations (Communication Studies) 132 I Ice Arena 15 Incomplete Grade 81, 84 Independent Studies 93, 94 lnformation Technology Certificate 108 lnformation Technology Services 55-56 Inter-Institutional Programs 62-63 Inter-Race 16 Intercollegiate Athletics 43 Interdisciplinary Studies 181-183 lnternational Baccalaureate Program (IB) 85 lnternational Business Minor 111 lnternational Business Specialization (Business Administration) 110 lnternational Partners 65, 186-187 lnternational Relations 184-185 lnternational Relations (International Business) 185 lnternational Student Advising 49 lnternational Students 24, 49 lnternational Studies 186-197 Internships 66-67, 93-94 Intramural Athletics 43 J Japanese 211 JeroyC. Carlson Alumni Center 15 John Evans Learning Laboratory 44 K Karen M. Housh Tutor Center 44 Keystone (Senior Keystone) 77 L Language Courses 207-214 Latin Honors 88 Leadership (Master of Arts) 68 Leadership Studies Minor 182 Leadership, Service, and Performance Scholarships 32-33 Learning Disabilities Program 44-45 Liberal Arts (Bachelor of Science Options) 77-78, 79 Liberal Arts Foundation 77-78, 82-83 Library and lnformation Technology Center 15, 18, 55-56 Licensure (Teaching) 60, 149-153, 157 Life Sciences 104 Lifetime Activities 80, 172 Lindell Library 15, 18, 55-56 Loan Assistance 34 Location 14, 18, 318, 319 Lutheran Congregational Scholarships 33 M Majors and Minors 56-60, 91-291 Management lnformation Systems 118-120 Management Specialization (Business Administration) 110 Managerial Accounting 114 Maps 318, 319 Marketing 121-122 Marketing Communication (Communication Studies) 132 Mass Communication and Journalism (Communication Studies) 132 Mastefs Degrees 54, 68-69 Math Placement Group (MPG) 78-79, 200 Mathematics 198-203 Medical Refund 30 Medical Technology 129 Melby Hall 15 Memberships 17, 18 Memorial Hall (Sverdrup-Oftedal Memorial Hall) 16 Metro-Urban Studies 204-206 Middle East Studies Minor 182 Military Called to Active Duty 73 Minnesota Indian Teacher Training Partnership (MNITTP) 47 Minnesota Minority Education Partnership (MMEP) 16 Minnesota Work Study Program 35 Minors 59, 91-291 MIS Courses 118-120 Mission Statement 10 Modern Language Skill 79-80 Modern Languages 207-214 Index 325 Mortensen Hall 15, 50 Murphy Place (2222 Murphy Place) 15 Murphy's 51 Music 215-229 Music Business 219-220 Music Education Major 216-217 Music Ensembles 226 Music Hall 15 Music Performance Major 21 7-218 Music Repertoire Tests 222 Music Therapy Equivalency/Certification 220-221 Music Therapy Major 21 8 N National Student Clearinghouse 88 Natural Science Teaching Licensures 230-231 New Hall 15, 50 No-Credit Grades 81 Nordic Area Studies 232-233 Norwegian 207, 21 1-212 Notification of Admissions Decision 21, 22 Numeric Grades 81, 84 Numbering of Courses 92 Nursing 234-236 Nursing (Master of Arts) 69 0 Off-Campus Programs 18 Officers of the College 296 Official Notices 51 Ojibwe 213 Old Main 15 Orchestra 43, 226 Organizational Analysis and Development Concentration (Sociology) 275 Organizational Communication (Communication Studies) 131 Orientation (AUG) 77, 102 p, Q Pan-Afrikan Student Services 48 Pan-Asian Student Services 47 Part-Time Students 26-27 Pass/No Credit 75, 81, 88 Pastor 42 Payments 28 Peace and Global Studies Minor 185 Performance Studies 227-228 Philosophy 237-240 Physical Disabilities Program (Access Center) 45 Physical Education 170, 172-173 Physical Science Teaching Licensure 124, 231, 243 Physician Assistant Studies (Master of Science) 69 Physics 241-246 Piano Proficiency Test 222 Policies 17, 18, 51-52, 70-74, 80-81, 84-90 Political Science 247-252 Political Science/Economiu teaching major 248 Portfolio Assessment Program 85-86 Pre-Professional Programs 60-61 Prerequisites 93 President's Greeting 2 Probation 87 Psychology 253-257 Public Accounting 114 Public Relations and Advertising (Communication Studies) 132 Public Relations and Communication 14 R Re-Admitted Students 23, 74 Recitals 221 Refunds 28-30 Regents 294-295 Registration 70-73 Religion 258-263 Religious Affiliation 18 Residence Life Program (see also Housing) 50-51 Residence Requirements 76 Retaking courses 84 Rochester Program 13-14, 71 Room and Board 26 ROTC 62-63 Russian, Central, and East European Studies 266-267 5 Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies 65, 181 Scholarships 31-33, 35-40 School Year 4-7, 18 Science Hall 15 Secondary Education 152-153, 155-156 Senior Keystone 77 Service-Learning 67 Sigma Pi Sigma 243 Skills Requirements 78-80 Smiley's Point 16 Social, Cultural, Recreational Activities 43 Social Psychology Concentration 254, 275 Social Studies 268 326 Index Social Welfare Minor 270 Social Work 269-273 Social Work (Master of Social Work) 69 Society of Physics Students 243 Sociology 274-279 Solid State Physics 242 Space Physics 242 Spanish 207, 21 3-214 Special Education 157-159 Special Interest Housing 51 Special Students (Non-Degree or Second Degree) 23 Sponsored Scholarships 35-40 Sports 43-44 StepUP Program 46 Student Activities 43 Student Affairs (see Academic and Student Affairs) 44 Student-Designed Major 57-58 Student Employment 35 Student/Faculty Ratio 18 Student Government 42-43 Student Life 41 -52 Student Newspaper 43 Student Publications 43 Student Rights 51-52, 89-90 Student Standards of Behavior, Complaints, Records 50 Student Standing Committee 74 Student Support Services (TRIO) 4 5 4 6 Student Teaching Abroad 66, 149 Studio Art 97-100 Study Abroad 63-66, 186-197 Summer Session 8 Supervisory Management (Communication Studies) 131 Support Programs 44-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 16 T Teaching Licensure (see also individual majors) 60, 149-153, 157 Test Scores 20 Theatre Arts 280-287 Theatre Practicums 286-287 Transcripts 20, 21, 27, 28 Transfer Students 22-23, 82-83 TRIO Program 45-46 Tuition, Fees, Room and Board 26-27 Tutor Center 44 U Unofficial Withdrawal 30 Urban Studies 204-206 Urness Hall 16, 50 v Veterans 89 Vocation 42 W Weekend College 12-13, 21, 27-28, 71-72 Withdrawal From College 30, 73 Women's Studies 288-291 Work Study Program 35 Writing Concentration 163 x, y, z Yearbook 43 Youth and Family Ministry Major 264-265
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A U G S B U R G C O L L E G E C ATA L O G 2 0 0 6
TO
2008
www.augsburg.edu
2211 Riverside Avenue
Minneapolis, MN 55454
2006 to 2008 Catalog
AUGSBURG COLLEGE
Augsburg College Catalog
2006-2008
OFFICIAL PUBLICATION OF
AUGSBURG COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330...
Show more A U G S B U R G C O L L E G E C ATA L O G 2 0 0 6 TO 2008 www.augsburg.edu 2211 Riverside Avenue Minneapolis, MN 55454 2006 to 2008 Catalog AUGSBURG COLLEGE Augsburg College Catalog 2006-2008 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2006 www.augsburg.edu Photos by Stephen Geffre A Greeting from the President Stephen Geffre A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find that they not only tell you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share you own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President Table of Contents Academic Calendar – 4-7 Directory – 8 Introducing Augsburg – 9 Facts and Figures – 18 Undergraduate Admissions – 19 Day Program – 20 Weekend College – 21 Financing Your Education – 23 Student Life – 39 Academic Information – 53 Departments and Programs – 93 Includes majors, minors, and course descriptions College Information – 317 Board of Regents – 318 ELCA Program Unit for Vocation and Education – 319 Faculty and Administration – 320 Faculty Emeriti – 339 Maps – 342, 343 Index – 345 4 2006-2007 ACADEMIC CALENDAR, DAY PROGRAM (AND MPAS PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2006 Summer........................................Freshman registration Sept. 3-5/Sun.-Tues. ....................New student orientation Sept. 6/Wed. ................................Classes begin Oct. 27/Fri. ..................................Mid-term break (one day only) Nov. 13-Dec. 1/Mon.-Fri. ............Registration for spring Nov. 23/Thurs. ............................Thanksgiving recess begins Nov. 27/Mon. ..............................Classes resume Dec. 15/Fri. ..................................Classes end Dec. 18-21/Mon.-Thurs. ..............Final exams Spring Term 2007 Jan. 16/Tues..................................Classes begin Mar. 19/Mon. ...............................Mid-term break begins Mar. 26/Mon. ...............................Classes resume Apr. 2-13/Mon.-Fri. .....................Registration for fall Apr. 6/Fri. ....................................Easter break begins Apr. 27/Fri. ..................................Classes end Apr. 30-May 3/Mon.-Thurs. .......Final exams May 5/Sat. ....................................Baccalaureate/Commencement 2007-2008 ACADEMIC CALENDAR, DAY PROGRAM (AND MPAS PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2007 Sept. 5/Wed. .................................Classes begin Oct. 26/Fri. .................................Mid-term break (one day only) Nov. 22/Thurs. .............................Thanksgiving recess begins Nov. 26/Mon. ...............................Classes resume Dec. 14/Fri. ..................................Classes end Dec. 17-20/Mon.-Thurs. ..............Final exams Spring Term 2008 Jan. 14/Tues..................................Classes begin Mar. 17/Mon. ...............................Mid-term/Easter break begins Mar. 25/Tue. .................................Classes resume Apr. 25/Fri. ..................................Classes end Apr. 28-May 1/Mon.-Thurs. .......Final exams May 3/Sat. ....................................Baccalaureate/Commencement 5 6 2006-2007 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (EXCEPT MPAS AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2006 Class Weekends: Sept. 8-10, Sept. 22-24, Oct. 6-8, Oct. 20-22, Nov. 3-5, Nov. 17-19, Dec. 1-3, Dec. 8-10 (WEC only) Winter Term 2007 Class Weekends: Jan. 5-7 (MA Nursing and MSW only), Jan. 12-14, Jan. 26-28, Feb. 2-4, Feb. 16-18, Feb. 23-25, Mar. 9-11, Mar. 23-25 Spring Term 2007 Class Weekends: Mar. 30-Apr. 1, Apr. 13-15, Apr. 27-29, May 11-13, May 18-20, Jun. 1-3, Jun. 15-17, Jun. 22-23 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 2007-2008 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (EXCEPT MPAS AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2007 Class Weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18, Nov. 30-Dec. 2, Dec. 7-9 (WEC only) Winter Term 2008 Class Weekends: Jan. 4-5 (MA Nursing and MSW only), Jan. 11-13, Jan. 25-27, Feb. 1-3, Feb. 15-17, Feb. 29-Mar. 2, Mar. 14-16, Mar. 28-30 Spring Term 2008 Class Weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-Jun. 1, Jun. 6-8, Jun. 20-22, Jun. 27-28 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 7 8 DIRECTORY Area Code 612 Access Center ..............................................................................................................330-1749 Academic Advising......................................................................................................330-1025 Academic Enrichment.................................................................................................330-1165 Academic Affairs .........................................................................................................330-1024 Undergraduate Admissions .........................................................................................330-1001 Toll-free number .......................................................................................1-800-788-5678 Alumni Relations.........................................................................................................330-1178 Toll-free number .......................................................................................1-800-260-6590 Athletics ......................................................................................................................330-1249 Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053 Center for Service, Work, and Learning.....................................................................330-1148 College Pastor/Campus Ministry ................................................................................330-1732 Counseling and Health Promotion .............................................................................330-1707 Event and Classroom Services ....................................................................................330-1107 Development (financial gifts to the College) .............................................................338-0002 Toll-free number .......................................................................................1-800-273-0617 Enrollment Center ......................................................................................................330-1046 Toll-free number .......................................................................................1-800-458-1721 Facilities Management ................................................................................................330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only) ...........................330-1000 Fax ..................................................................................................................330-1649 Graduate Programs .....................................................................................................330-1150 Human Resources .......................................................................................................330-1058 Lost and Found ...........................................................................................................330-1000 Marketing and Communications ................................................................................330-1180 Parent and Family Relations .......................................................................................330-1525 President’s Office .........................................................................................................330-1212 Registrar ......................................................................................................................330-1036 Residence Life (Housing)............................................................................................330-1488 Rochester Program...............................................................................................507-288-2886 Student Activities and Orientation .............................................................................330-1111 Student Affairs.............................................................................................................330-1160 Student Government...................................................................................................330-1110 Summer Session ..........................................................................................................330-1046 TRIO/Student Support Services ..................................................................................330-1311 Weekend College ........................................................................................................330-1101 Mailing address: 2211 Riverside Avenue Minneapolis, MN 55454 Website: www.augsburg.edu Introducing Augsburg College About Augsburg – 10 Weekend College – 12 Rochester Program – 13 Campus Location – 14 Facilities and Housing – 14 Associated Support Organizations – 16 Policies – 17 Accreditation and Memberships – 17 Facts and Figures – 18 10 ABOUT AUGSBURG A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum — designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime—writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors— or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. The Weekend College Program offers 19 majors and five certificate programs. MISSION STATEMENT . Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and to the mission of the College: “To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.” HISTORY . A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg’s first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College’s mission assumed a double character—ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. 12 About Augsburg A College in the City AUGSBURG TODAY . President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. Dr. Paul C. Pribbenow became the 11th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now over 18,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. ■ WEEKEND COLLEGE Augsburg’s Weekend College program provides an educational alternative to adults who want to complete a baccalaureate degree but who work or have other commitments during the week. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts. About Augsburg 13 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with approximately 1,000 students enrolled each term and 19 majors, Augsburg’s Weekend College is one of the largest programs of its type among Minnesota private colleges. Faculty in Weekend College are full-time Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminars, and student organizations. Augsburg Weekend College continues its tradition of innovation to meet the needs of the adult and nontraditional student. The Adult as Learner Augsburg Weekend College is based on the assumption that working adult students are mature, self-disciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Most courses include a Webbased course management site. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and a half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ■ ROCHESTER PROGRAM Augsburg has established a branch campus in Rochester, Minnesota. Classes in Rochester meet on an evening schedule, making them accessible to working adults. 14 About Augsburg There are three trimesters in each academic year. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. Further information may be obtained from the Rochester program website at www.augsbur g.edu/rochester> or by call<w ing the Weekend College Admissions Office at 612-330-1101. ■ CAMPUS LOCATION Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the “City of Lakes.” The University of Minnesota West Bank campus and one of the city’s largest medical complexes—Fairview-University Medical Center—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map on page 343.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. ■ FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices — The Office of Undergraduate Admissions for the day program is located on the first floor of Christensen Center. The Weekend College Admissions Office, Rochester admissions, and the Graduate Studies Admissions Office are located at 624 21st Avenue South. Anderson Hall (1993) — Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Marketing and Communications. Campus Auxiliary Building — Located on the corner of 25th and Riverside Avenues, this building provides guest housing for visiting faculty, as well as retail space and additional campus office space. Counseling and Health Promotion — The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue South. Christensen Center (1967) — The College center, with spacious lounges and recreational areas, dining areas, bookstore, art gallery, and offices for student govern- About Augsburg 15 ment and student publications. The Office of Undergraduate Admissions is located on the first floor. Edor Nelson Field — The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. Faculty Office House — This house, located at 620 21st Avenue South, provides additional office space for faculty. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988) — The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the StepUP program. The Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS) program. Ice Arena (1974) — Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. The James G. Lindell Family Library (1997) — This library and information technology center houses all library functions and brings together the computer technology resources of the College. The Gage Family Art Gallery is located on the second floor. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. The Jeroy C. Carlson Alumni Center — Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center, with the Office of Alumni Relations, is located on the main floor of Science Hall. Melby Hall (1961) — Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973) — Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964) — Murphy Place is home to the three of the four components of the Office of International Programs — Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color — American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and Hispanic/Latino Student Services. Music Hall (1978) — Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. New Hall (1999) — A three-story apartment complex along 20th Avenue, between 7th and 8th Streets housing juniors and seniors in units from efficiencies to two-bedroom suites. 16 About Augsburg Old Main (1900) — Home for the modern languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Science Hall (1949) — Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the finance and administration offices, Alumni Relations, Parent and Family Relations, Institutional Advancement, and various other program offices. In 1960 the Lisa Odland Observatory on the roof was completed. Sverdrup Hall (1955) — Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938) — Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967) — Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ■ ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. College of the Third Age — In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods. Many of the instructors are retired Augsburg faculty. The College of the Third Age is located in Foss Center, Room 172. Inter-Race: The International Institute for Interracial Interaction — Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 21st Avenue South. About Augsburg 17 ■ POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ■ ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and M.S.W.) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association for Music Therapy, Inc. • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission of the North Central Association of Colleges and Schools, 312-263-0456; <www.higherlearningcommission.org> 18 AUGSBURG COLLEGE FACTS AND FIGURES ■ Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. ■ Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 17 percent represent other denominations and religions. ■ ■ Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education, as described on page 17. ■ Enrollment (Fall 2005)—3,564 students from 31 countries. ■ Graduates—18,112 graduates from 1870 through August 2005. ■ Student/Faculty Ratio—15 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). ■ Campus—17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. ■ Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 10 major buildings without going outside. ■ Degrees Granted—B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. ■ Financial Aid—Over 80 percent of the students receive some form of financial aid from the College and many other sources. ■ Library—Over 180,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. ■ School Year—Two semesters from September to May, and three summer school sessions. Augsburg Weekend College—trimesters, September to June. Augsburg Graduate Program— trimesters, September to June. ■ Majors—More than 50 majors in 35 departments and programs. ■ Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). ■ Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. ■ Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Undergraduate Admissions For Day Program Freshmen – 20 Early Admission of Freshmen – 21 For Weekend College – 21 For Transfer Students – 21 For Former Students – 22 For Special Students – 22 (Non-Degree) For International Students – 22 20 UNDERGRADUATE ADMISSIONS A ugsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-788-5678. We’ll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1101. APPLICATION PROCEDURES. ■ DAY PROGRAM FRESHMEN — Application for Admission— Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. —An official transcript Transcripts— from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. —Freshman applicants are Test Scores— required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations — Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, or other person for whom the applicant works. —If there Additional Information— is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Undergraduate Admissions 21 — Notification of Admissions Decision— Augsburg College uses a “rolling” admissions plan. The first offers of admission are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. — Confirmation of Admission— Accepted students are asked to make a $150* enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants and arrange a personal interview with the director of undergraduate admissions. ■ WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Weekend College Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekend>. Transcripts — Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information — If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision — Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ■ TRANSFER STUDENTS A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous College work is recommended for admission to the College. No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Information regarding transfer credit policies is found in the 22 Undergraduate Admissions Academic Information section of the catalog, beginning on page 53. ■ SPECIAL STUDENTS (SECOND DEGREE) ■ FORMER STUDENTS Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar’s office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. ■ SPECIAL STUDENTS (NON-DEGREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. ■ INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>; or write to: International Student Admissions CB143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Financing Your Education Day Program Costs Tuition and Fees – 24 Room and Board – 24 Other Special Fees – 24 Deposits – 25 Weekend College Costs – 25 Payments – 26 Financial Policies Refunds – 26 Financial Aid How and When to Apply – 29 Kinds of Aid Academic Excellence Scholarships – 29 Achievement Scholarships – 30 Leadership, Service, and Performance Scholarships – 30 Lutheran Congregational Scholarship Program – 31 Gift Assistance – 31 Loan Assistance – 32 Student Employment – 33 Sponsored Scholarships – 33 24 FINANCING YOUR EDUCATION A ll students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts— from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. COLLEGE COSTS 2006-2007. DAY PROGRAM. The Board of Regents has approved the costs listed below for the 2006-07 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. ■ DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$22,900 This rate applies to all full-time students attending in September 2006. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 2,860 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged the audit rate for that course. Audit Fee (for part-time students) per course................................$ 770 Full-time students—see audit policy on page 86. Room Rent (on average, includes basic services) ..................................$ 3,396 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ..................$ 3,208 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 3,126 Flex 5 point plan ....................$ 2,856 Student Activity Fee................$ 180 ACTC Bus (full-time students only) ..................$ 13 Information Technology Fee ..$ 300 ■ OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 90 Late Registration ..............................$ 50 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Extended Payment Plan Fee ............$ 50 Financial Information 25 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$2,860 Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) ......$390 (14 lessons—.5 cr.) ......................$780 Student Teaching (per course for full-time students) ..................$125 Student Teaching (per course for part-time students) .................$185 Study Abroad (in approved non-Augsburg programs) .............$425 Zero-credit seminar (part-time students) .......................................$770 Fees Payable by Check/Cash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 40 Student Parking Lot Permit —car ...........................................$ 220 —motorcycle ..............................$ 110 Transcript Fee Regular service............................$ 5 Next day......................................$ 8 On demand .................................$ 15 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) ■ BOOKS AND SUPPLIES These costs are estimated to average $125 per course. ■ DEPOSITS Enrollment Deposit (non-refundable) ....................$ 150 Required of all new students after acceptance. The enrollment deposit is credited to the students’ account only upon graduation or withdrawal. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. COLLEGE COSTS 2006-2007 . WEEKEND COLLEGE . Application Fee (payable once, non-refundable) .........................$ 35 Tuition (per course) .........................$1,540 Tuition (per summer course 2004) ..$1,544 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 770 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 50 Transcript Fee Regular service............................$ 5 Next day......................................$ 8 On demand .................................$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar ...........................$ 770 Extended Payment Plan Fee .............$ 50 26 Financial Information ■ PAYMENTS—DAY PROGRAM Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options—Day Program— (1) Semester payments, due August 14 and January 5 as billed; (2) Extended Payment Plan—an extended payment plan is available each semester. Details are included with the bill for each term. ■ PAYMENTS—WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options—(1) Payment in full at the start of each term. (2) Extended Payment Plan—an extended payment plan is available each semester. Details are included with the bill for each term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees must pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 60 days after the last day of the term. Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. FINANCIAL POLICIES. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. ■ REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract Financial Information 27 and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. • The Augsburg College Refund Policy for Day, Weekend, Rochester, United, and Graduate Programs: The refund schedule is based on the percentage of class time remaining on the date of the student’s official withdrawal from class. This applies to all students who drop one or more courses during each term. Percentage of class time remaining after official drop or withdrawal: Amount of refund: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 50% remaining Refund equals the percentage of term remaining 49% or less remaining No refund This refund schedule is effective whether or not a student has attended classes. Please allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund check will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. ■ MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. ■ UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. 28 Financial Information A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of nonattendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. FINANCIAL AID. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure “Academic Progress Standards for Financial Aid.” This brochure is available from the Enrollment Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2005-2006 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. ■ HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at <www.augsburg.edu/enroll>, and submit it to the Enrollment Center. Financial Information 29 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2005 to be considered for financial aid for 20062007). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. ■ WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes: • Information regarding institutional financial aid programs and requirements for continued eligibility • Information regarding federal and private loan programs (students must complete a loan application to receive loan funds) • Information regarding payment plans/options for the current school year ■ KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships President’s Scholarship—President’s Scholarships are awarded based upon competition. The applicant must have a 3.70 or higher GPA and a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. Phi Theta Kappa Scholarship— These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is March 1. Call Undergraduate Admissions for information, 612-330-1001. 30 Financial Information Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new freshmen of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship— Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to fulltime day students working toward their first bachelor’s degree who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science Scholarship—These scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACT/SAT test score, majoring in chemistry or physics at Augsburg. Deadline: Accepted for admission by May 1. Augsburg AmeriCorps Scholarship—These scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is May 1. Minority Encouragement Program Scholarship — The Minority Encouragement Program Scholarship recognizes freshmen who have graduated from a St. Paul public high school in good standing and who participated in their school’s Minority Encouragement Program. MEP students are assured of receiving a minimum award of $5,000 per year upon admission to Augsburg College. Application deadline is May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships — Ethnic Leadership Scholarships recognize incoming freshmen and transfer students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is April 15. For more information and an application, contact: • American Indian Student Services, 612-330-1144 • Hispanic-Latino Student Services, 612-330-1309 • Pan-Afrikan Student Center, 612-3301022 • Pan-Asian Student Services, 612-3301530 Performing Arts Scholarship— Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 1 for fall or November 1 for spring. Financial Information 31 Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship — Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, St. Paul Synod, S. E. Metro Synod or N. E. Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. CALL Scholarships (Congregations and Augsburg support Lutheran Leaders) — Augsburg College CALL Scholarships recognize incoming students of high academic achievement with a demonstrated record of leadership within their Lutheran congregations. Augsburg will provide a double match of congregational grants or scholarships up to $1,000 ($3,000 maximum combined award) for students who meet the leadership criteria as specified on the application. The awards are renewable, depending on the class level at entry point (i.e., a new entering junior will have two years of eligibility). Final selection of CALL Scholarship recipients is made by the College. Deadline for application is March 1. Gift Assistance (Need-Based) Augsburg Tuition Grant—These awards are based on financial eligibility, academic record, and participation in extracurricular activities in school, community, and church. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment Center for accepted enrollment patterns. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2006-07 is $4,050. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. 32 Financial Information Loan Assistance Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000. Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan will be transitioning to a fixed rate of 6.8% in July 2006. The following borrowing limits apply to the Stafford Loan program after July 1, 2006: • Freshmen: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Sophomores: $8,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan—A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement, the interest rate is transitioning to a fixed rate of 8.5% and a minimum payment of $50 per month. Further information is available at the Augsburg College Enrollment Center website. Financial Information 33 Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. SPONSORED SCHOLARSHIPS . Augsburg College, through generous gifts from alumni, faculty, staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. Sponsored scholarships are considered part of a student’s overall financial aid award. A list of scholarships follows. ■ GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship American Express Company Henry and Leona Antholz Scholarship Class of 1931 Scholarship Alma Jensen Dickerson Memorial Scholarship Oliver M. and Alma Jensen Dickerson Memorial Scholarship Elias B. Eliason, Sr. Memorial Scholarship M. J. Estrem Scholarship Reuben I. and Marion Hovland Scholarship Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship Edwin C. Johnson Scholarship Kopp Investment Advisors Presidential Scholarship Arne and Jean Markland Scholarship Emma Johnston Mathwig Scholarship Memorial Scholarship Foundation Scholarships Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Clifford and Martha Nylander Scholarship Marvin T. Nystrom Scholarship Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O’Neil Foundation Scholarship John G. Quanbeck Scholarship Fund Martin and Esther Quanbeck Scholarship Rahr Foundation Scholarship Readers Digest Endowed Scholarship Phillip and Helen Rouberg Scholarship Senior Challenge Endowment Fund Rosemary J. Shafer Scholarship St. Luke’s Lutheran Church Centennial Scholarship Genevieve E. Stelberg Memorial Scholarship Thorpe Family Scholarship—Bethany Lutheran Church Ernest and Vivian Tinseth Scholarship Robert W. Warzyniak Memorial Scholarship Lea A. and Elsie L. Wildung Endowment Fund Xcel Energy Scholarship Edward Yokie Memorial Scholarship 34 Financial Information ■ SPECIAL SCHOLARSHIPS Aid Association for Lutherans Scholarship Charles and Kate Anderson Endowment Fund Mildred Ryan Cleveland Memorial Scholarship Dain Rauscher Scholarship David J. Formo Memorial Scholarship The Grace Scholarship David Gronner Memorial Scholarship Rev. John Hjelmeland Endowed Scholarship Fund Hoversten Peace Scholarship ING Foundation Scholarship Torgney and Valborg Kleven Memorial Scholarship Mary E. Larsen International Studies Scholarship Floyd Lorenzen Memorial Scholarship Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Mutual Foundation Scholarship Minnesota Power Company Scholarship Karen Neitge Scholarship Marilyn and John Paul Nilsen Scholarship Rev. Horace E. Nyhus Memorial Scholarship Ole K. and Evelyn L. Olson Scholarship Timothy O. Olson Memorial Scholarship Rev. John and Ingeborg Peterson Memorial Scholarship Jay and Rose Phillips Family Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship Loren Manuel Schottenstein Memorial Scholarship John and Agnes Siverson Scholarship Genevieve E. Stelberg Memorial Scholarship Wells Fargo Scholarship ■ CAMPUS MINISTRY/CHRISTIAN SERVICE John Andrew Adam Memorial Scholarship C. A. L. and Esther J. E. Anderson Scholarship Charles and Catherine Anderson Diversity Scholarship Kyle A. and Sandra L. Anderson Scholarship Carl C. and Kathleen A. Casperson Scholarship Corinne and Herbert Chilstrom Scholarship Laura Ann Erickson Memorial Scholarship Pastor Bob Evans Scholarship Dave Hagert Memorial Scholarship Helen (Mohn) Henderson Memorial Scholarship Lee Family Scholarship Forrest T. Monson and Thelma (Sydnes) Monson Scholarship Pastor Carl O. and Edith W. Nelson Memorial Scholarship Philip and Dora Quanbeck Scholarship Russell and Helen Quanbeck Scholarship Rev. Olaf Rogne Memorial Scholarship Russel and Virginia Smith Scholarship Roy C. and Jeanette Tollefson Scholarship ■ MULTICULTURAL/INTERNATIONAL STUDENT SCHOLARSHIPS American Indian Scholarship Kent Anderson American Indian Scholarship Ada Bakken Memorial-American Indian Scholarship Grace Jewel Jensen Buster Memorial Scholarship Cargill Foundation American Indian Scholarship General Mills Foundation Scholarship Grand Metropolitan American Indian Scholarship Financial Information 35 Grand Metropolitan Food Sector Foundation Scholarship Hearst American Indian Scholarship Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship Kerridge/Mueller American Indian Scholarship James M. Kingsley American Indian Scholarship Little Six, Inc. Scholarship McKnight Foundation Scholarship Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship Prairie Island Indian Community Scholarships Shakopee Mdewakanton Dakota Community Scholarship Marlys Johnson Simengaard Memorial Scholarship St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship Women of the ELCA Native Women’s Achievement Award ■ PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship Harold B. and Laura M. Lanes Scholarship Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund ■ DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship Norman D. Holen Art Scholarship August Molder Memorial Art Scholarship Queen Sonja Art Scholarship Alfred and Margaret Syring Scholarship Biology Biology Scholarships Eleanor Christensen Edwards Scholarship Dr. Paul R. and Maxine Fridlund Biology Scholarship Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Scholarship Business Administration/Accounting/ Economics Marianne Anderson Entrepreneurial Scholarship Augsburg Business Alumni Scholarship Fund Cargill Foundation Scholarship Malcom and Maybelle Estrem Scholarship Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship Gamble-Skogmo Foundation Scholarship Amin E. Kader Business Scholarship Mildred and Eleanor Krohn Scholarship Gertrude S. Lund Memorial Scholarship Clifford A. Peterson Scholarship David L. Shaver Memorial Scholarship Clair E. and Gladys I. Strommen Scholarship Leland and Louise Sundet Scholarship Joan L. Volz Business Scholarship Chemistry Courtland Agre Memorial Scholarship Augsburg College Chemistry Alumni Scholarship Department of Chemistry Scholarships Carl Fosse Chemistry Scholarship Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Scholarship 36 Financial Information Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships Education James and Shelby Andress Education Scholarship Heidi Huber Scholarship Dr. Einar O. Johnson Scholarship S. Luther Kleven Family Scholarship Elva B. Lovell Life Scholarship David Mathre Scholarship Debra Boss Montgomery Memorial Scholarship Barbara Tjornhom and Richard K. Nelson Scholarship John L. and Joan H. Ohlin Memorial Scholarship Pederson Samuelson Scholarship English Dagny Christensen Memorial Scholarship Murphy Square Literary Award Anne Pederson English Scholarship Prof. P. A. Sveeggen Memorial Scholarship Health and Physical Education Jeroy C. and Lorraine M. Carlson Scholarship Paul Dahlen Memorial Scholarship Keith Hoffman Memorial Scholarship Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship Roy and Eleanor Krohn Scholarship Hoyt Messerer Athletic Scholarship Robert D. and Carolyn W. Odegard Scholarship James P. Pederson Memorial Scholarship Stan Person Memorial Scholarship History Rev. and Mrs. O. J. Haukeness History Award H. N. Hendrickson History Scholarship John R. Jenswold Memorial Scholarship Dr. Bernhardt J. Kleven Scholarship Theodore and Lucille Nydahl History Scholarship Mathematics Floyd V. and Ruth M. Case Scholarship Beverly Durkee Mathematics Scholarship Mathematics Scholarship George Soberg Scholarship Robert Wick Scholarship Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs Modern Languages Emil M. Fossan Modern Language Scholarship Mary E. (Mimi) Johnson Scholarship Mimi Baez Kingsley Modern Language Scholarship Theodore and Virginia Menzel Scholarship Music Albert and Solveig Birkland Scholarship Centennial Singers Scholarship Peggy Christensen Benson Memorial Scholarship Sam Coltvet and Reverend Mark Ronning Memorial Choral Music Scholarship Leonard and Anabelle Dahlberg Scholarship Robert Ellingrod Memorial Scholarship Rev. Clement A. Gisselquist Church Music Scholarship Marjorie and James R. Gronseth, Jr. Memorial Music Scholarship Mabeth Saure Gyllstrom Scholarship Beth Halverson Violin Scholarship Kay Halverson Scholarship Lynn Halverson Cello Scholarship Carol Halverson Hearn Violin Scholarship Hanwick Thanksgiving Scholarship Financial Information 37 O. I. Hertsgaard Scholarship Orville and Gertrude Hognander Scholarship Robert Karlén Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship Catha Jones Memorial Scholarship Professor Roberta Stewart Kagin Scholarship Ruth Krohn Kislingbury Choral Music Scholarship Susan and Dean Kopperud Scholarship for Excellence in Music Leonard and Sylvia Kuschel Scholarship Nicholas Lenz Memorial Scholarship Kenneth O. Lower-Nordkap Male Chorus Music Scholarship Susan Halverson Mahler Viola Scholarship Arthur Carl Mammen Music Scholarship Lucille H. Messerer Music Scholarship Music Education Scholarship Grace Carlsen Nelson Scholarship Edwin W. and Edith B. Norberg Scholarship St. John’s Lutheran Church — John Norris Scholarship Lois Oberhamer Nye Memorial Scholarship Henry P. Opseth Music Scholarship Performing Arts Scholarship (Music) Sampson Music Scholarship Leland B. Sateren Choral Music Scholarship Mayo Savold Memorial Scholarship Marilyn Solberg Voice Scholarship String Scholarships John and Vera Thut Scholarship Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship Olaf Gaastjon Memorial Scholarship Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship Iver and Myrtle Olson Scholarship Nursing Augsburg Nurses Alumni Association Scholarship Linnea A. Danielson Scholarship Fairview Nursing Alumnae Association Scholarship Philosophy Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship Physician Assistant Alne Swensen Scholarship Dr. Kristofer and Mrs. Berth E. Hagen Memorial Scholarship Physics Floyd V. and Ruth M. Case Scholarship Theodore J. Hanwick Physics Scholarship Alfred A. Iversen Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship Political Science Martin and Sylvia Sabo Scholarship Myles Stenshoel Scholarship Psychology Jacob and Ella Hoversten Scholarship Rev. and Mrs. George Pauluk Scholarship Religion Scholarships Augsburg College Associates Scholarship Norman and Louise Bockbrader Scholarship Andrew and Constance Burgess Scholarship Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship Ernest S. Egertson Family Scholarship Joel and Mary Ann Elftmann Scholarship Luthard O. Gjerde Scholarship Rev. Dr. Harald D. and Jonette T. Grindal Scholarship Elias P. Harbo Memorial Scholarship 38 Financial Information Arnold and Neola Hardel Memorial Scholarship Iver and Marie Iverson Scholarship Pastor George J. Kundson Memorial Scholarship Rev. Arnold J. Melom Memorial Scholarship Gerda Mortensen Memorial Scholarship Onesimus Scholarship Johan H. O. Rodvik Memorial Scholarship Ronholm Scholarship Rev. Lawrence and Gertrude Sateren Scholarship Paul G., Jr., and Evelyn Sonnack Scholarship Morris G. C. and Hanna Vaagenes Missionary Scholarship Fund Johan L. Weltzin Memorial Scholarship Social Work Phyllis M. Baker Memorial Scholarship Blanca-Rosa Egas Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Bodo F. Suemnig Memorial Scholarship Edwin Yattaw Memorial Scholarship Sociology Adolph Paulson Memorial Prize Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre Arts/Religion Scholarship Student Life Campus Ministry – 40 Vocation – 40 Student Government – 40 Campus Activities and Orientation – 41 Social, Cultural, Recreational – 41 Fine Arts – 41 Anne Pederson Women’s Resource Center – 42 Athletics and Sports – 42 Gage Center for Academic Achievement – 42 Academic Advising – 44 Center for Learning and Adaptive Student Services (CLASS) – 43 Academic Skills Assistance – 43 TRIO Program – 44 Office of Undergraduate Research and Graduate Opportunity (URGO) – 45 Services for Students with Physical Disabilities – 45 ACCESS Center – 45 StepUP® Program – 46 Ethnic Student Services – 46 American Indian – 46 Hispanic/Latino – 47 Pan-Asian – 47 Pan-Afrikan – 47 GLBTQA – 48 Health and Fitness – 48 International Student Advising – 49 Residence Life Program – 49 Housing – 49 Food Service – 50 College Policies – 51 Student Standards of Behavior, Complaints, Records – 51 Official Notices – 51 Family Educational Rights and Privacy Act – 51 Discrimination Complaints – 52 40 STUDENT LIFE A ugsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. CAMPUS MINISTRY . As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. VOCATION . Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to consider Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. STUDENT GOVERNMENT . Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for debate and activism on all issues pertaining to student life at Augsburg. Student Life 41 Student Government is organized into several committees. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible—program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. CAMPUS ACTIVITIES AND . ORIENTATION . The Office of Campus Activities and Orientation creates opportunities for students to enhance their leadership skills through active co-curricular involvement. These events, activities and organizations serve the campus community by helping students become connected and invested in their Augsburg experience. Orientation programs on campus help new students to Augsburg College become familiar with their new surroundings and the various resources that Augsburg offers students. Summer Orientation and Registration (SOAR) is a summer orientation program for entering first-year students where they will receive their class schedule, meet their orientation leader and meet new Auggies. Auggie Days is a fourday, fall transition program prior to the beginning of classes. It is a comprehensive, educational orientation program dedicated to helping new first year students become acclimated to the campus and feel comfortable in their new home. TRANSFERmation and Spring Begin are transfer and new beginner orientation programs that take place in the fall and spring respectively. SOCIAL, CULTURAL, RECREATIONAL . Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, speakers, and visiting personalities in various fields. The Christensen Center is the hub of student life on Augsburg’s campus. It houses various offices and services provided for Augsburg students, staff, and faculty. The Office of Undergraduate Admissions, Office of Campus Activities and Orientation, Event and Classroom Services, the Copy Center, Shipping and Receiving, Murphy’s Grill, Information Desk, Barnes and Noble Bookstore, Sodexho food service, mail services, and Starbucks coffee/lounge are offices and services that are currently in the Christensen Center. The Student Activities Center (known as the Auggie’s Nest) is located on the garden level of the Christensen Center. Student organizations have workstations and lockers to help promote their events, hold meetings and plan campus-wide programming endeavors. Commuter students have the opportunity to utilize daily-use lockers for storage. ■ FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. 42 Student Life ■ ANNE PEDERSON WOMEN’S RESOURCE CENTER and ice arena. The Anne Pederson Women’s Resource Center at Augsburg College provides an arena where Augsburg women can convene to discuss topics of importance to today’s women. It is also open to those men who are supportive of women’s equality and the study of feminism. In the Center you will find a women’s library with current magazines for women and a collection of print sources. It is also a meeting place for students, faculty and staff to interact, rest, relax, study and converse. The Women’s Resource Center sponsors numerous programs and activities, and provides a safe place on campus for discussions, explorations and women’s advocacy. The Resource Center is located in 207 Sverdrup Hall. ■ SPORTS AND RECREATION ATHLETICS AND SPORTS ■ INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. ■ INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 49.) GAGE CENTER FOR ACADEMIC. ACHIEVEMENT. The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Center consists of five collaborating units: Academic Advising Center for Learning and Adaptive Student Services (CLASS) Academic Skills Coaching TRIO/Student Support Services Undergraduate Research and Graduate Opportunity (URGO) ■ ACADEMIC ADVISING Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the college and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College, and is located in the Enrollment Center. Student Life 43 All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All day students are required to meet with their assigned faculty adviser prior to registration. Both day and weekend college students are encouraged to meet with their faculty adviser as often as is necessary. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Students who qualify for assistance from CLASS work directly with one of our disability specialists to develop an appropriate educational plan. These plans may include: • Accommodations for testing and classroom (e.g., extended time, notetaking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Use of assistive technology through the Groves Computer Laboratory • Individual meetings (weekly or occasional) with a specialist for assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the college faculty, staff, or administration to ensure that students have every opportunity for success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. ■ ACADEMIC SKILLS COACHING The Academic Skills Coaches, located in Science 116, offer students study-skills assistance so they may achieve academic success. The coaches assist students in improving their skills in such areas as time management, note taking, textbook reading and comprehension, test-taking, and concentration and memory improvement. The staff will assist students in stress reduction and in developing effective and efficient study skills based on individual learning styles. 44 Student Life The Karen M. Housh Tutoring Service—located in Science 116, arranges for students to meet with tutors for content tutoring in most courses offered. The service also notifies students of available group study and coordinates supplementary instruction sessions, in which tutors attend the classes and facilitate review after class on major concepts of the course. Augsburg TRIO/Student Support Services serves 160 students from the point of admission through graduation, including transfer students, Day program and Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year. The John Evans Learning Laboratory—located in Science 116, offers students the opportunity to improve skills in reading, writing, and mathematics. •Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building •Academic program planning, including pre-registration for each term, major and career decision-making, and long-term course planning •Financial aid counseling and education •Academic progress monitoring, weekly progress meetings for students on academic probation •Academic success workshops, group academic skill development •Student leadership development and opportunities for conference travel •Social and cultural activities and student-led events •Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for 20 incoming first-year students •Need-based scholarships for first- and second-year students actively participating in TRIO/SSS ■ TRIO PROGRAM TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support Services— Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Major components of the Augsburg College TRIO/SSS program include: Student Life 45 Students may apply for TRIO/SSS anytime after admission to Augsburg College, however preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS Advisor, please contact TRIO/SSS program staff at 612-330-1311, or Science 114. ■ OFFICE OF UNDERGRADUATE RESEARCH AND GRADUATE OPPORTUNITY (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. In addition, URGO awards special research funding and support for lowincome and first-generation college students and their mentors. SERVICES FOR STUDENTS WITH. DISABILITIES. ■ ACCESS CENTER The Access Center provides support and specialized services to students with documented physical disabilities. These may include TBI, chronic illness, mobility impairments, and visual, auditory, or speech impairments. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual potential. Areas of assistance include but are not limited to: • Individual meetings with the Physical Disabilities Specialist on a weekly basis • Determination of academic accommodations • Assistance with time management issues • Academic advising and assistance • Advocacy with faculty and staff • Training on, and use of, assistive technology • Assistance with community support services and other non-academic issues Housing accommodations are provided on an individual basis for students with physical disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does 46 Student Life not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 43.) ■ TRIO/STUDENT SUPPORT SERVICES (Students with disabilities may be eligible to apply for TRIO/SSS. See listing on page 44.) STEPUP® PROGRAM. The StepUP Program at Augsburg College is for men and women in recovery from addiction to alcohol and other drugs who wish to pursue a college education. StepUP’s comprehensive approach supports students in both their recovery and academic studies. StepUP students live in separate chemical-free housing, have individual support meetings with a licensed chemical dependency counselor, and participate in extracurricular team and community building activities. In addition, students have access to an academic skills specialist in the StepUP office as well as specialists in other student service departments on campus. In order to qualify for the program students must be committed to a 12-step abstinence-based recovery program, have a minimum of six months of continuous sobriety, and agree to abide by the StepUP contract and live in StepUP housing. The StepUP Program fosters academic success and encourages the discovery of positive relationships. Students are challenged to take responsibility for themselves and their decisions while maintaining a healthy respect for the disease of chemical dependency. Participation in the program offers students leadership opportunities both on and off campus. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP Program will last a lifetime. ETHNIC STUDENT SERVICES. ■ AMERICAN INDIAN STUDENT SERVICES The American Indian Student Ser vices Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg’s policies, procedures and expectations. The program • Assists with application process • Helps students secure financial aid • Nurtures students’ identification as an American Indian • Provides opportunities for students to learn about their heritage • Provides opportunities for the campus community to learn about American Indian culture • Provides academic advising and assists in the development of individual education plans Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul public school dis- Student Life 47 tricts, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one-fifth of the loan will be forgiven. ■ HISPANIC/LATINO STUDENT SERVICES The Hispanic/Latino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. ■ PAN-ASIAN STUDENT SERVICES The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. ■ PAN-AFRIKAN STUDENT SERVICES The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May” when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre-professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. The offices of PAC and PASU are located in Murphy Place 208 and 209. 48 Student Life GLBTQA STUDENT SERVICES. The GLBTQA (Gay, Lesbian, Bisexual, Transgendered, Questioning, and Allies) Student Services Office works with students of all sexual orientations and gender identities. The director assists GLBTQA students in both the weekend and day programs in making academic, personalsocial, and environmental adjustments to Augsburg and community life. The director also helps students create campus programs and co-advises Augsburg’s Queer and Straight in Unity (QSU). Augsburg College has begun using the “Safe Space” Program, so that all students may feel safe in their academic and personal lives while on campus. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. ■ HEALTH INSURANCE ■ CENTER FOR COUNSELING AND HEALTH PROMOTION Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for information on obtaining student health insurance through college affiliated agencies. Counseling ■ HEALTH CLINIC SERVICES Personal counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of licensed psychologists. Services include individual counseling, assessment and referral, workshops, consultation, and outreach. The College offers basic health care services to students through a contract with UFP – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. HEALTH AND FITNESS. Students may discuss personal issues such as stress, depression, anxiety, roommate problems, intimacy and sexuality, drug use, motivation, transitions, family issues, self-image, difficult decisions, eating concerns, grief and loss, or other issues with the psychologist. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. For more information regarding counseling, health promotion, health insurance or health clinic services, call 612-330-1707 or visit <www.augsburg.edu/cchp>. Student Life 49 AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! ■ FITNESS CENTER Located on the lower level of Melby Hall, the Hoyt Messerer Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center; some hours are reserved for classes. INTERNATIONAL STUDENT ADVISING . (ISA) . ISA’s mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: •Fulfilling duties of Principal Designated School Official (PDSO) for F-1 student visa program and Responsible Officer (RO) for J-1 student/scholar exchange program •General advocacy for international students •Advising the International Student Organization •Facilitating intercultural skill building sessions for students, faculty, and staff •Celebrating diversity of cultures by increasing awareness of international/intercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communi- cation theory to explore their adjustment to a new culture and education system. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. (Also see Study Opportunities Abroad on page 63 and Student Teaching Abroad on page 66.) RESIDENCE LIFE PROGRAM. Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 900 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to complete their degrees. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun, and leadership. Research indicates that students living in residence halls also earn higher grades and 50 Student Life gain greater satisfaction during their college career. Numerous events are planned to welcome students to the community, including dances, movie nights, coffee house concerts, and weeks devoted to special themes or issues. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, desks, and chairs. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. New Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. In order to secure housing, students are urged to make their enrollment deposit by May 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after May 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Special Interest Housing—Special Interest Housing is available to students who are interested in creating a living/learning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and StepUP. Urness Hall—All new students and some upper-class students live in Urness Hall. This nine-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms may be available. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. ■ FOOD SERVICE Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Student Life 51 Murphy’s Grill—Located on the ground floor of the Christensen Center, Murphy’s features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. COLLEGE POLICIES. ■ STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available on the website at <www.augsburg.edu/studentguide>. ■ OFFICIAL NOTICES Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet. ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in this catalog on page 87 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. 52 Student Life ■ DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 612-330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin) Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on gender or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Academic Information General Information – 54 Degrees Offered – 54 Academic Calendar – 54 Faculty – 55 Library and Information Technology Services – 55 Academic Organization and Programs – 56 Divisions and Departments – 56 Majors and Minors – 56 Teaching Licensure – 60 Pre-Professional Programs – 60 Honors Program – 62 Inter-Institutional Programs – 62 Augsburg Abroad – 63 Center for Service, Work, and Learning – 66 Graduate Programs – 68 Other Programs – 70 Academic Policies and Procedures – 70 Registration – 70, 73 Crossover Registration – 72 Withdrawal from College – 73 Student Standing/ Petition Process – 74 Re-Admission – 74 Transfer Credit – 75 Graduation Requirements – 76 Graduation Requirements – 76 Liberal Arts Foundation – 79 Skills Requirements – 80 Quick Check Summary of Graduation Requirements – 82 Evaluation and Grading – 85 Explanation of Grades – 85 Assessment of Previous Learning Program – 87 Academic Progress, Probation and Dismissal – 89 Dean’s List – 89 Latin Honors – 90 Commencement – 90 Enrollment/Degree Verification – 90 FERPA – 91 54 ACADEMIC INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. ■ DEGREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), and the master of social work degrees. ■ ACADEMIC CALENDAR The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term.** Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for 3-1/2 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester Program operates on a trimester calendar. Classes are held on weekday evenings and meet an alternate weeks. Similar to Weekend College, Rochester’s Fall trimester begins in September, Winter trimester begins in January, and Spring trimester begins in April. There are 7-8 class sessions each trimester with each class meeting for 3-1/2 to 4 hours. Students may take one to four classes each term.** **(See Registration on page 70 and Calendars on pages 4-7) Courses and majors offered through Weekend College and the Rochester Program are the same as their day program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Academic Information 55 Augsburg offers three summer school sessions, including a summer online option. The Summer Session Catalog is published in the winter of each year. Augsburg graduate programs follow a trimester calendar, except for Physician Assistant Studies. (See Graduate Programs on page 68.) ■ FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. ■ LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened in 1997. The four-level, 73,000square-foot facility houses all library and information technology functions of the College. In addition to the 180,000 volume main collection, the Lindell Library includes special collections and archives, curriculum library, a computer lab and stu- dent computing help desk, library instruction classroom, and facilities for media viewing and listening. Skyways link the library to the new Gateway Building as well as to Sverdrup Hall, which houses the Enrollment Center, additional computer labs and multimedia classrooms, a lounge, and a vending area. Library Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. In a wireless environment, appropriately equipped laptop computers can be used throughout the building to access these resources. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit Student Computing’s website <www.augsburg.edu/stucomp> for more on IT at Augsburg. 56 Academic Information Computing Students have access to over 250 oncampus computers. There are both PC and Macintosh desktop computers available in the Lindell Library computer lab and in the 24-hour Urness computer lab. The college has six computer classrooms and 23 technology-enhanced classrooms. The circulation desk in the Lindell Library has 45 wireless laptops available for use in the Library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network from dormitory rooms or from WiFi buildings on campus including the Christensen Student Center, Lindell Library, and the Science Building. All of the AugNet online services and several of the Registrar’s student services are available securely on the Web to students on and off-campus. Media Resources Lindell Library provides a large collection of sound and video recordings, as well as equipment for viewing, listening to, and creating instructional media. Audio and video tape duplication within the limits set by copyright law is available. Facilities for classes in broadcasting are located near the communication department in Foss Center. ACADEMIC ORGANIZATION AND. PROGRAMS . ■ DIVISIONS AND DEPARTMENTS The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts and Humanities— American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre arts, College librarians. Natural and Social Sciences— Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. Professional Studies—Business administration, education, health and physical education, nursing, physician assistant studies, social work. ■ MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. The college requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows Academic Information 57 flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess BOTH the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: a. A statement of learning goals and objectives. b. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the pro- posed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Center for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the Dean’s Office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. 58 Academic Information Listings that are shaded are offered through both the day program and Weekend College. Weekend College students may choose a major offered in the day program if they wish. They may take as many courses as possible through Weekend College, then finish the major as a day program student. A change of program is allowed once each academic year. MAJORS AND AREAS OF EMPHASIS. Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology (B.A. or B.S.) Life Sciences (B.A.) Business Administration Economics/Business Administration International Business Management Marketing (WEC only) Music Business Chemistry (B.A. or B.S.) Clinical Laboratory Science (B.S.) Communication Studies Communication Arts/Literature (Teacher Licensure Major) Mass Communication Organizational Communication Professional Communication Human Relations Marketing Communications Public Relations and Advertising Supervisory Management Computer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B.S.— licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (non-major, licensure only) Engineering 2 English Film Finance Health Education (B.A. or B.S.) History International Relations International Business Management Information Systems Marketing Mathematics (B.A. or B.S.) Medieval Studies Metro-Urban Studies Modern Languages 1 French German Norwegian Spanish Music Music (B.A.) Music Business Concentration (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.—Weekend College only) Philosophy Computational Philosophy Physical Education (B.A. or B.S.) Physics (B.A. or B.S.) Space Physics (B.S.) Academic Information 59 Political Science Political Science/Economics (Teacher Licensure Major) Psychology Psychology and Law Social Psychology Religion Youth and Family Ministry Social Work (B.S.) Sociology Community Studies Crime and Deviance Cultural Anthropology Organizational Analysis and Development Social Psychology Student-Designed Theatre Arts Technical Design/Technology Concentration Women’s Studies1 MINORS. Accounting American Indian Studies Art Architecture Art History Studio Art Biology Business Administration Chemistry Communication Computer Science Economics English Film Health Education History International Business International Relations Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Middle East Studies 1 Modern Languages French German Norwegian Spanish Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth and Family Ministry Sociology Social Welfare Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy Women’s Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 60 Academic Information ACTC Majors—It is possible for day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg registrar’s office. Some majors may have a competitive application process with acceptance determined by the major department. Weekend College is not part of the ACTC consor tium, and Weekend students may not register for ACTC courses or complete ACTC majors under the ter ms of the ACTC consortium agree ments. ■ OTHER STUDY PROGRAMS licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) K-12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning Disabilities are also available. These majors and licenses are offered only through Weekend College. Students seeking elementary licensure and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middle school education with subject area specialties in one of the following: mathematics, science, communication arts/literature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this license obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle school/high school fields: biology, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), and physical education (K-12). The licenses prepare people to teach in grades K-12. Students seeking Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising early in their freshman year to arrange for faculty advising prior to their first term at Augsburg. Academic Information 61 Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL, two courses; BIO 113, 114, 215; PHY 121, 122; CHM 115, 116 (or 105, 106), 351, 352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering—See engineering degree and major requirements on pages 169-170. Pre-Law—Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine—Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many students with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition courses, including ENL 111; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 113, 114, 215, 369; MAT 145, 146; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical Therapy—Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114, 215, 476; CHM 115, 116 (or 105, 106), 351, 352; ECO 113; ENL 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. The Exploring Our Gifts office (Memorial 231) provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following science courses are required: MAT 114 or 145, CHM 105/106 or 115/116, CHM 351/352, BIO 113, BIO 114, BIO 215, BIO 355, BIO 369, BIO 476, PHY 121/122. Other non-science courses are also required. 62 Academic Information ■ HONORS PROGRAM The Augsburg Honors Program offers an adventurous education where exceptional students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to create their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program director. ■ INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media Center— Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes. Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College students may not participate in the ACTC consortium program. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the registrar’s office. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Academic Information 63 Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. Students are advised on selecting programs that best fit their academic, career, financial, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. Grades earned on nonAugsburg programs will not be recorded on the Augsburg transcript and will not be figured into the GPA. Grades of “C” or better are required for credit to be granted from non-Augsburg programs. ■ AUGSBURG ABROAD Eligibility and Application An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an experience abroad. Through study abroad students may meet with grassroots women’s organizations in Mexico, work in a small business or artisan program in Namibia, examine prospects for peace in Northern Ireland, study geology and ecology in Norway, have a paid corporate internship in Germany, or thrill to the sounds of The Magic Flute at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures, and gain knowledge about the increasingly interdependent world. All students in good academic and disciplinary standing (a minimum GPA of 2.50) at Augsburg may apply to study off campus. Although foreign language skills are an asset, they are not required for all study abroad programs. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The application deadline for spring term study abroad programs is October 1. For summer session, fall term, and year long study abroad programs the application deadline is March 1. Please contact the study abroad advisor in the Office of International Programs for deadlines on short-term study abroad programs and advising assistance. Academic Requirements and Credit Costs and Financial Aid Study abroad is an integral part of several majors at Augsburg and will add an international dimension to any academic program. Courses abroad can fulfill major, Augsburg core curriculum, and graduation requirements when approved by academic advisers and department chairs before departure. An approved study abroad program will also fulfill the Augsburg Experience. The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying abroad. Naval ROTC—Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. 64 Academic Information Study Abroad Programs Students may select from the following Augsburg study abroad programs. In addition, students may consult with the study abroad advisers regarding non-Augsburg program options. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) — Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; learn first hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women’s studies, and Spanish. Internships and independent studies are also available. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and four to six weeks living with Mexican host families. Prerequisite: one college-level Spanish course or its equivalent. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) — Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua) — Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as Academic Information 65 study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required. Social and Environmental Justice: Latin American Perspectives (Mexico) — Spring This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students will examine the ethics of land distribution, environmental racism, ecofeminism, social change, and the complexity of gender, class, race, and ethnicity in Latin America. Credit is available in Spanish, history, political science, religion, and women’s studies. Internships and independent studies are also available. The program includes a twoweek seminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico) — Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. International Partners International Partners offers a broad range of learning opportunities in Norway and Germany. Students can choose from several options: group programs, “tailormade” individual study programs, and practical professional experiences that may include a paid internship. Program length varies from ten days to two semesters. All course work is in English. Some travel scholarships are available. For further information contact the International Partners office. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, Ecuador, Ireland, Bangladesh, and the Twin Cities. All programs emphasize the impact of civic engagement, social change and cross-cultural factors on the human community. HECUA programs emphasize intense language experience, internships, and field study. For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway—Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, language and the development of cities, urban problem solving, and urban life. Local, regional, and international field 66 Academic Information study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. inars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Bangladesh: Sustainable Development, Environment, and Culture — Spring Student Teaching Abroad Explore the policies, practices and competing ideologies of human, environmental and socioeconomic development in Bangladesh. Experience urban and rural environments, interact with leaders of government and development agencies, learn about Bangladeshi history and culture, and take introductory courses in Bangla language. Lectures and readings are in English. (Prereq.: junior status or permission) Community Internships in Latin America: Ecuador—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Northern Ireland: Democracy and Social Change — Spring The “Northern Ireland: Democracy and Social Change” program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field sem- Selected education department students may participate in the International Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners has student teaching options available in Norway. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through short-term travel. Offerings include Summer Session I in Mexico via the Center for Global Education. Contact the study abroad adviser in the Office of International Programs for the most current list of programs. ■ THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service- and work-based learning experiences and the exploration of personal and professional vocation throughout their college years. The center encourages students to take advantage of Augsburg’s metropolitan location through the highly successful service-learning, internship, and career plan- Academic Information 67 ning programs that link the College’s academic programs to community organizations and businesses. Service- and work-based experiential education opportunities are closely related to students’ coursework, majors, and/or career interests. Learning opportunities may be in non-profit organizations, churches, schools, government agencies, community-based organizations, small and mid-size companies, and large corporations. The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of “knowing and doing” adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work, and Learning includes the following programs: Community Service-Learning Augsburg’s Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and com- munity centers, or working with cultural and environmental groups. The service-learning program also works closely with the student-directed Augsburg LINK and campus ministry. Academic Internships An academic internship is a carefully planned, service- or work-based learning experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Internships can be registered for 1 course credit or .5 course credit. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 85. A maximum of four courses of internship may count toward the total courses required for the degree. Cooperative Education Cooperative Education is a non-credit transcript notation for paid work experiences related to a student’s major or career objective. The goal is for students to apply theory to practice in a work setting. Job opportunities typically are part-time during the academic year and/or full-time in the summer and can begin and end anytime. Students must register for the non-credit 68 Academic Information transcript notation, set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises co-op transcript notation work experiences. Academic internships and cooperative education may be used to fulfill the Augsburg Experience graduation requirement. Career Services Career Services is committed to providing opportunities and programs to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning and coaching, and assistance with choosing majors, locating internships, preparing for job searches and graduate school applications, and making connections to community, business, and alumni resources. ■ GRADUATE PROGRAMS Augsburg College offers six graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Catalogs for each degree program should be consulted for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergradu- ate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K-12 Reading Licensure Endorsement licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Weekend College Admissions office. For further information about the programs, contact the Education Department or the Weekend College Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays. The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible immer- Academic Information 69 sion schedule (every other week or once per month) that may include weekdays, weekday evenings, and Saturdays. Webenhanced pedagogies are used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico, Guatemala, Namibia, Pine Ridge, SD, and/or Europe. The Master of Arts in Nursing Program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 20 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive Field Study course allows students to apply classroom learning to an actual business or organizational environment. Local businesses and organizations provide a learning laboratory for students as they complete projects in various disciplines and functions. The core program can be enhanced through participation in a number of certificate options including Finance, Financial Planning, International Business, Marketing Management, Music Business, and Human Resource Management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. A dual degree (Master of Social Work and Master of Arts in Theology) is also 70 Academic Information available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. ■ OTHER PROGRAMS Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, the Center for Leadership Studies, Education, Nursing, Religion, Social Work, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. College of the Third Age Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community. Approximately fifty retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200 classes available for group study only. To obtain further information about the program or to request a catalog, call 612330-1139 during Tuesday and Wednesday office hours (10:00 a.m. to 3:00 p.m.). To ask questions or to schedule a program, call the program director at the above number. ACADEMIC POLICIES AND. PROCEDURES. ■ REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Academic Information 71 Committee on Student Standing unless the following apply: cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits; cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Please note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include Winter WEC and Spring WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge. Weekend College and Rochester Program students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. Although new day students may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Official academic calendars for all programs are available through the registrar’s Web page. Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Combined Academic Calendars” at <www.augsburg.edu/enroll/ registrar>. Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College T1/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first 72 Academic Information week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Some late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center—612-330-1046 Academic Advising—612-330-1025 Weekend College—612-330-1782 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full-time and will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both Winter WEC and Spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5 . Students have registration priority in their home program. Crossover registration begins only after the open Web registration period closes for both programs. A schedule is published on the registrar’s office Web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by Web. The WEC and Rochester programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester students may NOT crossover to attend A C T C c o u r se s . Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Academic Information 73 Change of Program Withdrawal from College Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s Web page. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Registration All day students are required to meet with their academic adviser prior to registration. Incoming freshmen and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Weekend College and Rochester Program students may register during the designated time prior to the start of each term. The primary method of registration will be via the Web through AugNet during the open registration period. Please reference the academic calendar for specific dates. Day students will be able to register only after meeting with their faculty adviser. The Enrollment Center is also available to process registration forms. Note: Web registration may not recognize prerequisites fulfilled by transfer work. In these cases, please process your registration at the Enrollment Center. Once the open registration period ends, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the Web closes. Students are responsible for keeping the registrar’s office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100% refund of tuition and fees upon verification of call to active duty. The student must provide a copy of orders. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise from a failure to note attendance on the transcript, and also indicate that the withdrawal was outside of the student’s control. Alternatively, the college supports faculty in enabling students who are called to active duty and have substantially complet- 74 Academic Information ed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the Dean’s Office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee deals with requests for minor exceptions to academic policies. Typically, the Committee reviews requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. In addition, the Committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The Committee also hears appeals from students who have been dismissed for academic reasons. The Committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation. The Committee typically meets every other week throughout the school year (September-April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s Web page: <www.augsburg.edu/ enroll/registrar/index.html>. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Step 3: Return the completed petition form to the Office of the Registrar/ Enrollment Center, include signed drop/add form and $50 check if applicable. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. Re-Admitted Students Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. The election to complete a degree under a new catalog must be submitted in writing to the registrar’s office. Some departments will not accept course- Academic Information 75 work taken more than seven to ten years ago. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete graduation requirements under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog requirements. Students who graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (B.A., B.M., B.S.) Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcripts. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Augsburg does not grant credit for developmental courses, vocational-technical courses, or courses with grades below 2.0/C. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College reserves the right to require that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence section on page 77) Additionally, major and minor departments may require certain courses or a minimum number of courses be taken at Augsburg. Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equiva- lent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from twoyear institutions toward the minimum number of course credits required for a baccalaureate degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. MnSCU Transfer Students Students transferring from the Minnesota State Colleges and Universities system who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MnSCU, and have a 2.50 cumulative GPA (on a 4.0 scale) from the degree-granting institution will be given transfer status as outlined below: • Students will be granted 16 Augsburg course credits in transfer from two-year institutions. This will assure admission with junior standing. No additional credits will be accepted from two-year institutions. 76 Academic Information • The Augsburg Core Curriculum will be adjusted so students need only to complete the following: • REL 300 Bible, Christian Theology, and Vocation • One Augsburg Experience • Senior Keystone Course • Modern Language requirement (0-2 courses, depending on initial assessment) • Math Placement Group 3 (or MAT 105) • One course that fulfills the Graduation-level Quantitative Reasoning Skills requirement • One course that fulfills a Graduationlevel Writing Skills requirement • HPE 001 Foundations of Fitness or one HPE lifetime activity course (This requirement is waived for students who have transferred two equivalent courses.) *The A.A. degree and Minnesota Transfer Curriculum must be completed prior to enrolling at Augsburg in order to qualify for this transfer status. Note: Additional prerequisite coursework beyond the A.A. degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C – grades or below will not be accepted as prerequisites or for application to majors. Admission to a major — a separate process from admission to the College — is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 & REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) • Waiver of one Graduation-level Writing Skills requirement All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. A full description of these requirements is found on pages 78-84. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. GRADUATION REQUIREMENTS. The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Office of the Registrar about specific requirements for a second baccalaureate degree or for the equivalent Academic Information 77 of a major. See page 22 in the printed catalog in Undergraduate Admissions — Special Students (Second Degree). Each student is required to apply for graduation at the end of his or her junior year to confir m remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s Web page. All degree and course requirements must be completed and verified in the Office of the Registrar prior to the anticipated date of graduation. (There may be no incompletes or open courses on the academic record.) Requirements For Undergraduate Graduation: Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. 1. Completion of 32 course credits — No more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) – 14; music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.) – 17; and social work (B.S.) – 15. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 2. Completion of a Major — Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum — Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average — Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in course work for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence — The last year of fulltime study or equivalent (no fewer than seven of the last nine credits/requirements) must be completed at Augsburg or within an approved ACTC exchange program. No fewer than a total of nine credits are to be taken at Augsburg College. Contact the registrar’s office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. 78 Academic Information ■ THE AUGSBURG CORE CURRICULUM The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements THE AUGSBURG SIGNATURE CURRICULUM Search for Meaning Augsburg’s Signature Curriculum is centered on its identity as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. In these courses students articulate and critically reflect upon Augsburg’s concept of vocation and its meaning; Christian theological concepts as well as concepts from other religious traditions; and the meaning of the Bible in Judeo-Christian thought, its cultural contexts, and concepts of human identity and vocation. Two Search for Meaning courses—REL 100 and REL 200—are required. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: • Augsburg Seminar All students who enter the college as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar, a firstyear learning community in their major or related area of academic interest. Each week Augburg Seminars devote an hour to topics relevant to an Augsburg education: becoming an intentional learner; making connections to the larger Augsburg learning community; and exploring strategies for success in the AugSem course(s) and future college work. • Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Students take one course that introduces them to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Most Engaging Minneapolis courses also fulfill an Augsburg Core Curriculum or major requirement. They should be taken Academic Information 79 during the first year, but may be taken in the second year. • Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, The Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrate experiential learning with academic learning and (2) Link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences will vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education — vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It thus asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. THE LIBERAL ARTS FOUNDATION The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) The list of courses meeting the Liberal Arts Foundation requirement is available online and from the registrar’s office. 80 Academic Information Natural Sciences and Mathematics Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two courses from two different departments: Economics, Political Science, Psychology, Sociology Humanities Two courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Modern Languages (literature and culture courses), Women’s Studies Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. Fine Arts Two courses or approved activities from two different departments: Art, Music, Theatre Arts. Participation in a music ensemble may be applied to this requirement. Four semesters of participation in the same ensemble — orchestra, concert band, or choir — fulfills one course requirement in the Fine Arts domain. SKILLS REQUIREMENTS Entry Level Skills Assessments There are entry level skills assessments in: • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. • Critical Thinking Assessment and Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are required to take GST 100 Critical Thinking. • Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Academic Information 81 Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. • Writing Assessment and Requirement This entry level assessment determines readiness for ENL 111 or 112. Students who do not place highly enough on the entry level assessment will be required to take ENL 101 Developmental Writing before ENL 111. Students who have transferred in a course equivalent to ENL 111 are excused from the entry level exam. Students entering Weekend College or the Rochester Program do not take the Writing Assessment. Core Skills Requirements • Effective Writing ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. • Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. The BYU-CAPE language assessment is offered to students who have had at least one year of study of French, German, or Spanish language in high school. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. Students whose placement test is at 311 or higher will be exempted from further language study. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the ELL placement test must fulfill the English Language Learners (ELL) requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information about English Language Learners is found on page 88. 82 Academic Information CHECKLIST AND SUMMARY OF GENERAL EDUCATION REQUIREMENTS. FOR GRADUATION. This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 76. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation ( t r a n s fe r c r e d i t m a y a p p l y t o t h e s e r e q u i r e ments): ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . . .14.5 Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 77. (Exceptions may be made for specially designed interdisciplinary Connections courses.) • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences • Humanities • Fine Arts Complete Entry Level Skills Assessments and Core Skills Requirements: • Critical Thinking Assessment • Mathematics Assessment • Modern Languages Assessment • Writing Assessment • Achieve a Math Placement Group score of three. • Complete Effective Writing • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) • Complete HPE 001 Foundations of Fitness and one HPE lifetime activity course. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. • Two courses with Writing components. ❏ Complete a major. • One course with a Speaking component. ❏ Complete the Augsburg Core Curriculum. • One course with a Quantitative Reasoning component. Complete the Signature Curriculum: • Complete two (2) Search for Meaning courses. • Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) 1. Complete the fall orientation and Augsburg Seminar. 2. Complete an Engaging Minneapolis course. • One course with a Critical Thinking component. A l l a d v a n c e d t r a n s f e r s t u d e n t s ( t h os e entering with 13 or more credits) must com plete the following requirements prior to graduation (transfer credit may apply to these requirements): ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 • Complete at least one Augsburg Experience Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete a Senior Keystone course. Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Music Performance (B.M.) . . . . . . . . . .14.5 Other maximums are described on page 77. Academic Information 83 ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: • Complete REL 300 Bible, Christian Theology, and Vocation course • Complete a Senior Keystone course. • Complete one Augsburg Experience Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . . .14.5 Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 77. ❏ Maintain minimum cumulative grade point average in major, minor, and in total course s c omp le t e d . ❏ Complete a major. ❏ Complete the Augsburg Core Curriculum. • Humanities Complete the Signature Curriculum: • Fine Arts • Complete REL 300 Bible, Christian Theology, and Vocation course. Complete Entry Level Skill Assessments and Core Skills Requirements: • Satisfy entry level skill requirements in writing. • Achieve a Math Placement Group score of three. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment.) Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) • One course with a Writing component. • One course with a Critical Thinking component. • Complete a Senior Keystone course. • Complete one Augsburg Experience Complete Entry Level Skills Assessments and Core Skills Requirements: • Complete one college algebra course course (MAT 105) or a Math Placement Group 3. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment) Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) • One course with a Speaking component. • One course in the major that meets a Writing Graduation Skill. • One course with a Quantitative Reasoning component. • One course that meets the Quantitative Reasoning Graduation Skill. All students are required to file a graduation application with the Office of the Registrar one year prior to graduation. 84 Academic Information • Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different lifetime activities (HPE 002, 003 Lifetime Activity courses). Students may test out of the second activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included in the 32-course graduation requirement. Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Students are required to have one course each with Critical Thinking, Quantitative Reasoning, and Speaking skill components, and two courses with a Writing Skill component. These requirements are modified for advanced transfer students (see pages 76, 82-83). A minimum grade of 2.0 or P is required to satisfy a graduation skill requirement. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill this requirement. Academic advisers will provide a list of these courses. All Writing Skill courses have the prerequisite of ENL 111 or its equivalent. All Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. 1. Bachelor of Science/Liberal Ar ts Foundation (LAF) Waiver. Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Physical Education (teaching licensure only) • Physics 2. Bachelor of Science/Moder n Language Waiver. Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved Academic Information 85 for the Bachelor of Science/Modern Language Waiver: • Biology • Chemistry • Clinical Laboratory Science • Mathematics • Music Therapy • Nursing • Physics EVALUATION AND GRADING ■ EXPLANATION OF GRADES The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only 2 P/N credits. • See P/N limitations under Graduation Requirements, page 77. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 Pass/No Credit 3.0 Students who choose the P/N option are cautioned: 2.5 • In order to receive a grade of P, a student must achieve at least a grade of 2.0. 2.0 • Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 1.5 • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). 0.5 • P-graded courses do not count 1.0 0.0 Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are 86 Academic Information not computed in the grade point average. completed, a grade of 0.0 will be assigned. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 24. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average Academic Information 87 The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits. • Juniors—16 completed course credits. • Seniors—24 completed course credits. ■ ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demon- strated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Credit granting guidelines are available in the registrar’s office. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. Inquiries should be addressed to the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. Information about CLEP tests is available from the Office of the Registrar. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. 88 Academic Information • There is a faculty member designated by the department to administer the exam. • The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English Language Learners (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all Academic Information 89 students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. ■ ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.00 cumulative grade point average (GPA). It should be noted that a minimum GPA of 2.00 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.00 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year, at which time the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his or her commitment to academic success. Students may be removed from probation when the cumulative GPA reaches 2.00. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.00. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.00. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calen- 90 Academic Information dar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Latin honors replaces the previous honors designation of “With Distinction.” Students may also receive honors recognition for departmental honors and for participation in the honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.90-4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80-3.89 GPA Cum laude: 3.60-3.79 GPA To be eligible, a student must complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will “N” grades). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at <www.augsburg.edu/enroll/ registrar>. Qualification for Commencement Augsburg College has one commencement ceremony per academic year in the month of May. Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement if: (1) no more than three course credits/requirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. A student will not graduate nor will a degree be conferred until all graduation requirements are met, regardless of participation in commencement. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreeverify@studentclearing house.org Academic Information 91 Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the Enrollment Center about completion of enrollment verification and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information —You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. 92 Academic Information “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • The weight and height of members of athletic teams; • The student’s dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Departments and Programs Course Descriptions with Major and Minor Requirements – 94 Department majors and programs are listed alphabetically. Also see index. 94 DEPARTMENTS AND PROGRAMS A s a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. COURSE DESCRIPTIONS. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College’s program. A listing of requirements for individual majors and minors follows the narrative. Weekend College classes are published each spring in a separate booklet and online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Summer Session, the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work courses are published in separate catalogs. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered. Unless noted, all courses are one course credit. A full course is valued as four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight three-and-one-half-hour sessions during fall and for seven four-hour sessions during winter and spring term. Numbering Class Schedule Courses listed are subject to change. In general, classes are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online. Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Departments and Programs 95 Prerequisites ■ INTERNSHIPS Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. Registration for internships consists of the following steps: NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. INTERNSHIPS AND . INDEPENDENT STUDIES. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. 1. Obtain the internship registration permission form from the Center for Service, Work, and Learning and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. 2. Register for the Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 196 197 198 199 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. 396 397 398 399 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links 96 Departments and Programs the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) ■ DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent Study/Research An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. ACCOUNTING See listing under Business Administration. AMERICAN INDIAN STUDIES A merican Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, cul- ture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. American Indian Studies Faculty Eric Buffalohead (Chair), Elise Marubbio American Indian Studies 97 Adjunct Faculty Sophia Jacobson, Richard Gresczyk, Dale Weston DEGREE AND MAJOR REQUIREMENTS American Indian Studies Major Ten courses including; AIS 105 Introduction to American Indian Studies AIS 205 Contemporary American Indians ENL 255 American Indian Literature or AIS 264 American Indians in the Cinema HIS 236 American Indian History REL 370 American Indian Spirituality and Philosophical Thought AIS 499 Senior Research Project In addition student must complete four electives. At least five of the courses toward the major must be upper division. Minor: Five courses including AIS 105. At least two must be upper division. COURSE OFFERINGS AT AUGSBURG COLLEGE. AIS 105 Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. AIS 205 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. AIS 208 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by put into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. 98 American Indian Studies AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. AIS/ENL 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. AIS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with Women’s Studies. AIS 332 Native American Storytelling The objective of this course is to study Native American Storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. American Indian Studies 99 AIS/ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) AIS 364 Indigenous Filmmakers Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media-specifically films made by Native Americans. We will explore the political and social forces at work behind the American Indigenous Film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. AIS 408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by put into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.: WST 201 or any 2xx Women’s Studies course; or AIS 105 or any 2XX American Indian Studies course; or consent of instructor.) AIS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian literature Seminar. AIS 499 Independent Research An independently designed research project. 100 ART—ART A rt is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas experienced on a small campus in the heart of a major metropolitan area. We balance a solid foundation of drawing, design, and history with technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs creative curriculum for traditional disciplines in drawing, painting, ceramics, sculpture, and photography with emerging disciplines in hand papermaking, book arts, architecture, and digital media. Class sizes are small; we will get to know each other. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach an average of 700 students a year from all disciplines, graduating 25-30 majors annually with B.A. degrees in art history, studio art, art education; and certificates in studio art and graphic design. For 40 years, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be too. Art Faculty Kristin Anderson (Chair), Lynn Bollman, Tara Christopherson, John McCaffrey, Robert Tom DEGREE AND MAJOR REQUIREMENTS. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I or ART 280 Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in a solo or two-person show and the annual senior group exhibition during their senior year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 Modern Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I Art 101 Note: Students planning a double major in Studio Art and Art History or a major/minor combination should meet with a department adviser to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244 and ART 249 or 349. Art History Minor Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Graphic Design Eight art courses, including four in graphic design, one art history, and three electives. ART COURSES. Note: All studio courses require work outside of class sessions. Some studio courses have lab fees. ■ STUDIO ART FOUNDATIONS ART 102 Design A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. ART 107 Drawing Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis is placed on foundational drawing concepts. ■ STUDIO ART ART 100, 300 Topics Selected courses dealing with special topics, offered occasionally in the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. ART 106 Calligraphy I Introduction and practice of calligraphic writing. 102 Art ART 118 Painting I Introduction to painting media and technique in acrylic or oil. Emphasis is placed on color, perception, and expression. ART 132 Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission) ART 215 Web Design I This course explores the theory and practice of multimedia and digital design. Emphasis will be placed on the development of effectively designed, valid, and accessible websites. ART 221 Sculpture I An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 Graphic Design I An introduction to the principles and techniques of graphic design using page layout, illustration, and imaging software. Emphasis on designing with text and image. ART 247 Life Drawing An introduction to the methods and techniques of drawing the human form through the use of live models. Emphasis will be placed on perceptual drawing skills and accurately rendering the human form in a spatial environment. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Art 103 ART 280 Hand Papermaking and Book Arts I Introduction to hand papermaking and book arts emphasizes exploration of surface (fiber sources, sheet-forming, and casting techniques), book binding structures, and synthesis of original text and imagery in the artist’s book form. ART 306 Calligraphy II Advanced work in calligraphic media and design. ART 315 Web Design II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 330 Graphic Design II An advanced study of layout, typography, and visual imagery for print production using the computer. Includes identification of design problems and presentation to the client. (Prereq.: ART 225) ART 340 Digital Imaging Exploration of the creation of visual images using the computer as a paint brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course) ART 351 Ceramics II Advanced work in ceramics explores clay, glaze and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.: ART 250) ART 355 Painting II Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118) ART 360 Watercolor Painting Introduction to transparent watercolor emphasizes the perceptual experience in developing descriptive and experimental techniques to explore color and concept. Class sessions often include painting outside on location. ART 368 Print Making II Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 380 Hand Papermaking and Book Arts II Advanced exploration in hand papermaking and artist’s books, emphasizing individual research and expression. (Prereq: ART 280) 104 Art ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) ■ ART AND ARCHITECTURAL HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modern times. Note: The following courses are offered intermittently, usually two or three sections per year. ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. ART 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART 349) ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111) Art 105 ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENL 111 or 112 or HON 111) ART 388 Modern Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL 111 or 112 or HON 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ART 299 Directed Study See description on page 96. ART 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ART 499 Independent Study/Research See description on page 96. 106 AUGSBURG CORE CURRICULUM— AUG/KEY/GST THE SIGNATURE CURRICULUM . Augsburg Seminar AUG 101 Augsburg Seminar (.0 course) A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Senior Keystone KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of your classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to your reflection writing. LIBERAL ARTS FOUNDATION . Connections Courses Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under academic departments) or through interdisciplinary Connections courses. FIA 130 Arts and the City Using the arts resources of the city, this course will explore how to understand and appreciate various art forms: Theatre, music, opera, visual arts, dance, and film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF) HUM 120 Medieval Connections: Medieval Life in 12th-century Europe This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli- Augsburg Core Curriculum 107 gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences LAF. Prereq.: SCI 110) SKILLS. Entry Skills GST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the entry Critical Thinking Assessment are required to complete GST 100. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. GST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. Graduation Skills GST 200 Quantitative Reasoning/Statistical Literacy Critical thinking about statistics as evidence in arguments. Focus on association, causation, observational studies, experiments, risk, confounding, bias and chance. Review common techniques involving statistical opportunism, Study conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs. Use standardization to take into account the influence of confounders. Analysis of statistically-based arguments. Emphasis on interpretation, evaluation, and communication. (Prereq: MPG 3) 108 Biology Other General Studies Courses GST 009 Cooperative Education (.0 course) A transcript notation is given for the academic learning inherent in an approved not-for-credit cooperative education/internship work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit coop/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. BIOLOGY—BIO B iology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, agriculture, and food science. An understanding of biological systems depends, in part, on the principles of physics and chemistry; thus a firm background in the physical sciences is also important in the study of biology. For many, an undergraduate major in biology serves as a basis for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. Biology Faculty Mark Strefeler (Chair), Ralph Butkowski, William Capman, Robert Herforth, Dale Pederson, Beverly SmithKeiling Biology 109 DEGREE AND MAJOR REQUIREMENTS. Students may choose one of the following degree options: Bachelor of Science in Biology, Bachelor of Arts in Biology, or Bachelor of Arts in Life Sciences. Bachelor of Science in Biology Nine courses including: BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology and BIO 361 Plant Biology or BIO 481 Ecology and five upper division biology courses chosen from the following list: BIO 351 BIO 353 BIO 355 BIO 361 BIO 369 BIO 440 BIO 471 BIO 473 BIO 474 BIO 476 BIO 481 BIO 486 BIO 495 Invertebrate Zoology Comparative Vertebrate Anatomy Genetics Plant Biology Biochemistry Plant Physiology Advanced Cellular and Molecular Biology Animal Physiology Developmental Biology Microbiology Ecology Immunology Special Topics in Biology Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: Required Supporting Courses for Bachelor of Arts CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145 Calculus I or MAT 163 Introductory Statistics or PSY 215 Research Methods: Design, Procedure, and Analysis I Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four upper division biology courses are required BIO 491 Biology Seminar (non-credit) is required of all juniors and seniors. Two additional science courses are required, chosen from the following list: SCI 106 An introductory geology course Required Supporting Courses for Bachelor of Science Transfer course policy for majors and minors CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. 110 Biology Departmental Honors Graduate and Professional Training GPA of 3.50 in biology and 3.00 overall, one course of approved independent study (Bio 499) with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed with an adviser in the department. Minor Teaching Licensure Major A course in general chemistry and five biology courses including BIO 151, 152, 253, and two upper division courses. The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg Life Sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 151 and 152 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 253 and Organic Chemistry in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.00 for BIO 151, 152, and 253 is a prerequisite for enrollment in upper division biology courses. A grade of 2.00 or above is required for all upper division courses applied toward the major. Beta Beta Beta Membership in the Augsburg Chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.00 in biology. Cooperative Education Biology for Pre-Medical Students Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Students should consult members of the biology faculty for information specific to medical school application. The department works with the Office of Cooperative Education in identifying and defining co-op ed experiences in laboratories and other settings in the Twin Cities. Biology 111 BIOLOGY COURSES. SCI 110 Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 121 Human Biology and Lab An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in Biology. Students are strongly encouraged to take CHM 100 before taking this class. Fall and Spring) BIO 151 Introductory Biology First of a three-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 152 Ecology, Evolution, and Diversity Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, four hours laboratory. Spring) 112 Biology BIO 253 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall: alternate years) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall) BIO 369 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall) BIO 440 Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three hours lecture, four hours laboratory. Prereq.: BIO 253. Spring) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, and PHY 116 or 122 strongly recommended.) BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) Biology 113 BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, junior standing.) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall) BIO 486 Immunology This course is a study of the body’s immune defense. The course investigates the structure and mechanisms of human body’s three lines of immune defense. Protection from microorganisms and parasites, and cancer surveillance are considered. The role of immunity in vaccination and transplantation, and mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prerequisite: Bio 369 (Three hours of lecture, four hours laboratory. Spring) BIO 491 Seminar (0.0 course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including oral presentations. Guest speakers are often invited. A noncredit requirement for the major. (Spring) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses: BIO 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: BIO 151, 152. P/N only) BIO 299 BIO 399 Directed Study Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: BIO 253. P/N only) BIO 499 Independent Study/Research (Prereq.: BIO 253. P/N only) 114 DEPARTMENT OF BUSINESS ADMINISTRATION— BUS, ACC, FIN, MIS, MKT O ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty John C. Cerrito (Chair), Nora M. Braun (MIS Coordinator), C. Lee Clarke, Marc Isaacson, Amin E. Kader (International Business Coordinator), Ashok K. Kapoor (Finance Coordinator), Steven J. LaFave, Lori L. Lohman, Fekri Meziou, John Molloy, Thomas Morgan, Magdalena M. Paleczny-Zapp (Management Coordinator), Milo A. Schield, David G. Schwain (Marketing Coordinator), Kathryn A. Schwalbe, Stuart M. Stoller (Accounting Coordinator) GENERAL REQUIREMENTS. Majors The Department of Business Administration offers five majors: business administration (BUS), accounting (ACC), finance (FIN), management information systems (MIS), and marketing (MKT-Day program only). Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the business administration major there are four specializations: management, marketing (WEC only), music business, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: business administration, international business, music business, accounting, management information systems, and marketing. Business Administration 115 Certificate Programs Advising Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The Department offers certificates in information technology, business management, and finance through the Weekend College program. Students who plan to major in business administration, accounting, finance, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. Graduation Requirements To graduate without intentionally taking courses in excess of the minimum number required (see page 77), students must avoid taking too many electives in the major or minor or exceeding the 13course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, FIN, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. Internships Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. International Business Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. The international business faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. 116 BUSINESS ADMINISTRATION—BUS T he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. DEGREE AND MAJOR REQUIREMENTS. Business Core Nine courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics FIN 331 Financial Management Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Specialization in Management Business core plus four courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Specialization in International Business Business core plus four courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Specialization in Music Business Business Core* plus seven courses: MUS/BUS 105 The Music Business MUS/BUS 245 Arts Management and Concert Promotion MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — or — 2 MUS credits and 1 MUE credit, selected from: (2 cr must be in residence at Augsburg): MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (other MUS courses as approved by adviser) *Music Business majors are exempt from BUS 379 and may substitute BUS 254 in place of BUS 242 or 200. Specialization in Marketing (Weekend College students only) Business core plus three courses: MKT 352 Marketing Research MKT 355 Marketing Communications Business Administration 117 or MKT 357 Advertising MKT 450 Marketing Management Combined Major in Business Administration and Economics Eleven courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or FIN 331 Financial Management and one other upper division business administration, accounting, finance, MIS or marketing course. ECO 112 ECO 113 ECO 312 ECO 313 Principles of Macroeconomics Principles of Microeconomics Intermediate Macroeconomics Intermediate Microeconomics and one other upper division economics course Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242 or 200, MKT 252, FIN 331 or BUS 379. Other configurations may be permitted with the approval of the department chair. This minor is automatically completed while completing a major in accounting, finance, MIS or marketing. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or 200 or MKT 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. Minor in Music Business Eight courses including: MUS/BUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 301, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 395 (maximum of 1 credit in MUE and/or MUP courses). This minor is a collaborative program between the music and business departments. The minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. BUSINESS ADMINISTRATION COURSES. BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as MUS 105. BUS 200 Exploring Business as Vocation This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. 118 Business Administration BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS/MUS 245 Arts Management and Concert Promotion A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105) BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200 or consent of instructor) BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252, consent of instructor) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. WEC—Additional sessions are required, usually on a weekday evening.) Business Administration 119 BUS 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, 379, FIN 331, MKT 252) BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss—its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: FIN 331 and BUS 379) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Pre-req.: BUS 242 or BUS 200) BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: BUS 299 Directed Study See description on page 96. BUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. BUS 499 Independent Study/Research See description on page 96. 120 ACCOUNTING—ACC T he major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year bachelor’s degree plus a master’s degree. DEGREE AND MAJOR REQUIREMENTS. Accounting Core ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law FIN 331 Financial Management ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice II ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students should take the courses in the sequence given above. Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Accounting 121 Minor in Accounting Six courses including: ACC 221, 222, FIN 331 or ACC 324, ACC 322, 323 and one of the following: MIS 260, BUS 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. ACCOUNTING COURSES. ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, 379, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) 122 Accounting ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, 379, FIN 331, MIS 260 or 270, MKT 252) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ACC 299 Directed Study See description on page 96. ACC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ACC 499 Independent Study/Research See description on page 96. FINANCE–FIN T he Finance major prepares students for professional careers in corporate finance and the financial services industry. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA) conducted by the Association for Investment Management and Research (AIMR). Finance 123 DEGREE AND MAJOR REQUIREMENTS Finance Major Finance Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law FIN 331 Financial Management Required Finance Courses Five courses including: ACC 322 Accounting Theory and Practice I (Prereq: ACC 222) FIN 433 Financial Theory: Policy and Practice (Prereq: FIN 331) FIN 438 Investment Theory (Prereq: ENL 111 or 112 or HON 111 and FIN 331) FIN 460 International Finance (Prereq: FIN 331) ECO 315 Money and Banking (Prereq: ECO 112) Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. FINANCE COURSES. FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. (Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331) FIN 460 International Finance This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq: FIN 331) 124 MANAGEMENT INFORMATION SYSTEMS—MIS T he major in management information systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance, and marketing as well as from MIS. DEGREE AND MAJOR REQUIREMENTS. Management Information Systems Major Twelve courses in business, accounting, marketing, and MIS: BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation FIN 331 Financial Management BUS 379 Quantitative Methods for Business and Economics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II MKT 252 Principles of Marketing MIS 260 Problem Solving for Business MIS 270 MIS 375 MIS 376 MIS 475 MIS 476 Data Management for Business Management Information Systems in the Organization Project Management Systems Analysis and Design Information Systems Projects Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in MIS Six courses including: MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or MKT 252, and MIS 376 or ECO 318. MIS 125 MIS COURSES. MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3) MIS 270 Data Management for Business This course applies database management systems software capabilities to support the design and implementation of databases and related applications for the purpose of business data management. Students will write, test, and debug event-driven code in developing relational database applications. Students will also learn the fundamentals of multi-user data management in network and Web environments. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or 112 or HON 111) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375) 126 MIS MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MIS 299 Directed Study See description on page 96. MIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MIS 499 Independent Study/Research See description on page 96. MARKETING—MKT T he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and not-for-profit organizations. DEGREE AND MAJOR REQUIREMENTSS Marketing Major Marketing Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 301 Business Law FIN 331 Financial Management MIS 260 Problem Solving for Business BUS 379 Quantitative Methods for Business and Economics Required Marketing Courses 127 MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Marketing Five courses including: MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. Five courses including: MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing MARKETING COURSES. MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379, ECO 113, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics with consent of instructor. Augsburg statistics courses that will automatically fulfill the BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.) 128 Marketing MKT 354 Sales Management Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MKT 299 Directed Study See description on page 96. MKT 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MKT 499 Independent Study/Research See description on page 96. CHEMISTRY—CHM C hemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to better the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: •To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. •To provide programs of study for professional goals in addition to the traditional positions as chemists. 129 •To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. •To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. •To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Ron L. Fedie (Chair), Arlin E. Gyberg, David R. Hanson, Joan C. Kunz, Sandra L. Olmsted DEGREE AND MAJOR REQUIREMENTSS. ■ BACHELOR OF ARTS Major in Chemistry CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) and two additional courses from: CHM 364 Physical Chemistry II CHM 367 Properties of Polymers 130 Chemistry CHM 464 CHM 481 CHM 482 CHM 470 BIO 367 Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Biochemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, II Calculus I, II Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the freshman year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc. — see pre-professional program listings in the Academic Information section) should consult members from the chemistry department for assistance in course planning early in their college careers. ■ BACHELOR OF SCIENCE American Chemical Society Approved Major Twelve courses including: CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361, 363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory II CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, II, III PHY 121, 122 General Physics I, II (should be taken in sophomore year) Recommended: Modern Physics, additional mathematics, research experience, reading ability in German, and computer proficiency. Departmental Honors Full ACS major; GPA of 3.50 in chemistry, mathematics and physics, 3.00 overall; one course or summer of approved research; participation in seminar. Chemistry 131 Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351, 352, and CHM 353. Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. CHEMISTRY COURSES. Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) CHM 100 Chemistry for Changing Times I Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. Not accepted for credit for students who have taken CHM 102. (Prereq.: MPG 2) CHM 101 Chemistry for Changing Times II Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM 100 or 102, MPG 3) CHM 102 Chemistry for Changing Times I (with Lab) Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. Not accepted for credit for students who have taken CHM 100. (Prereq.: MPG 2) CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. Fall) 132 Chemistry CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 4. Fall) CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) CHM 351, 352 Organic Chemistry I, II Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 Physical Chemistry Laboratory I (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration and ENL 111 or 112 or HON 111. Fall) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) Chemistry 133 CHM 365 Physical Chemistry Laboratory II (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Some reading knowledge of German is helpful. Fall) CHM 470 Principles of Medicinal Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate years) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.0 course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. 134 Chemistry CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: CHM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. CHM 299 Directed Study See description on page 96. CHM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. CHM 499 Independent Study/Research See description on page 96. (Prereq.: junior or senior standing) CLINICAL LABORATORY SCIENCE—CLS C linical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. He/she also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The curriculum requires a minimum of six semesters on campus to complete the pre-requisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the fall semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago, IL, 60631, 773-714-8880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College Fairview Health Services Fairview Lakes Medical Center Fairview Northland Regional Medical Center Fairview-Ridges Hospital Fairview-Southdale Hospital UMMC, Fairview-Riverside UMMC, Fairview-University Generalized four-year academic plan for Clinical Laboratory Science (CLS) majors To complete the program in four years, students must: a. achieve MPG 3 or 4, AND b. qualify for ENL 111, AND c. score above 45 on the critical thinking exam, AND d. do not require ENL 217/218, AND e. meet graduation skills requirements within the major and supporting courses, AND f. satisfy the Engaging Minneapolis requirement with BIO 113/114 135 136 Clinical Laboratory Science Fi rs t y e a r: Fall Ter m: BIO 151: Introductory Biology CHM 105 or CHM 115: General Chemistry REL 100: Search for Meaning Elective Spring Ter m: BIO 152: Ecology, Evolution and Diversity CHM 106 or CHM 116: General Chemistry ENL 111 Elective Second Year: Fall Ter m BIO 253: Introductory Cell Biology CHM 351: Organic Chemistry I REL 200: Search for Meaning Elective Spring Ter m BIO 355: Genetics CHM 352: Organic Chemistry II MAT 163: Statistics (QR) Elective Thir d Year: Fall Ter m BIO 369: Biochemistry BIO 473: General Physiology Elective Elective Spring Ter m BIO 476: Microbiology BIO 486 Immunology Elective Elective Fourth Year: Clinical Program S um m er S es s i on CLS 400: Introduction to CLS CLS 405: Body Fluids CLS 410: Clinical Hematology/Hemostasis CLS 415: Clinical Immunology CLS 425: Clinical Chemistry Clinical Rotations: F a l l & S p r i n g S e me s t e r CLS 450: Applied Clinical Chemistry CLS 455: Applied Hematology/Hemostasis CLS 460: Applied Immunology CLS 465: Applied Immunohematology CLS 470: Applied Clinical Microbiology F all S em es te r CLS 420: Immunohematology CLS 430: Clinical Microbiology CLS 433: Virology/Mycology/Parasitology CLS 435: Molecular Diagnostics Clinical Rotations S p ri n g S e m es t e r CLS 440: Laboratory Management & Education CLS 445: Research Design & Methods CLS 475: Advanced Applications in CLS CLS 480: Advanced Topics in CLS CLS 485: Advanced Studies in CLS BIO 490: Keystone course Clinical Rotations Special core requirement courses and professional courses must be completed with a grade of “C” (2.0) or above. Students must meet all College graduation requirements including General Education, grade point, College residency, and total credits. Clinical Laboratory Science 137 CLINICAL LABORATORY SCIENCE COURSES. CLS 400 CLS 405 Introduction to Clinical Laboratory Science Course is designed to provide the CLS student with the basic laboratory skills required for the laboratory component of the curriculum. This course will also provide teamwork, leadership, and interpersonal skills needed by healthcare professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 352; BIO 355 and 476; and admission to the CLS program) Body Fluids Covers concepts related to the formation, distribution, and function of body fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program) CLS 410 Clinical Hematology/Hemostasis Course is designed to provide the CLS student with the basic knowledge of hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the correlation of results will be covered. Laboratory component will focus on specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO 355, 476 and 486; and admission to the CLS program) CLS 415 Clinical Immunology Course in the application of immunologic and serologic techniques used for the specific diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory sessions offer exercises in methods for detection of antigens and antibodies in patient specimens. (Prereq.: CHM 353; BIO 476 and 486; and admission to the CLS program) CLS 420 Immunohematology Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing, storage, preservation, components, records, and regulations for blood banks. The laboratory section includes performance of blood bank procedures, donor processing, compatibility testing, antibody screening and identification. (Prereq.: CHM 359; BIO 355 and 486; and admission to the CLS program) CLS 425 Clinical Chemistry The focus of the course is on the physiology of body analytes and the organ systems, with an emphasis on the corresponding clinical laboratory procedures and human disease states. Discussion will include the clinical correlations of the analytical procedures data with the diseases. The laboratory section covers skills necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program) 138 Clinical Laboratory Science CLS 430 Clinical Microbiology Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 352; BIO 369, 476 and 486; and admission to the CLS program) CLS 433 Virology, Mycology, and Parasitology Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality assurance, and safety. (Prereq.: CHM 352; BIO 369, 476 and 486; and admission to the CLS program) CLS 435 Molecular Diagnostics A course on the composition, structure, function and characteristics of DNA. Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and practice. (Prereq.: CHM 352; BIO 355, 473, 476 and 486; and admission to the CLS program) CLS 440 Laboratory Management and Education Course is designed to introduce the clinical laboratory science student to the principles of laboratory administration. The seminar-format course will focus on human resource management, operations management, and educational methodologies appropriate for the supervisor and laboratory manager (Prereq.: admission to the CLS program) CLS 445 Research Design and Methods The course applies scientific method to clinical laboratory research problems, systematic applications of hypothesis formation and decision making through research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered. (Prereq.: MTH 163 and admission to the CLS program) CLS 450 Applied Clinical Chemistry Rotation with daily lecture which applies the principles of clinical chemistry in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS 400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS program and CLS 400 and 425) Clinical Laboratory Science 139 CLS 455 Applied Clinical Hematology/Hemostasis Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience processing and analyzing patient’s specimens with a wide variety of complex procedures and instruments. Students will also expand their identification and diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405 and 410) CLS 460 Applied Immunology Rotation with daily lecture which applies concepts and techniques learned in CLS 415. Using patient specimens, students will gain experience in the clinical immunological techniques, methods, and management of antigen-antibody reactions and identify the relationship to diseased states. The rotation also includes the fundamentals of HLA testing and Flow Cytometry techniques with interpretation of results. (Prereq.: admission to the CLS program and CLS 400 and 415) CLS 465 Applied Immunohematology Rotation with daily lecture which extends the concepts and skills learned in CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management, solving of patients’ blood compatibility problems, apheresis, and cell therapy. (Prereq.: admission to the CLS program and CLS 420) CLS 470 Applied Clinical Microbiology Rotation with daily lecture which applies the principles of CLS 430. Student will process a variety of patient specimens in the microbiology laboratory and gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS 430 and 433) CLS 475 Advanced Applications in CLS Selected study in one aspect of the practice of clinical laboratory science, such as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.: admission to the CLS program and enrollment in applied courses) CLS 480 Advanced Topics in CLS This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory testing with an emphasis placed on its impact on current laboratory practice and outcomes assessment. (Prereq.: admission to the CLS program and CLS 405, 410, 415, 420, 425, 430, 433, 435, and 440) 140 Clinical Laboratory Science CLS 485 Advanced Studies in CLS A capstone research project required for satisfactory completion of the CLS program. Student will complete a research project under the supervision of a mentor. Course culminates in a major paper and presentation. Area of emphasis will be in one of the specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.: admission to the CLS program and senior standing) CLS 499 Independent Study in CLS Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission to the CLS program; repeatable for maximum of one credit) COMMUNICATION STUDIES—COM O ur discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with: interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redmond (Chair), Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Communication Studies Major Twelve courses overall — eight required core courses and four courses within one of eight emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: Public Speaking COM 111 COM 280 History of Rhetorical and Communication Theory COM 351 Argumentation COM 352 Persuasion COM 354 Interpersonal Communication COM 355 Small Group Communication COM 321 Business and Professional Speaking or COM 329 Intercultural Communication COM 490 Senior Keystone Professional Communication Emphasis This emphasis is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as: communication graduate school; other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speech writer. Four additional electives from the following: COM 321 (required), COM 329, 345, 399, 499; THR 350, 360; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 325, 371; REL 383; SOC 362, 363 Organizational Communication Emphasis Appropriate for: business related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Four additional electives from the following: COM 345 (required), COM 321, 326, 329, 399, 410, 480, 499; BUS 242, 340; PSY 325, 371, 373; SOC 265, 349, 375 Supervisory Management Emphasis Appropriate for students seeking management careers. Four additional electives from: BUS 242 or 440 (required); COM 321, 326, 329, 399, 410, 480, 499; BUS 340; ENL 223; MIS 175; PSY 373; SOC 349 141 142 Communication Studies Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Four additional electives from: BUS 340 (required); COM 321, 326, 329, 345, 399, 410; PSY 373, 485; SOC 265, 349, 375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Four additional electives from: MKT 252 (required); COM 321, 326, 329, 399, 410, 480; MKT 352, 355, 357, 450; POL 342 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Four additional electives from: ENL 227 (required); COM 321, 326, 329, 345, 399, 410, 480; ART 132, 224, 225; BUS 242, 252, 355; MIS 379; PSY 373; SOC 349, POL 342 Mass Communication and Journalism Emphasis Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Four electives from the following: ENL 227 (required); COM 247, 321, 329, 343, 348, 399, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327; POL 342; THR 232, 233, 325, 350, 360; BUS 254, INS 331 Graduate Study Emphasis Courses in this emphasis would be especially helpful for students planning to do graduate work in such fields as communication studies, education, or law. Four electives from the following: SOC 362 or ENL 481 (required); COM 321, 329, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375 For All Eight Emphases We encourage all majors to participate in Augsburg’s interscholastic forensics program. Registering for and completing COM 188 (Forensics Practicum) can be used to document participation. Students should be aware that the tournament season is essentially from October through midMarch, and should plan schedules accordingly. All day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. Film Major The Augsburg film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and Communication Studies 143 inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women’s studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Kristin Anderson, Julie Bolton, Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio, John McCaffrey, John Mitchell, Robert Thom Required of all Film Majors: Six Core Courses COM/THR 216 Film Production I ENL 241 Intro to Cinema Arts ENL 371 History of Cinema COM/THR 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting or THR 233 Acting for Camera Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your advisor who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Film majors should fulfill the Senior Keystone requirement in either the English Department or Art Department. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: COM/THR 312 16mm Film II, COM 343 Studio Production, COM 348 Digital Video Production, COM 499 Independent Study, Art 132 Photography, ART 215 Design for New Media I, ART 315 Design for New Media II, ART 340 Digital Imaging, ENL 228 Broadcast and Online Journalism, MUS 130 Intro to Music and the Fine Arts, PHY 119 Physics for the Fine Arts, THR 328 Stage Design Track #2 Per for mance: This track is designed for students interested in acting and directing. Electives include: THR 233 Acting for the Camera, THR/ENL 325 Playwriting, THR 366 Stage Direction, THR 328 Theatrical Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENL 328 Screenwriting, PHY 119 Physics for the Fine Arts Track #3 Theor y & Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221 Expository Writing about the Arts and Popular Culture, ENL 228 Broadcast and Online Journalism, ENL 240 Introduction to Literary Study, ENL 430 Advanced Studies in Theory and Method, COM 499, INS 495 Indigenous Filmmakers, INS 264 American Indians in Cinema, WST/INS 481 Native American Women & Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248 Spanish and Latin American Culture Through Film, REL 309 Religion at the Movies 144 Communication Studies Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Communication Studies Minor Six courses including: COM 111 Public Speaking COM 280 History of Rhetorical and Communication Theory POL 342 Mass Communication in Society or COM 343 Studio Production COM 351 Argumentation or COM 352 Persuasion COM 354 Interpersonal Communication COM 345 Organizational Communication or COM 355 Small Group Communication Film Minor Six courses including: ENL 241 Introduction to Cinema Art COM/THR 216 Film Production I THR 233 Acting for Camera COM 343 Studio Production COM/THR 420 Issues in Contemporary Cinema Plus one of the following: THR/ENL 325 Playwriting or THR 328 Screenwriting THR 328 Stage Design COM 247 Documentary COM 348 Digital Video Production THR 366 Stage Direction INS 495 Indigenous Filmmakers Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a communication studies faculty adviser. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. COMMUNICATION COURSES. COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Fall, spring) COM 188 Forensics Practicum A non-credit experience in forensics. Communication Studies 145 COM/THR 216 Film Production I This course demonstrates the basics of 16 mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. COM 280 Introduction to Communication Studies An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. (Fall) COM/THR 312 Film Production II The focus of this course builds on the lessons learned in COM 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111) COM 326 Building Working Relationships This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following courses — SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years) COM 343 Studio Production Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken concurrently with THR 333. (Fall) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. 146 Communication Studies COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 343 or 347) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or consent of instructor. Fall) COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111 or consent of instructor. Spring) COM 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles and conflict management. (Spring) COM 410 Communicating a Self in the Modern Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) COM/THR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq: ENL 371) COM 480 Public Relations/Promotional Communication Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) COM 490 Communication Studies Keystone: Critical Conversations About Communication and Vocation A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Computer Science 147 Internships and Independent Study Courses. COM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. COM 299 Directed Study See description on page 96. COM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. COM 499 Independent Study/Research See description on page 96. ELECTIVES. See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 340 BUS 440 BUS 450 CSC 160 ENL 226 ENL 227 ENL 228 ENL 241 ENL 327 ENL 430 INS 325 PSY 215 PSY 315 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 MIS 175 MIS 379 MKT 252 MKT 352 MKT 355 PHI 230 POL 342 POL 375 SOC 349 SOC 362 SOC 363 SOC 375 THR 232 THR 325 THR 350 THR 360 COMPUTER SCIENCE—CSC T he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, James Moen, Charles Sheaffer, Erik Steinmetz, Karen Sutherland DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Computer Science Major Twelve courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking 148 Computer Science and Communications Algorithms Principles of Computer Organization CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I MAT 245 Calculus III MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 271 Discrete Mathematical Structures (recommended) and two electives from CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics Computational Economics CSC 320 CSC 345 At least one elective must be an upper division course. ■ BACHELOR OF SCIENCE Computer Science Major Sixteen courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 145 Calculus I MAT 146 Calculus II Two courses from: and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science, six from economics, and a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Charles Sheaffer, Department of Computer Science Major in Computational Economics Thirteen courses including: MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization Computer Science 149 ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or EC0 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 320 CSC 373 Algorithms Symbolic Programming and Artificial Intelligence CSC 385 Introduction to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 History of Philosophy IV: Twentieth Century Philosophy PHI 365 Philosophy of Science PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Departmental Honors GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division computer science course, and one of MAT 171 or MAT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. COMPUTER SCIENCE COURSES. CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3) 150 Computer Science CSC 170 Structured Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) CSC 240 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210) CSC 385 Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) Computer Science 151 CSC 431 Introduction to AI Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: ENL 111 and CSC 210) CSC 440 Advanced Networking and Operating Systems Network management; client/server databases and workstations; TCP/IP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: ENL 111, CSC 385 or concurrent registration, and CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and CSC 385) CSC 457 Computer Graphics A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. (Prereq: CSC 210, MPG 4) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. CSC 299 Directed Study See description on page 96. CSC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. CSC 499 Independent Study/Research See description on page 96. 152 ECONOMICS—ECO T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political science/economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning DEGREE AND MAJOR REQUIREMENTS. Major in Economics Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics and three other upper division economics courses Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics Mathematics Class: MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145, 146 Calculus I & II Economics 153 Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 379 Quantitative Methods for Business and Economics or MAT 163 ENL 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science. Combined Major in Economics and Business Administration Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management MKT 252 Principles of Marketing FIN 331 Financial Management or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore,should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113, 312, 313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. 154 Economics ECONOMICS COURSES.. ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing, and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 311 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113) ECO 312 Intermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring and alternate Winter Trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall and alternate Winter Trimester) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years) Economics 155 ECO 318 Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall Trimester and Spring Semester) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. Every three years) ECO 413 Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122. On demand) ECO 490 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. 156 Economics Internships and Independent Study Courses: ECO 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (P/N Grading only.) ECO 299 ECO 399 Directed Study Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent Study/Research EDUCATION—EED, ESE, EDC, EDU, SPE T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in biology, chemistry, and physics, grades 5-8 in general science, and K-12 specialist licenses in visual arts, physical education, music, Note: and special education: EBD and LD. (N special education: EBD and LD are available in WEC only.) The K-12 Reading Licensure Endorsement is also available at the graduate level to already licensed teachers. Degree and/or licensure programs are available in both weekday and weekend formats. Weekend College degree and licensure programs are limited to elementary, communication arts/literature, social studies, visual arts, and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late afternoon/ evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. A graduate level licensure option is available in weekend format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied to a Master of Arts in Education degree. Contact the Education Department or Weekend and Graduate Admissions for information. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and one or more subject matter tests. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are assigned an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. 157 158 Education Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. No one may be licensed under programs described in catalogs prior to 2002. Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Education Faculty Lynn Lindow (Chair), Chris Brown, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Christopher Johnstone, Anne Kaufman, Carol Knicker, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna Patterson, Ron Petrich, Linda Stevens, Barbara West ELEMENTARY EDUCATION—EED/EDC Elementary Major and Licensure Requirements: SCI 110 SCI 111 Elementary education majors are required to complete the following nonmajor and major courses. To be licensed they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the bachelor of science Liberal Arts Foundation requirements. Option B is for WEC and/or transfer students with at least one college level science course accepted in transfer or for day students who have already started this sequence. PHY 103 Conceptual Physics or EED 495 Elementary Education Physical Science (summer school only; does not fulfill general education requirement) PHY 114 Earth Science for Elementary Teachers or EED 200 Elementary Education Earth Science (summer school only; does not fulfill general education requirement) BIO 102 The Biological World Non-departmental core courses (requirements subject to change—see Education Department for most current list): ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) Math sequence for non-math specialty students MPG 3: MPG 4: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers II (required) MAT 137 (optional) MAT 138 (required) Science sequence for non-science specialty students Option A is for DAY students who do not have college level science courses in their background. Natural Science I Natural Science II Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 211 Topics: MN American Indians (.5) Foundations Block II (courses from this point and on require admissions to the department) Elementary Education 159 EDC 310 Learning and Development Methods Block I EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/Children’s Literature Methods Block II EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies/Thematic Studies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 The Learner with Special Needs EDC 490 School and Society Student Teaching Block EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Areas (requirements subject to change — see Education Department for most current list) Communication Arts Specialty ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study COM 329 or 351 or 354 or 355 EED 331 Middle School Writing Methods (.5) ESE 350 5-12 Methods: Adolescent Literature/Reading in the Content Areas Social Studies Specialty POL 121 American Government and Politics HIS 120, 121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; SOC 241 Human or Cultural Geography (take elsewhere — see Education Department for suggestions) ESE 311 Middle School Methods: Social Studies (.5) Math Specialty MPG 4 or MAT 114 Precalculus MAT 122 Calculus for the Behavioral Sciences or MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 287 History of Mathematics ESE 331 Middle School Methods: Mathematics (.5) Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I CHM 106 Principles of Chemistry II or CHM 116 General Chemistry II BIO 101 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics SCI 106 Meteorology Geology (take elsewhere — see Education Department for suggestions) ESE 341 Middle School Methods: Science (.5) A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major requirements. 160 Elementary Education A graduate-level elementary licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department or Weekend and Graduate Admissions for information. SECONDARY EDUCATION—ESE/EDC I t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry, communication arts/literature, health, mathematics, music, physical education, physics, social studies, and grades 5-8 general science. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Non-departmental requirements: ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) PROGRAM REQUIREMENTS. Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 211 Topics: Minnesota American Indians (.5) Foundations Block II (Courses from this point and on require admission to the education department.) EDC 310 Learning and Development Methods Block I ESE 300 Reading/Writing in the Content Area ESE 325 Creating Learning Environments Methods Block II ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 The Learner with Special Needs EDC 490 School and Society Student Teaching Block ESE 481, 483, 485 Student Teaching (2.03.0) A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special Elementary Education 161 areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. Students may no longer license in a minor field of study. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or WEC Admissions for information. Art, music, and physical education teacher education programs lead to licensure for grades K-12. EDUCATION CORE COURSES - EDC. EDC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. EDC 200 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience required. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing) EDC 206 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and Summer only) EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. EDC 211 Minnesota American Indians (.5) An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. 162 Elementary Education EDC 310 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. EDC 410 The Learner with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. (Prereq.: PPST and admission to department or special permission of instructor) EDC 490 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. This course meets the Senior Keystone requirement. (Prereq.: PPST and admission to department) ELEMENTARY EDUCATION - EED. EED 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 299 EED 311 See description on page 96. K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to department) Elementary Education 163 EED 330 K-6 Methods: Language Arts/Children’s Literature Examination and preparation of materials and resources for children’s literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to depart- ment) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department. MAT 137 recommended) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of degree program and program portfolio. 164 Secondary Education EED 495 Topics: Elementary Education Physical Science Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion and force; light, heat, electricity, and magnetism; and kinds of and ways to transfer energy. Taking the physical concepts learned, students will develop demonstrations and lessons for K-5 classrooms. Assessment is based on written assignments, a technology project, lessons/ demonstrations, and classroom participation. (Prereq.: PPST and admission to department; Students must be Elementary Education majors — this course does NOT meet the Science Lab graduation requirement. Summer only) SECONDARY EDUCATION - ESE. ESE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ESE 299 ESE 300 See description on page 96. Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department. Note: Students seeking the 5-12 Communication Arts/Literature license do not need to take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) Secondary Education 165 ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Occurs upon satisfactory completion of licensure program and program portfolio. 166 SPECIAL EDUCATION: EMOTIONAL/BEHAVIORAL DISABILITIES AND/OR SPECIAL EDUCATION: LEARNING DISABILITIES—SPE T Required Education Courses for EBD: he special education EBD and LD majors are available only through Weekend College; ideally, to people who are currently in schools working with students with this label. These majors lead to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD or LD setting. Variations on this ideal are possible; see the Education Department for more information. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Required Non-major Courses: HPE 115 ENL 111 Chemical Dependency (.5) Effective Writing EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 211 Minnesota American Indians (.5) EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Special Needs Learner EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/ Children’s Literature EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar (.5) SPE 400 Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 490 Parent and Professional Planning SPE 481, 483, 485, 487 Student Teaching Summer Practicum Required Education Courses for LD: All courses for the EBD major, with the exception of SPE 430, plus: SPE 424 Etiology and Origins of Learning Disabilities SPE 434 Teaching Content Areas to Students with Learning Disabilities Special Education 167 SPE 315 Critical Issues Seminar (.5 course) The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: PPST and admission to department) SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) SPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 424 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: PPST and admission to department) SPE 430 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) 168 Special Education SPE 434 Teaching Content Areas to Students With Learning Disabilities This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. (Prereq.: PPST and admission to department) SPE 490 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. This course along with SPE 315 meets the Senior Keystone requirement in the core curriculum. (Prereq: ENL 111 or 112, or HON 111, PPST and admission to department). SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. SPECIAL EDUCATION MINOR. The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 The Learner with Special Needs EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology EDC 410 Choose one from the following: PSY 250 Child Development PSY 251 Adolescent and Young Adult PSY 252 Aging and Adulthood Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Assessment Interested students should contact the director of special education at the outset of coursework. The Learner with Special Needs (see EDC course descriptions) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) ENGINEERING A ugsburg College has cooperative arrangements with two universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. Contact Jeff Johnson, Physics Department, 612-330-1070. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (B.A./B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior 169 year at Augsburg. Bachelor of Arts/Master of Engineering (B.A./M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. 170 Engineering Michigan Technological University This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. DEGREE AND MAJOR REQUIREMENTS. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENL 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics II Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351, 352. ENGLISH—ENL T hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life’s complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library sci- 171 ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Kathryn Swanson (Chair), Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, James McCormick, John Mitchell, Joe Moses, John Schmit, Mzenga Wanyama, Cary Waterman, Susan Williams DEGREE AND MAJOR REQUIREMENTS. Choosing a Concentration The English Literature, Language, and Theor y concentration provides students various approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses in African American, Native American, Asian American, and post colonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and World literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. While some of our courses foreground theoretical approaches to literature and deeply examine race, class, and gender in the consideration of their subject matter, all of our courses infuse these concerns into their engagement with primary works of fiction, poetry, creative non-fiction, film, and drama. All literature classes involve students in dynamic and enjoyable literary examina- 172 English tion, and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing — skills of the educated and employable citizen. The literature, language, and theory concentration offers courses of study crosslisted with American Indian Studies, Art, Communication Studies, Film, Theatre Arts, and Women’s Studies. The English Writing concentration is for students who intend to develop professional skills in either Creative or Media Writing. Over the course of their study, students will master terminology; understand historical, legal, and ethical issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will understand the interdisciplinary demands inherent in creative and media writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities inherent in the writing life. Writing courses are taught by dedicated professors who are practicing writers themselves. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts. The Communication Ar ts/Literature Teacher Licensure Major is for students who seek to be licensed to teach in Minnesota in Communication Arts/Literature. Students are encouraged to take courses toward their major during the freshman and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a Communication Studies major. MAJOR REQUIREMENTS. English Literature, Language, and Theory Concentration The concentration requires nine courses above ENL 111, or HON 111, or ENL 112. Students must take at least one 200level literature course as a prerequisite for upper division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature courses may count for the major. Students must take at least three 300level courses, with one each in British Literature, American Literature, and World Literature. Majors must take at least two 400-level courses. Any 300-level course serves as a prerequisite for the 400-level. One 400level course must fulfill the keystone requirement. Minor in English Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL 220 or ENL 221; the remaining four must be literature, language and theory courses, three of which must be upper division courses. English 173 English Writing Concentration Minor in Writing Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including three Literature, Language, and Theory courses. At least one of these must be at the 300-level or higher. A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. Creative Writing Emphasis Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or ENL 322; ENL 324; ENL/COM 328; ENL/THR 325; an approved ACTC Creative Writing Course; or an internship. And ENL 420, the Keystone writing course. An additional art class is required, either Web Design I (ART 215) or Graphic Design (ART 225). Media Writing Emphasis Media Ethics and Theory (ENL 390) must be one of the language, literature, and theory courses; and three introductory courses: ENL 227 (required), and a choice from ENL 220, 221, 226, or 228; And ENL 327 Quantitative Journalism; And one elective from the following: ENL 324; ENL/COM 328; ENL/THR 325; an approved ACTC Writing/Reporting Course; or an internship. And ENL 420, the Keystone writing course. Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225). A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 390, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study ENL 365 Contemporary Post Colonial Fiction ENL 380 Introduction to the English Language ENL 396 Internship in Teaching Writing And three upper-division ENL Literature courses, one each in British, American, and World Literature. Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval). 174 English Additional Courses (outside the English Department): COM 112 Contest Public Speaking COM 343 Broadcast Production I COM 352 Persuasion COM 354 Interpersonal Communication Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 5-12 Methods: Speaking and Listening (.5 course) ESE 352 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211, 220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. Contact an education department adviser for information about education courses. Departmental Honors GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). OTHER REQUIREMENTS. Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of 2.0 or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. English 175 ENGLISH COURSES. Ser vice Courses: The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 101 Developmental Writing A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENL 111 Effective Writing Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. HON 111 Effective Writing for Liberating Letters This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. ENL 112 Advanced Effective Writing Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the college. The minimum passing grade is 2.0. ENL 217/218 English for Language Learners Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Literature, Language, and Theory Courses: The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. ENL 240 Introduction to Literary Study This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Required for Communication Arts/Literature Teacher Licensure Major. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) 176 English ENL 241 Introduction to Cinema Arts An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 250 American Voices American Literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different collection of those voices. A specific minority literature, such as Hispanic American Literature, Asian American Literature, or African American Literature, is usually emphasized each term; sometimes the course explores the writing of women or gay writers. Determine which version of the course is being offered in any given section by checking the departmental web page, or get a detailed course description in the English department. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Course cross-lists with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) Spotlight Courses — Offered Alternating Terms ENL 260 The Author in Depth A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 270 Rites of Thematic Passage This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 280 Literatures of Convention and Change Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Detective Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and English 177 others. Check the departmental Web page for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 290 Explorations in Language and Theory An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Students must take ENL 220 or 221 (see writing courses), or a 200-level literature course, or gain consent of the instructor as a prerequisite. British Literature ENL 330 Shakespeare Study of the bard’s major plays — comedies, histories, tragedies, and romances — for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) ENL 332 Renaissance and Reformation A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 333 British and American Literature of the 17th and 18th Centuries: Strange Shores British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 334 British literature: Reason and Romanticism This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) 178 English Eng 336 British literature: The Age of Victoria If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 337 The British Novel: Love and Learn This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 338 Readings in British and Commonwealth Drama A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) ENL 339 Modern British and Irish Writers Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) American Literature ENL 350 Readings in American Minority and Alternative Literatures A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 351 19th Century American Literature Covers the intellectual and social environment that affected the writers of the period. Many different genres — slave narratives, romances, tall tales, epic poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) English 179 ENL 352 American Literature from 1900 to 1945 Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 353 American Literature from 1945 to the Present Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 354 Contemporary American Poetry A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 358 Readings in American Drama A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include American Families, Blacks and Whites, and Sex and Self on the American Stage. Readings range from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) World Literature in Translation ENL 360 The Classical Tradition A study of the major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) 180 English ENL 361 The Medieval World A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 362 Renaissance to Modern Literature Study of masterpieces of literature, chiefly European, from the renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 365 Contemporary Post Colonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for Communication Arts/Literature Teacher Licensure Major. (Prereq.: ENL 220 or 221, or a 200level literature course, or consent of instructor.) ENL 367 Women and Fiction The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 368 Readings in World Drama A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include Classical Theaters, Spanish and Latin American Drama from the Renaissance to the Present, Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) Language, Media, and Theory ENL 371 History of Cinema A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neo-realism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that English 181 altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 380 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Required for the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 390 Media Ethics and Theory This course acquaints students with the concepts and functions of the news media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Cross listed with Communication. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 394 Composition Theory and Practice Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor ser ve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. ENL 410 Advanced Studies in Literature Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor) 182 English ENL 430 Advanced Studies in Language, Theory, and Method Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 220 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 221 Expository Writing about the Arts and Popular Culture A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at Art, Theatre Arts, and Film majors. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 223 Writing for Business and the Professions This practical course is designed to improve writing skills for those entering business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 226 Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 227 Journalism An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 228 Broadcast and Online Journalism This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 320 Fiction One Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read English 183 classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226) ENL 321 Fiction Two A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor of four story drafts written by the student and offered as work the student will refine in Fiction Two.) ENL 322 Poetry One Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. (Prereq.: ENL 226) ENL 323 Poetry Two A writing workshop in which students will revise a body of poetry, redrafting and polishing a collection of poems for inclusion in a portfolio of work. Students will also be expected to create new work during this workshop term. (Prereq.: ENL 322 or review and acceptance by instructor of a collection of poetry written by the student and offered as work the student will refine in Poetry Two.) ENL 324 Creative Nonfiction Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENL 220 or 221) ENL/THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended.) ENL 327 Quantitative Journalism: Computer Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of news reports and news features. This course is designed for persons wishing to explore the use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228) ENL/COM 328 Screenwriting An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221) 184 English ENL 420 Advanced Studies in Writing The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. (Prereq.: Any 300-level writing course) ENL 490 English Keystone (.0 course) Students seeking keystone credit must register for this no credit, P/N course, along with ENL 410, 420, or 430. Directed Studies, Internships, and Independent Studies ENL 299 ENL 396 Directed Study On-Campus Internships This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. ENL 399 ENL 499 Off-Campus Internships Independent Study and Honors Projects Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. FILM See listing under Communication Studies. FINANCE See listing under Business Administration. FOREIGN LANGUAGES See listing under Modern Languages. FRENCH GERMAN See listing under Modern Languages. See listing under Modern Languages. HEALTH AND PHYSICAL EDUCATION—HPE V irtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the recreational participant will find ample opportunity for athletic and developmental activities. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education, men’s and women’s intercollegiate athletic programs, intramural programs for men and women, and athletic facilities for developmental and recreational activities. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. All health and physical education majors seeking licensure must receive a grade of 2.00 in all courses with an HPE prefix applying to the major. Health and Physical Education Faculty Marilyn Florian (Chair), Jennifer Britz, Lisa Broek, Carol Enke, Paul Grauer, Aaron Griess, Frank Haege, Alvin Kloppen, Mike Navarre, Joyce Pfaff, Jessica Phillips, Missy Strauch, Eileen Kaese Uzarek DEGREE AND MAJOR REQUIREMENTS. ■ HEALTH EDUCATION Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Fall: even years) HPE 356 Measurement and Assessment in HPE HPE 390 Instructional Methods and Materials (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (Fall: even years) HPE 450 Current Health Issues (Fall: even years) BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult Must have instructor’s certification for CPR and first aid. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. 185 186 Health and Physical Education A Bachelor of Science degree is available for the teacher licensure major. Consult your faculty adviser for Augsburg Core Curriculum requirements under the Bachelor of Science option. Minor HPE 101, 110, 114, 115, 316, 320, 390, 450, BIO 103. (There is no health teaching minor in Minnesota public schools.) ■ PHYSICAL EDUCATION Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 254 Introduction to Development/ Adapted Physical Education HPE 275 Prevention and Care of Athletic Injuries HPE 324 K-6 PE Games and Activities HPE 334 7-12 Sport Skills and Activities HPE 335 Outdoor Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 356 Measurement and Assessment in HPE HPE 473 Physical Education Curriculum BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for the teacher licensure major. Consult your faculty adviser for Augsburg Core Curriculum requirements under the Bachelor of Science option. Minor HPE 101, 115, 210, 223, 231, 232, 351. (There is no PE teaching minor in Minnesota public schools.) Coaching (not a major) Minnesota Board of Teaching Statute 3512.3100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 114 HPE 275 HPE 280 Health and Safety Education Prevention and Care of Athletic Injuries Coaching Theory (Fall, even years) Health and Physical Education 187 HEALTH AND PHYSICAL EDUCATION COURSES. ■ HEALTH EDUCATION HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modern concepts and practices of health and healthful living applied to the individual and the community. (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, Spring) HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality. (Prereq.: HPE 110. Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health, based upon growth and development, for grades K-12. Examination of “standards” and pedagogy for health education, curriculum, and assessment included. (Prereq.: HPE 110. Fall) HPE 356 Measurement and Assessment in HPE Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG III, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) HPE 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis upon teaching/learning strategies and student assessment. Evaluation and development of materials included. (Prereq.: HPE 110. Spring) HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Prereq.: HPE 110. Fall) HPE 450 Current Health Issues (.5 course) This course uses “critical thinking” skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall) 188 Health and Physical Education ■ PHYSICAL EDUCATION HPE 001 Foundations of Fitness (.0 course) This course is required of all Augsburg students. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to not only provide knowledge but also to discuss and analyze ways an individual can assess, monitor, motivate, and discipline him/herself to maintain a lifestyle of fitness and wellness. HPE 002, 003 Lifetime Activity (.0 course) Lifetime Activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. (Fall, Spring) HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) HPE 210 Introduction to Physical Education (.5 course) History, principles, and current trends in physical education, fitness, and sport. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) HPE 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) HPE 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: HPE 114. Spring) HPE 324 K-6 PE Games and Activities (.5 course) This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring) HPE 334 7-12 Sport Skills and Activities (.5 course) Theory and practice in skills, teaching and officiating selected games and activities. (Fall) HPE 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPE 101, HPE 114, HPE 210. Split fall/spring, even years) Health and Physical Education 189 HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall) HPE 350 Kinesiology A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education field. (Prereq.: BIO 103. Fall) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103. Spring) HPE 356 Measurement and Assessment in HPE Basic statistical procedures; the use of assessment and evaluation in health and physical education programs. (Prereq.: MPG III, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Prereq.: HPE 101 and 324. Fall) HPE 368 Physical Education Methods (7-12) Procedures, materials, and issues for teaching physical education in secondary schools. (Prereq.: HPE 101 and 334. Spring) HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Internships and Independent Study Courses: HPE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. HPE 299 Directed Study See description on page 96. HPE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. HPE 499 Independent Study/Research See description on page 96. Open only to junior or senior majors. 190 HISTORY—HIS H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Jacqueline deVries (Chair), Phil Adamo, Bill Green, Don Gustafson, Michael Lansing medieval, modern Europe, United States, and non-Western. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. Medieval Studies The History Department also hosts the major in Medieval Studies. For more information, please refer to “Medieval Studies” in this catalog. OTHER REQUIREMENTS. DEGREE AND MAJOR REQUIREMENTS. Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. History 191 Prerequisites Transfer Students Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. HISTORY COURSES. HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. HIS 121 19th-Century United States A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. HIS 122 20th-Century United States A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal 192 History government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. HIS 150/350 Latin American History This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350) HIS/WST 155/355 Cultural Conflict and Change in Latin America Center for Global Education Course. See International Studies, Sustainable, Development and Social Change (Guatemala, El Salvador, Nicaragua) HIS 162/462 20th Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. History 193 HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for HIS 349) HIS 280 The History Workshop This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. HIS 282 The History of Women Since 1848 This course examines in comparative perspective women’s changing political, economic, social and sexual status since the 19th century, with attention given to social, racial and ethnic, and sexual differences among women. HIS 311 Topics in Women’s History Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 316 Environmental History A chronological exploration of the interactions between Americans and the nonhuman world. Topics include the commodification of nature, political movements organized around nature, ways of knowing nature, environmental justice, and the relationships between American culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of an off-campus location. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. 194 History HIS 331 Topics in United States History In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of United States Foreign Relations A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the United States as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. HIS 343 The North American West This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in western daily and political life, the creation of an international borderlands, and the ecological transformation of western landscapes. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 215 in International Studies.) HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150. History 195 HIS 352 Modern Germany A survey of the social, political, and cultural development of modern Germany, focusing on the question of Germany’s sonderweg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and Ireland This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 355 Cultural Conflict and Change in Latin America A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for Global Education. Cross-listed with Women’s Studies. HIS 360 The Ancient Near East and Greece to 338 B.C. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. HIS 361 Hellenistic Greece and Rome to 330 A.D. Alexander’s Empire, the Hellenistic kingdoms, and the rise of Rome as the world’s greatest power, emphasizing personalities, the arts, and Rome’s contributions in law and the political process. HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. HIS 370 The Late Middle Ages to 1560s A study of the scholastic tradition and the role of the Church and state, emphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. HIS 374 Medieval Crusades This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. 196 History HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th-Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. This course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered Fall and Spring terms.) Internships and Independent Study Courses: HIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. HIS 299 Directed Study See description on page 96. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. HIS 499 Independent Study/Research See description on page 96. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.50 GPA in history) HONORS PROGRAM—HON T he Augsburg Honors Program offers an adventurous education where exceptional students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to create their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program Director. Honors Program Recognition Students who finish the Honors Program requirements satisfy all general education requirements, except those for physical education and foreign language. Honors students also receive special transcript notation, special graduation recognition, resumé building positions, and special access to academic advising and career options. Honors Admissions Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score or 1250 or higher), and a high school G.P.A. of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application located at <www.augsburg/honors.edu>. Students applying for the Honors Program also automatically apply for the College’s highest academic-based scholarships, the President’s, Regents’, and Harwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, and PostSecondary Option courses may satisfy Honors Program requirements, and/or be granted college credit. Contact Academic Advising or the Honors Director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors Humanities liberal arts foundation courses 197 198 Honors Program for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program for Advanced Transfer Students Students with more than 16 credits in transfer work may enter the Scholars Program but may not enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, student must: join an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take: HON 340, HON 480 and any two other Honors courses. Honors Co-Curricular Activities The Pike Stewards House coordinates public relations, job placement, and fund raising opportunities for all Honors students. Pike House also organizes events for alumni and fund raising. The Grif fin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Ser vants House coordinates service learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as honors service days and Augsburg experiences. Honors Houses: all Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their House. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: Augsburg Review: students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship such as College scholarship events and high school research fairs. Student House Presidents, Debate Captains, and Student Councils: students elected to leadership within their Honors House may serve as House Presidents or Debate Captains. The House Presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. House Debate Captains organize the Inter-House Disputations and judge disputes among the Honors Houses. Honors Disputation League: students organize, coach, research, write, and rehearse as teams which then compete in intramural debate tournaments held four times each year. Honors Program 199 Student-Created Learning Experiences (SCLE) Honors student may learn through established courses or through studentcreated learning experiences. These student created experiences may substitute for any Honors curricular requirement, or may simply enrich their education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements at the same time, or simply be an elective. Student-created learning experiences may take any form. Some possible forms include: • Student Created Courses (created in collaboration with faculty) • Full course (10-20 students) • Reading Groups (2-9 students) • Individual Reading and Examination (individual study) • Student/Faculty Research (may be one or many students) Process: a student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council Member or the Honors Program Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program Director who will carry the proposal to the Honors Council for review. Timeline: Proposals for Fall Semester must be submitted by March 1 of the preceding academic year, and proposals for Spring Semester must be submitted by October 1 of the current academic year. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. HON 005 is required each term. First Year Fall • First-Year Students select Honors House membership. • First-Year Students not permitted to join Augsburg Review or Honors Disputation League. • HON 100 Search for Meaning & Christian Vocation • HON 120 Scholar Citizen (includes theatre lab, critical thinking skill) S pr i n g • HON 130 Liberating Letters (humanities LAF & speaking skill) • HON 111 Effective Writing (or ENL 220 or 221 as determined by advanced placement or transfer) Second Year Fall • Students invited to join HON 450 Augsburg Review and HON 460 Honors Disputation League • HON 220: Scholar Scientist, OR students with two math courses replace with HON 365 (one natural sciences and mathematics LAF and quantitative reasoning skill) S pr i n g • HON 240: Science, Technology and Citizenship, OR students with two lab science courses replace with HON 365 (one natural sciences and mathematics lab LAF) Note: Math courses and lab courses may be taken during this term. Students with two math courses and two lab courses only take HON 365 to replace both HON 220 and 240. 200 Honors Program Thir d Year • HON 480 Research Seminar Fall • Students invited to join HON 450 Augsburg Review and HON 460 Honors Disputation League • HON 250: Social Scientist (social and behavioral sciences LAF) • HON 340: Junior Colloquium (President or Dean teaches. P/N, no credit, meets twice each semester for 90 minutes) S pr i n g • HON 480 Research Seminar • HON 490: Honors Vocation Keystone S pr i n g • HON 230: Arts and the City (fine arts LAF) • HON 340: Junior Colloquium (same as Fall semester) Fourth Year Fall • Students may join HON 450 Augsburg Review and HON 460 Honors Disputation League in their fourth year, but may not fulfill the research requirement if joining for the first time. Summary Notes: • The Honors recommended sequence satisfies all general education requirements except foreign language and physical education. • Students past first year may take courses out of the recommended sequence without permission. • Residency: All Honors Students must complete seven full-credit courses in the Augsburg Honors Program to meet the Honors residency requirement for graduation. HONORS COURSES. HON 005 Honors Activities Forum Honors students must register for this course each term to schedule time for Honors activities to meet. (0.0 credit, P/N only, exceptions made for scheduling conflicts.) HON 100 Christian Vocation and the Search for Meaning I Honors section of REL 100. Some students (e.g. some science majors) may need to defer the course and take HON 100 in another term. HON 120 The Scholar Citizen An introduction to the Honors Program. Course content focuses on “great” (and significant) primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on the medieval liberal arts trivium (grammar, rhetoric, logic). (includes lab) HON 130 The Liberating Letters: The Humanist Tradition Problem-based or question-based interdisciplinary humanities course. Emphasizes public uses of knowledge; uses resources of Cities. Honors Program 201 HON 111 Honors Introduction to Effective Writing Linked with HON 130, this effective writing course employs a rhetoric-based and argument focused approach to writing. HON 220 The Scholar Scientist Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, formal systems. Fulfills graduation QR requirement. Students who have taken two mathematics courses (MAT 145 or higher), at least one of which is taken at Augsburg, may replace with HON 365, Philosophy of Science. HON 230 Arts and the City Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events. HON 240 Science, Technology, and Citizenship Multi-disciplinary/interdisciplinary lab science course. Students who have taken two lab science courses, at least one of which is taken at Augsburg, may replace with HON 365, Philosophy of Science. HON 250 The Social Scientist Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Makes substantial use of the resources of the Twin Cities. Travel Seminar May include a Center for Global Education 10-day seminar, other international travel, or domestic immersion trip. HON 340 Junior Colloquium: The Scholar as Leader Taught by the Dean and/or President of the College, this is similar to the Frame of Mind series. Meets twice each semester. (P/N; non-credit program requirement — year long course — fall and spring terms) HON 380 Student-Created Learning Experience (SCLE) Following the guidelines set forth above, SCLEs may take many forms as determined by the student and faculty creating the learning experience (may be .5 or credit, may be traditional or P/N). 202 Honors Program HON 450 Augsburg Review: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the Augsburg Review (two .5 credits across two semesters totaling one course credit, P/N only). HON 460 Honors Disputation: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving in the Disputation League (two .5 credits across two semesters totaling one course credit, P/N only). HON 470 Student/Faculty Collaboration: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the student/faculty research collaboration (two .5 credits across two semesters totaling 1 course credit, P/N only). HON 480 Research Seminar: The Emerging Scholar Research seminar for students in multiple disciplines. Students complete a substantial research project. HON 490 Honors Keystone: Christian Vocation This advanced Honors version of REL 200, designed for students who have completed four years of the Honors curriculum, and designed to meet keystone requirements. This course integrates and synthesizes the themes from all four years of the Honors program. INTERDISCIPLINARY STUDIES—INS I nterdisciplinary studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: American Indian Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. Interdisciplinary Studies 203 LEADERSHIP STUDIES MINOR. Coordinator Norma Noonan The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) BUS 242 Principles of Management (no prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) COM 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242 or 200) HIS 122 20th-Century United States INS 325 Building Working Relationships (WEC/Day) PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) COM 321 Business and Professional Speaking COM 355 Small Group Communication (no prereq.) COM 410 The Self and the Organization (WEC) MIDDLE EAST STUDIES MINOR. The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): 1. Language courses: one year (two courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. PEACE AND GLOBAL STUDIES MINOR. See International Relations, page 205. 204 Interdisciplinary Studies INTERDISCIPLINARY COURSES. INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) INTERNATIONAL RELATIONS 205 I nternational Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities throughout the year. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill-Cady DEGREE AND MAJOR REQUIREMENTS. Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modern World or HIS 104 The Modern Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modern language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 368, 465 ECO 317, 360, 365 HIS 323, 346, 348, 350, 352, 354, 440, 474 MKT 466 PHI 355 POL 350, 351, 359, 382, 459 REL 356, 420 SOC 241 COM 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modern Languages) SWK 230 Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. 206 International Relations Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. International Relations Major with International Business Concentration Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modern language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance and inter-cultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341, REL 313, POL/WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International Relations Program Director for full program description. INTERNATIONAL STUDIES I nternational study at Augsburg aims to increase intercultural competency and reflects the College’s strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenship. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, general education, and graduation requirements when approved by the appropriate program directors and faculty before departure. An approved study abroad will also fulfill the Augsburg Experience. Students in good academic and disciplinary standing (a minimum GPA of 2.50) at Augsburg may apply to study off campus through the study abroad adviser. In addition to semester and year-long programs, short term programs also provide a number of educational opportunities. Students interested in these or other external offcampus study experiences should contact the study abroad adviser. Please contact the study abroad adviser in the Office of International Programs for a list of program deadlines. The cost for many programs is comparable to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as on-campus study. ■ THE CENTER FOR GLOBAL EDUCATION The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Mexico, Central America, and Namibia. They integrate rigorous academic work with real-life experiences. Students live in the midst of the society they are studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays, regional travel, community-based living, and opportunities for volunteer work and internships. International study programs administered by the Center for Global Education and approved by Augsburg are listed below. For information on these programs, contact the semester programs abroad office. ■ INTERNATIONAL PARTNERS The International Partners program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. The program is founded on reciprocal agreements with selected institutions of higher learning in Norway and Germany. Under these agreements International Partner students from abroad receive part of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. 207 208 International Studies Study abroad through International Partners emphasizes business, education, and social work, but offers training in more than a dozen other fields as well. All coursework is in English. The study program may be for one year, one semester, or a summer session. Participation may be on an individual basis or as part of a student group. For further information contact the International Partners office. impact of social change, civic engagement, and cross-cultural factors on the human community. HECUA programs include intense language experience and field study. The cost is similar to full tuition, room, and board for one semester on campus, plus airfare. ■ THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) International study programs administered by HECUA and approved through Augsburg are listed below. For information on these programs, contact the Center for Global Education. Augsburg, in consortium with other colleges and universities, offers full-semester programs through HECUA in Norway, Bangladesh, Ecuador, and Northern Ireland. All programs emphasize the For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. CENTER FOR GLOBAL. EDUCATION COURSES. ■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA (MEXICO)—FALL This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing approximately six weeks, and with Mexican host families for four to six weeks. All students will be expected to take POL/WST 359, REL/WST 366, and at least one Spanish course. In addition, they may choose between taking a second Spanish course or completing an internship or field research (independent study). Prerequisite: one college-level Spanish course or its equivalent. International Studies 209 SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or or equivalent.) POL/WST 359 Women, Gender, and Social Change in Latin America An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. 210 International Studies REL/WST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. HIS/INS/POL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequistes: SPA 212 or equivalent, internship application, and Spanish reference forms) HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES (MEXICO)—SPRING This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students will examine the ethics of land distribution, environmental racism, ecofeminism, social change, and the complexity of gender, class, race, and ethnicity in Latin America. Credit is available in Spanish, history, political science, religion, and women’s studies. Internships and independent studies are also available. The program includes a two-week seminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and six weeks living with Mexican host families. All students will be expected to take the following three courses: a Spanish course, HIS/WST 355, and POL/WST 341 or REL/WST 313. For their fourth course, they may choose between taking a second Spanish course or completing an internship or field research (independent study). Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) International Studies 211 SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) HIS/WST 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in Mexican and Central American history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. POL 341/WST 341 Environmental Politics Explores environmental politics in Latin America from pre-Columbian times to the present. Applies a gender perspective to analyze environmental issues and examines political and economic policies that promote and/or hinder sustainable development. 212 International Studies REL/WST 313 Environmental Theology and Ethics Explores different approaches to environmental ethics in Latin America, including indigenous, Jewish and Christian perspectives, liberation theology and ecofeminism. HIS/INS/POL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course or its equivalent. (Students may choose to study Spanish in Mexico during the month of January, prior to the start of the semester.) Priority is given to social work majors. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) International Studies 213 SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SWK 294 International Social Welfare: The Mexican Context Develops students’ understanding of current social, economic, political, and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students’ knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the United States at large. SWK 316 Social Work Practice II: With Families and Groups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish language oral 214 International Studies competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316. P/N grading only). ■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA, EL SALVADOR, NICARAGUA)—FALL OR SPRING This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following four courses: 1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) ECO 495. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Guatemalan instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Guatemalan instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. International Studies 215 Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) HIS/WST/ISS 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. POL 459 Topics in Comparative Politics: Citizen Participation in Policy Formulation within a Globalized Economy — A Nicaraguan Case Study This course exposes students to key debates shaping contemporary political economy of development in Nicaragua and the rest of Central America. The course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. ■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. INS 312 The Development Process — Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people repre- 216 International Studies senting a variety of religious perspectives and roles within churches and religious organizations. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. HIS 327 Racism and Resistance in Southern Africa and the United States: Struggles Against Colonialism, Apartheid, and Segregation This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance the successes and limitations of political victories over apartheid and racism and the lingering economic, social, political, and psychological effects of racism. HIS/INS/POL 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. This replaces the Religion and Social Change course. HIS/INS/POL 499 Independent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor HECUA COURSES. ■ SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The curriculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of a social democracy undergoing major changes in response to immigration. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the option of Norwegian language study or an independent study project. INS 372 Norwegian Language INS 377 Scandinavia in the World INS 393 Scandinavian Art and Literature: Perspectives on Social Change INS 394 Urbanization and Sustainable Development in Scandinavia INS 499 Independent Study (Students may choose either INS 372 or 499) International Studies 217 ■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND SPRING The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 Community Participation and Social Change INS 399 Internship INS 499 Independent Study (2 course credits) ■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE: BANGLADESH — SPRING The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s development is at the core of the program, as is hands-on experience through internship and independent study. INS 307 Culture, Language, and Religion in Bangladesh (1.5 credits) INS 313 Sustainable Development in Bangladesh INS 399 Internship (1.0 credit) and INS 397 Internship (.5 credit) (total 1.5 credits) Or INS 499 Independent Study/Research (1.0 credit) and INS 497 Independent Study/Research (.5 credit) (total 1.5 credits) 218 International Studies ■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) MANAGEMENT INFORMATION SYSTEMS See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. MATHEMATICS—MAT M athematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg’s urban location allows students to gain experience working with mathematics through internships, cooperative education, and the practicum and colloquium courses. 219 Mathematics Faculty Matthew Haines (Chair), Tracy Bibelnieks, Suzanne Dorée, Rebekah Dupont, Kenneth Kaminsky, Jody Sorensen DEGREE AND MAJOR REQUIREMENTS. Bachelor of Arts Mathematics Major Twelve courses including MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures MAT 324 Analysis MAT 373 Probability and Statistics I Two MAT electives numbered above 200, at least one of which is numbered above 300. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale presenting a coherent program of study, typically relating mathematics to another discipline. CSC 160 Introduction to Computer Science and Communications Two supporting courses from the following list or substitutes with departmental approval: CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, ESE 330, FIN 331, MAT 163 or MAT 173 (not both), PHY 121, PHY 122. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Depending on the choice of electives, up to two additional communication skills courses (one in writing, one in speaking) may also be required. 220 Mathematics Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Bachelor of Science Mathematics Major The requirements for the Bachelor of Science degree are the same as for the Bachelor of Arts degree with Mathematics Major except that the two MAT electives and two supporting courses must be chosen from a focus area approved by the department. Sample focus areas: Business, Economics, or Actuarial Science: Two of MAT 355, 374, or 377; ECO 112 or 113; MAT 173, ECO 318, or FIN 331. Computational Mathematics: Two of MAT 355, 377, or approved 395; CSC 170; CSC 320. Physical Sciences: Two of MAT 247, 327, or 355; PHY 121-122. Teaching Mathematics: MAT 252; MAT 287; MAT 314; ESE 330. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the major, with the electives specified as: MAT 252 Exploring Geometry, MAT 287 History of Mathematics, MAT 314 Abstract Algebra, and ESE 330 5-12 Methods: Mathematics. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus I or MAT 122 Calculus for the Behavioral and Social Sciences; MAT 163 Introductory Statistics; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department advisor before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics GPA of 3.50 in MAT courses numbered above 200, 3.00 overall GPA, an honors project, and approval of the Mathematics Department. Specific requirements are available from the department. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 287. At least one MAT course numbered above 250 must be taken at Augsburg. Mathematics 221 Students must earn a grade of 2.0 or better in each course that applies toward the minor. OTHER REQUIREMENTS. Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar’s office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. MATHEMATICS COURSES. MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.00 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.00 or higher advances student to MPG 4. (Prereq.: MPG 3) 222 Mathematics MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with an emphasis on applications in the social and behavioral sciences and business. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3) Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137. Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138. Students who have successfully completed a higher number MAT class, a statistics class, or any other quantitative reasoning class must obtain departmental approval before registering for MAT 123, 129, 137, or 138. MAT 123 Mathematics Sampler An examination of intriguing mathematical ideas including geometrical and numerical patterns, and axiom systems such as set theory, non-Euclidean geometries, alternative arithmetic, and infinity with an emphasis on problemsolving strategies, logic, and mathematical reasoning. (Prereq.: MPG 3) MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I & II Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for MAT 137; MAT 137 or MPG 4 for MAT 138) MAT 145-6 Calculus I & II Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance. (Prereq.: MPG 3) Mathematics 223 MAT 245 Calculus III Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 163 and MAT 145 or MAT 163 and MAT 122 and MPG 4. Also recommended: CSC 160) MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. (Prereq. : MAT 145 or MAT 122 and MPG 4) MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246 and MAT 271) MAT 324 Analysis Concepts of real analysis including functions, derivatives, integrals, and series in a theoretical setting. (Prereq.: ENL 111 or 112 or HON 111, MAT 271. Also recommended: MAT 245, MAT 246 or MAT 247, and at least one MAT course numbered 300 or higher) MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 170 or consent of instructor) 224 Mathematics MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. (Prereq.: MAT 246) MAT 385 Mathematics Practicum The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of instructor) MAT 395/495 Topics/Advanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, chaotic dynamical systems, combinatorics, graph theory, topology, or foundations of mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Internship and Independent Study courses: MAT 199/399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing) See also description on page 95. MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) See also description on page 96. MEDIEVAL STUDIES T he objective of Medieval Studies is to introduce students to the culture of the Middle Ages — its diverse history and beliefs, its arts and literature — and to the disciplinary and interdisciplinary skills necessary for its serious study. The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Coordinator), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Joan L. Griffin (English), Martha B. Johnson (Theatre Arts), Merilee I. Klemp (Music), Philip A. Quanbeck II (Religion), Bruce R. Reichenbach (Philosophy), Mark D. Tranvik (Religion) DEGREE AND MAJOR REQUIREMENTS. Major Nine courses, including: Four (4) core requirements: HUM 120 Medieval Connections HIS 369 Early and Middle Ages HIS 370 Late Middle Ages HUM 499 Keystone, Medieval Studies Project One (1) of the following literature courses: ENL 330 Shakespeare ENL 332 Renaissance and Reformation ENL 360 The Medieval World ENL 361 The Classical Tradition One (1) of the following religion or philosophy courses: HIS 372 Medieval Church PHI 242 Medieval and Renaissance Philosophy REL 361 Church in the First Four Centuries REL 362 Theology of the Reformers One (1) of the following history of arts courses: ART 386 Medieval Art ART 387 Renaissance and Baroque Art MUS 231 History and Literature of Music I THR 361 Theatre History and Criticism I Two (2) electives from the following courses: HIS 374 Medieval Crusades HIS 440 Monks and Heretics POL 380 Western Political Thought Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Minor Five courses including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). 225 226 Medieval Studies OTHER REQUIREMENTS. Language Requirement Students must take one year of collegelevel Latin or other medieval language approved by their adviser, which will fulfill the Modern Languages Graduation Skills requirement. Quantitative Reasoning (QR) Skills Fulfilled outside the major. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of advisor is required for all Augsburg Experiences related to Medieval Studies. COURSES. HUM 120 Medieval Life in 12th-century Europe (Medieval Connections) This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) For other course descriptions, please refer to the specific departments elsewhere in the catalog. METRO-URBAN STUDIES—INS M etro-Urban studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, social work, art, and other related disciplines. Metro-Urban studies is designed to blend classroom, theory, field studies, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-Urban studies and general education’s Engaging Minneapolis introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College’s location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, Keith Gilsdorf, Stella Hofrenning (ECO), Michael Lansing (HIS), Lars Christiansen, Nancy Fischer (SOC), Michael Shock (SWK), Kristin Anderson (ART) DEGREE AND MAJOR REQUIREMENTS. Major Ten courses including: ECO 113 Principles of Microeconomics POL 122 Metropolitan Complex SOC 111 Community and the Modern Metropolis HIS 225 History of the Twin Cities or HIS 335 Urban American History or ART 249/349 HIS 249/349 The Designed Environment SOC 362 Statistical Analysis or POL 483 Political/Statistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics instead of ECO 110. Minor POL 122, SOC 111, HIS 225/249/349, SOC 381 and one of the following: ECO 110, HIS 335, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. 227 228 Metro-Urban Studies METRO-URBAN STUDIES COURSES. Internships and Independent Study Courses: INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. INS 299 Directed Study See description on page 96. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study—Metropolitan Resources An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) INS 499 Independent Study/Research See description on page 96. (Prereq.: POL 484 or SOC 363) ■ URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality located in Scandinavia, South America, Central America, Northern Ireland, and the Twin Cities. Also see International Studies listings. URBAN STUDIES COURSES. ■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING This Semester in the Cities program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Metro-Urban Studies 229 INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 95. ■ II. CITY ARTS—SPRING Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 95. ■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC POLICY — FALL Focuses on the social, scientific, ecological, and economic underpinnings of public policy and conflict over natural resources and environmental quality. INS 345 Social Dimensions of Environmental Change INS 346 Adaptive Ecosystem Management INS 399 Internship (2 course credits) ■ IV. SEE HECUA UNDER INTERNATIONAL STUDIES 230 MODERN LANGUAGES T he Department of Modern Languages at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The modern languages department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College’s affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modern languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Modern Languages Faculty Mary Kingsley (Chair), Molly Enz, Pary Pezechkian-Weinberg, Susana Sandmann, Frankie Shackelford, Donald Steinmetz DEGREE AND MAJOR REQUIREMENTS. Major The major consists of nine courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature, and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. Minor The minor consists of four courses above 211 (Norwegian only: 211 and above), including one in language and one in literature or culture. At least three of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. OTHER REQUIREMENTS. Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Modern Languages 231 Study Abroad Teaching Licensure A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Since spring term 2001, Augsburg College no longer offers a licensure program in modern languages. MODERN LANGUAGES COURSES. ■ AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) ■ CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ■ FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 FRE 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall, Prereq.: 212) 232 Modern Languages FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 411 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. FRE 299 Directed Study See description on page 96. FRE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. FRE 499 Independent Study/Research See description on page 96. Modern Languages 233 ■ GERMAN (GER) GER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required) GER 211, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 GER 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 311 or consent of instructor. On demand) GER 351 Survey of Literature: German Literature from Chivalry to Romanticism The intellectual, cultural, and political history of all peoples is reflected in their literature. The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. 234 Modern Languages GER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Karl Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. (Prereq.: 311) GER 411 Advanced Conversation and Composition Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) GER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: GER 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. GER 299 Directed Study See description on page 96. GER 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. GER 499 Independent Study/Research See description on page 96. ■ JAPANESE (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian studies program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ■ NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112, Prereq.: 111) NOR 211 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) Modern Languages 235 NOR 295 NOR 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 411 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: NOR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. NOR 299 Directed Study See description on page 96. NOR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. NOR 499 Independent Study/Research See description on page 96. 236 Modern Languages ■ OJIBWE (OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern languages department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; Spring: 112, Prereq.: 111) ■ SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 SPA 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice with emphasis on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) Modern Languages 237 SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) SPA 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SPA 299 Directed Study See description on page 96. SPA 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SPA 499 Independent Study/Research See description on page 96. 238 MUSIC—MUS T he Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three music degree programs and five majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors and courses that meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; music therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The music department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Full-time Faculty Robert Stacke (Chair), Jill Dawe, Douglas Diamond, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Anthony Cox, Marv Dahlgren, Bridget Doak, Susan Druck, Lynn Erickson, Dan Fretland, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Megan Holroyd, Mary Horozaniecki, Jim Jacobson, Kathy Kienzle, Rena Kraut, Caroline Lemen, Steve Lund, Laurie Merz, Vladan Milenkovic, Rick Penning, Nicholas Raths, Andrea Stern, Sonja Thompson, Shannon Wettstein, Angela Wyatt Fine Arts Manager Randall Davidson Fine Arts Coordinator Cathy Anderson Fine Arts Facilities Manager Karen Mulhausen DEGREES/MAJORS. Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Bachelor of Science Music therapy major Music Therapy Equivalency Certificate Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a certified music therapist. Music 239 Music Minor Music Music business **All music majors and music minors** must choose and apply to a degree program by the end of their fourth semester of study. Degree and GPA requirements and applications are in the Music Department Student Handbook. Transfer students should meet with a music degree adviser as soon as possible after enrolling at Augsburg. DEGREE AND MAJOR. REQUIREMENTS. Music Core Curriculum MUS 101 MUS 111 MUS 102 MUS 112 MUS 201 MUS 211 MUS 202 MUS 212 MUS 231 Materials of Music I Aural Skills I Materials of Music II Aural Skills II Materials of Music III Aural Skills III Form and Analysis Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music II MUP 1xx-4xx Performance Studies MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music One to four semester(s) on the major instrument in accordance with degree requirement MUS 358 Junior Recital and/or MUS 458 or MUS 459 Senior Recital MUE 111 or 112 or 114 or 121: Large Ensemble Four to eight semesters in accordance with degree requirement Piano Proficiency Test (see Music Department Handbook) Music Repertoire Tests (see Music Department Handbook) ■ BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music related business fields most often choose this course of study. Faculty Adviser: Douglas Diamond Requirements Music core curriculum and: MUS 341 Basic Conducting MUS 458 Senior Recital One (1.0) credit of approved courses outlined in the Music Department Student Handbook. One (1.0) credit of upper division music courses. MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142or 143 or 144 or 145 Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests 240 Music Music Business Major The music business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The music business major has two tracks: the Bachelor of A r t s i n M u s i c w i t h M u s i c B u s i n e ss Concentration (designed for the performing artist) and the Bachelor of Arts in Bu s i n e s s A dmi n i s t r a t i o n w i t h Specialization in Music Business (designed for the music/business student). Faculty Adviser: Ned Kantar B.A. in Music with Music Business Concentration Requirements: Music core curriculum and: ECO 113 Principles of Microeconomics MIS 260 Problem Solving ACC 221 Principles of Accounting I BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking MUS 458 Senior Recital MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 121 Eight semesters in a major Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142 or 143 or 144 or 145 Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests B.A. in Business Administration with Specialization in Music Business Requirements: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing FIN 331 Financial Management MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — OR — 2 MUS credits and 1 MUE credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (Other MUS courses as approved by adviser) Music 241 Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Minor Requirements: 6 credits MUS 101, 102 Materials of Music I, II MUS 111, 112 Aural Skills I, II MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music II One (1.0) credit of additional music courses MUE 111 or 112 or 114 or121 & MUP 1xx-2xx Performance Studies (.25 credit) Four consecutive semesters in a major Augsburg ensemble concurrent with four quarter courses of performance studies on the major instrument/voice Pass one music repertoire test Candidates must submit an application for admission prior to spring juries of the sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS/BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I MUS/BUS 399 Internship (approved for the Music Business Minor) One of the following: MUS/BUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) ■ BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all music courses is necessary for the music education licensure program. 242 Music F a c u l t y A d v i s e r s: Robert Stacke-Instrumental Peter Hendrickson-Vocal Requirements Music core curriculum and: MUS 311 Composition I MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 211 Minnesota American Indians EDC 220 Educational Technology EDC 310 Learning and Development ESE 300 Reading/Writing in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485, 487 Student Teaching MUS 359 Music Methods: Choral/Vocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) One of the following two areas of emphasis: Vocal emphasis: MUS 251-254 Diction (.25 credit each=1.0) MUS 342 Choral Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) MUS/THR 235 Music Theatre (.5 credit) Instrumental emphasis: MUS 344 Instrumental Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) two semesters, or MUS 129 one semester and MUS 143 one semester Music elective (1.0 credit) MUP 1xx Performance Studies (.25credit) Two semesters of half hour lessons in the major instrument/voice (first year) MUP 2xx-4xx Performance Studies (.5 credit) Six semesters of hour lessons in the major instrument/voice (second, third, fourth year) A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. MUE 111 or 112 or 114 or 121 (.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds and percussion, Band; strings, Orchestra; voice, Choir). You must participate in the ensemble for which you want to teach. (total= 2.0 credits) MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 Two semesters in a chamber music course on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice Music 243 ■ BACHELOR OF MUSIC Music Performance Major A focused classical training program designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and studio teaching, professional performance opportunities, auditions, and graduate school. Acceptance to the program is by application and audition (see Handbook). Faculty Adviser Jill Dawe Requirements Music Core Curriculum and: MUP 1xx Performance Studies Two semesters of half hour lessons (0.25 credit) in major instrument MUP 2xx-4xx Performance Studies Six semesters of one hour lessons (0.5 credit) in major instrument MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 Chamber Music courses (0.0 credit). At least four semesters playing major instrument (see Handbook) MUS 358 Junior Recital (.0 credit) MUS 459 Senior Recital (.0 credit) (see Handbook) MUE 111 or 114 or 121or 141 Large Ensembles: eight semesters OR for guitarists, harpists and pianists: four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with adviser. Additional coursework as follows: Voice Majors: MUS 251-254 Diction (0.25 credit each) MUS 435 Voice Repertoire (0.5 credit) MUS359 Music Methods: Voice/Choral Elective (1.0 credit) Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUS 394 Opera, Opera. Keyboard Majors: MUS 436 Piano Repertoire MUS 456 Piano Pedagogy Elective (1.0 credit) Instrumentalists: MUS356 MusicMethods: Brass/Percussion (0.5 credit); or MUS 357 Music Methods: Woodwinds (0.5 credit); or MUS 355 Music Methods: Strings (0.5 credit) Electives (1.5 credit) ■ BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is minimally a four-and-one-half-year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Faculty Adviser: Roberta Kagin Requirements Music core curriculum and: MUS 271 Music Therapy Techniques and Materials MUS 274, 275 Music Therapy Practicums MUS 372, 375 Psychological Foundation of Music I, II MUS 374, 375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar 244 Music MUS 474, 475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half Senior Recital EDC 410 The Learner with Special Needs PSY 105 Principles of Psychology PSY 262 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds MUS 345 Music Therapy Methods II: Voice, Piano, Percussion One of the following two: SOC 362 Statistical Analysis PSY 215 Research Methods: Design Procedure, and Analysis I MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Therapy Equivalency/ Certification Program The music therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: • submit an application for admission during the first semester of residency at Augsburg • submit a copy of a current academic transcript and transferred credits with the application • submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) • complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student’s performance at his or her first jury. Music 245 Departmental Honors Students may apply for departmental honors by submitting an honors project proposal to the music faculty during the first semester of the senior year. Students submitting a proposal should include a transcript showing a cumulative GPA of 3.00 or higher in music courses, and a brief resume outlining their experience, performances, work, research, leadership roles, and study. The honors proposal should clearly outline a project that goes well beyond required coursework, and could include but is not limited to one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. • B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. • B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. • B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration. ■ EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Registration in performance studies in the major instrument/voice is required during the semester in which a degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate junior and senior recitals. Recitals are graded on a pass/fail basis. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or Honors program will be sponsored by the music department. Other non-degree student recitals may be considered for departmental sponsorship. All music degree recitals must meet the academic guidelines set forth in this catalog. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. 246 Music MUSIC COURSES. Many music courses are offered alternate years. Consult the registrar’s website <www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each term. ■ THEORY AND MUSICIANSHIP MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills II (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 201 Materials of Music III (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.00) MUS 211 Aural Skills III (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) MUS 311 Composition I (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) Music 247 MUS 312 Composition II (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm and form. Serialism, exoticism, indeterminacy, electronic minimalism, special effects. Related literature (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) ■ HISTORY AND LITERATURE MUS 130 Introduction to Music and the Fine Arts Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not required. MUS 220 Worlds of Music A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. MUS 231 History and Literature of Music I An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Each course in the MUS 331-334 sequence (Baroque, Classical, Romantic, Contemporary) offers a detailed investigation of the music of each era focusing on its cultural, historical, and musical significance. In addition to incorporating performance/performance practice and attendance at designated Twin Cities concerts, the course satisfies the “writing in the major” skills component with the preparation of a major research paper. MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232) MUS 334 Music of the 20th Century (Prereq.: MUS 231, 232) (.5 course) 248 Music MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254 or permission from instructor) MUS 436 Piano Repertoire (.5 course) A study of piano literature from the 17th century to the present. (Prereq.: MUS 231, 232) ■ MUSIC THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 274, 275 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds Basic techniques for strings, brass, and woodwinds with application for the use of these instruments for music therapy. MUS 345 Music Therapy Methods II: Voice, Piano, Percussion Basic techniques for voice, piano, and percussion with application for the use of these instruments for music therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Music 249 MUS 374, 375 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 472 Human Identity through the Creative Arts See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar and vocal proficiency test) MUS 479 Music Therapy Clinical Internship (.0 course) Full-time placement in an AMTA-approved internship site for six months (1040 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) MUS 480 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. ■ MUSIC BUSINESS MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theater, arts administration, copyright, licensing, and recording. This course is also offered as BUS 105. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: MUS/BUS 105) ■ METHODS AND PEDAGOGY MUS 355 MUSIC METHODS: STRINGS (.5 course) MUS 356 MUSIC METHODS: BRASS/PERCUSSION MUS 357 MUSIC METHODS: WOODWINDS (.5 course) (.5 course) 250 Music MUS 359 MUS 456 MUSIC METHODS: VOCAL (.5 course) Piano Pedagogy (.5 course) Explores methods, materials, and techniques for teaching piano. This course has a community service-learning requirement that pairs each Augsburg student with one-to-two students whom they will teach. ■ APPLIED SKILLS AND GROUP LESSONS MUS 129 Improvisation (.0 course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155A Class Piano (.25 course) This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading and improvisation. It will help music majors prepare for the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of Music Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) Music 251 MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) MUS 394 Opera, Opera This course combines the study and performance of opera and music theatre, and techniques of singing for the stage. Student assignments will include reading, discussion, and performance of opera/musical theatre scenes; going to performances; and visiting performing organizations in the Twin Cities. “Opera, Opera” will culminate in a performance of opera/music theatre scenes. ■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING MUP 1xx-4xx Performance Studies Performance Studies provide a unique opportunity for Augsburg students to study on an individual basis with artist/teachers who are active performers in this region. Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background and goals of the student. Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits (one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). Freshmen may qualify to have their lesson fee waived (one instrument per semester for half-hour weekly lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department. Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit must be registered by ADD/DROP for m, signed, and delivered to Registrar’s Office by the student. Please check with the music office or use the search option on AUGNET Records and Registration to get the correct course section for instruments with more than one teacher. MUP 111-211-311-411 Voice MUP 132-232-332-432 Bassoon MUP 116-216-316-416 Electric Bass MUP 133-233-333-433 Clarinet MUP 121-221-321-421 Violin MUP 134-234-334-434 Saxophone MUP 122-222-322-422 Viola MUP 135-235-335-435 Flute MUP 123-223-323-423 Cello MUP 137-237-337-437 Horn MUP 124-224-324-424 Bass MUP 141-241-341-441 Trumpet MUP 131-231-331-431 Oboe MUP 142-242-342-442 Trombone 252 Music MUP 143-243-343-443 Baritone MUP 181-281-381-481 Organ MUP 144-244-344-444 Tuba MUP 191-291-391-491 Harp MUP 152-252-352-452 Piano MUP 192-292-392-492 Improvisation MUP 161-261-361-461 Guitar MUP 193-293-393-493 Composition MUP 171-271-371-471 Percussion The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor. MUE 113 Vocal Chamber Music (.0 course) MUE 122 String Chamber Music (.0 course) MUE 125 Guitar Chamber Music (.0 course) MUE 131 Woodwind Chamber Music (.0 course) MUE 142 Brass Chamber Music (.0 course) MUE 144 Percussion Chamber Music (.0 course) MUE 145 Piano Chamber Music (.0 course) MUE 143 Jazz Ensemble (.25 course) The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. MUS 358 Junior Recital (.0 course) B.M. candidates only. One-half hour recital at repertoire level III for Music Education majors, one hour recital at level IV for Music Performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 458 Senior Recital (.0 course) One-half hour recital at repertoire level III for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.0 course) B.M. candidates only. One hour recital at repertoire level IV for Music Education majors, one hour recital at level V for Music Performance majors. No course credit. Private instructor may request a pre-recital hearing. MUP 159 Piano accompanying Professional accompanying/weekly coaching for singers and instrumentalists. Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and coaching with a professional pianist. MUP fee schedule applies. (see Handbook) Music 253 LARGE ENSEMBLES Please note that only large ensemble participation (Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency. Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting the ensemble director. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers of Augsburg (.25 course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 141 Concert Band (.25 course) ■ INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MUS 299 Directed Study See description on page 96. MUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 Independent Study/Research See description on page 96. Open only to advanced students upon approval of the faculty. 254 NATURAL SCIENCE TEACHING LICENSURES T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. LICENSURE REQUIREMENTS. Broad Base Requirements (also for 5-8 General Science licensure) GEO XXX Introductory Geology (taken off-campus) SCI 106 Introductory Meteorology BIO 101 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II Biology Major—B.A. in Life Sciences (for licensure in biology 5-12) Broad base requirements (substitute BIO 113 and 114 for BIO 101/103 and 102), plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Anatomy or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 369 Biochemistry or BIO 476 Microbiology BIO 355 Genetics or BIO 481 Ecology BIO 471 Advanced Cellular and Molecular Biology or BIO 474 Developmental Biology One math course: MAT 114, 122, 145, or 163 Natural Science Teaching Licensure 255 Chemistry Major (for licensure in chemistry 9-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II CHM 351 Organic Chemistry I CHM 352 Organic Chemistry II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, II Two courses from: CHM 364, 367, 464, 470, 481, 482 One year of general physics — PHY 121, 122 General Science (for licensure for grades 5-8) If added to life science Chemistry or Physics, will expand license to 5-12 CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II BIO 102 Biological World BIO 121 Human Biology SCI 106 Introduction to Meteorology GEO XXX Introductory Geology (taken off-campus) Physics Major (for licensure in physics 9-12) Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two additional physics courses above 122; PHY 261 recommended MAT 145, 146, 245 Calculus I, II, and III PHY 327 Special Functions of Mathematical Physics (Prereq.: MAT 245 or equivalent) 256 NORDIC AREA STUDIES—NAS N Other Requirements ordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modern Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology, or social work. Minor Four upper division courses. NORDIC AREA STUDIES COURSES. NAS 121 Fire and Ice: Introduction to Nordic Literature This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity against the broad backdrop of Scandinavian history, social democratic values, and globalization. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) Nordic Area Studies 257 NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. NAS 299 Directed Study See description on page 96. NAS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. NAS 499 Independent Study/Research See description on page 96. NORWEGIAN See listing under Modern Languages. 258 NURSING—NUR T he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community organizations, or in their own private practices. Wherever they work, nurses provide comprehensive health care for persons, groups, and communities of diverse cultures and socioeconomic levels throughout the life span. The bachelor’s degree equips nurses to synthesize knowledge from the liberal arts with the art and science of nursing. The nursing program at Augsburg also provides educational opportunities to increase skills in critical thinking, clinical investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems. Augsburg’s nursing program, which leads to a bachelor of science degree with a major in nursing, is accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Nursing Faculty Cheryl Leuning (Chair), Ruth Enestvedt, Joyce Miller, Sue Nash Adjunct Faculty: Marty Aleman, Katherine Baumgartner, Linda Holt, Barb Knutson, Mary O’Connell, Deborah Schumacher, Pauline Utesch, Luann Watson Emerita: Beverly Nilsson Program Assistant: Sharon Wade DEGREE AND MAJOR REQUIREMENTS. Major Seven courses including: NUR 330 Trends and Issues in Nursing NUR 305 Communication NUR 306 Paradigms in Nursing NUR 403 Families and the Life Cycle NUR 410 Community Health Nursing I NUR 411 Community Health Nursing II NUR 490 Leadership/Management A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.50 are required. Students also must complete Augsburg’s residence and general education requirements. The program has been planned so that the major can be completed over 15 months with a summer break; however, students may pursue their studies at a slower pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with BSN Admissions staff in Weekend College for program planning. Departmental Honors Admission to the honors major requires: a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented Nursing 259 before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Note regar ding Latin honors: To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on page 90. ENTRANCE REQUIREMENTS. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.20 GPA. 2. Graduation from a nationally accredited nursing program: Applicants must have graduated from a nationally accredited associate degree or diploma nursing program with a 2.50 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 4. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 5. Applicants must have their own malpractice insurance and an updated immunization record. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a BSN. Nursing courses at Augsburg are available evenings and weekends through Weekend College. Nursing classes usually meet on alternate weekday evenings for one three-and-one-half-hour time block. Clinical practicum requirements usually occur on weekdays. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus; at United, Mercy, Unity and Children’s Hospitals in St. Paul, Coon Rapids, and Fridley, MN; and in Rochester, MN. NURSING COURSES. NUR 330 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. 260 Nursing NUR 305 Communication Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq: Math Placement 3 or MAT 105) NUR 411 Community Health Nursing II* Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. (Prereq: NUR 410) NUR 490 Leadership/Management The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. (Prereq.: Senior status and completion of 300 level nursing courses and REL 300.) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study/Research (optional) See description on page 96. Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. * This course involves an additional clinical tuition and clinical practicum hours. PHILOSOPHY—PHI P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the “big” questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Philosophy Faculty Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach DEGREE AND MAJOR REQUIREMENTS. Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 20th Century Philosophy 261 A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing on page 149. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from PHI 241, 242, 343, and 344. 262 Philosophy PHILOSOPHY COURSES. PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. PHI 241 History of Philosophy I: Ancient Greek Philosophy Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Philosophy 263 PHI 260 Philosophy and the Arts Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. PHI 343 History of Philosophy III: Early Modern and 19th-Century Philosophy The major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). PHI 344 History of Philosophy IV: 20th-Century Philosophy A survey of major philosophical schools in the 20th-century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy. Focus of study is on major texts of these movements. PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) PHI 370 Existentialism Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) 264 Philosophy PHI 380 Ethics of Medicine and Health Care The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. PHI 299 Directed Study See description on page 96. PHI 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. PHI 499 Independent Study/Research See description on page 96. PHYSICAL EDUCATION See listing under Health and Physical Education. PHYSICS—PHY P hysicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. 265 The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Jasperson, Jeffrey Johnson, Ben Stottrup, David Venne Physics Research Staff Jennifer Posch DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Major Thirteen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics 266 Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, II MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics ■ BACHELOR OF SCIENCE Major Seventeen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics II PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory II PHY 486 Quantum Physics One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, II MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics ■ BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the freshman year, and MAT 245 and 247 (or PHY 327) during the sophomore year. Physics 267 Teaching Licensure Major Society of Physics Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, II PHYSICS COURSES PHY 101 Introductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Fall, spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) 268 Physics SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 114 Earth Science for Elementary Education Teachers A practical and hands-on approach to earth and space science for students admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour laboratory/lecture periods. Prereq.: elementary education major and MPG 3. Fall, spring) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 119 Physics for the Fine Arts A scientific study of sound, light and the mechanics of structures and the human body relating to music, the visual arts, and theatre. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL 111, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) Physics 269 PHY 320 Introduction to Space Science A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHY/MAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, Fourier series, series solution of differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory I (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor. Fall) 270 Physics PHY 396 Comprehensive Laboratory II (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245, 351. Spring) Internships and Independent Study Courses: PHY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. PHY 299 Directed Study See description on page 96. PHY 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. PHY 499 Independent Study/Research See description on page 96. Open to juniors and seniors with departmental approval. POLITICAL SCIENCE—POL F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Political Science Faculty Andrew Aoki (Chair), Milda Hedblom, Norma Noonan, John Shockley, Joseph Underhill-Cady DEGREE AND MAJOR REQUIREMENTS Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 Political/Statistics/Methodology POL 484 Political Analysis Seminar Required elective—one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Pre-Law Concentration in Political Science Major: 11 courses required Specific Required Courses — six total POL 121 POL170 POL 483 POL 484 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 SPC 111 271 272 Political Science Electives — five total Three courses from the choices below: POL 350 POL 370 POL 371 POL 380 POL 381 Plus two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Two Electives: Two courses from the choices below: POL 350 POL 370 POL 371 POL 380 When necessary, substitutions can be approved by the chair (e.g. if a required course has to be cancelled). Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary educaiton. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division economics course Pre-Law Minor: six courses required Education Courses: EDC 200 Orientation to Education (required for licensure) ESE 310 5-12 Methods: Social Studies — Capstone course (required for licensure) Four Required Courses: POL 121 POL170 Political Science Courses: POL 121 American Government (social science core course) Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 SPC 111 Two upper-level political science courses (must be in two different areas) Two other political science courses In addition, in order to graduate with this major, a student must have been admitted Political Science 273 into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. POLITICAL SCIENCE COURSES. ■ I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government — including Congress, the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) 274 Political Science POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing) POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) ■ II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) Political Science 275 POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) ■ III. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.: four courses in the international relations sequence) ■ IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as “supreme” law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) 276 Political Science POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) ■ V. POLITICAL THEORY AND ANALYSIS POL 140 Social Justice in America Examines social justice in urban policies such as housing and education (issues may vary). Students develop their own arguments about social justice. Emphasis on class discussion; substantial participation required. POL 158 Political Patterns and Processes (See Section II for description.) POL 282 Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) Political Science 277 ■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses: POL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 96. POL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. POL 499 Independent Study/Research See description on page 96. 278 PSYCHOLOGY—PSY P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg’s active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty Bridget Robinson-Riegler (Chair), Barbara Curchack, Grace Dyrud, Stacy Freiheit, David Matz, Nancy Steblay DEGREE AND MAJOR REQUIREMENTS. Major The major is 10 courses Foundations of Psychology (five courses) PSY 105 Principles of Psychology PSY 215 Research Methods: Design, Procedure, and Analysis I PSY 315 Research Methods: Design, Procedure, and Analysis II At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues Professional Perspectives (two courses) PSY 399/396 Internship At least one course from the following: PSY 357 Behavioral Analysis PSY 359 Assessment PSY 263 Sports Psychology PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology PSY 410 Clinical Neuropsychology Electives (three courses in psychology) Majors are strongly encouraged to take more than the minimum 10 required psychology courses; no more than 13 course credits can count for graduation. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, and 499 may be counted. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Psychology 279 All psychology majors must have an adviser in the psychology department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas — research, clinical practice, public policy, and teaching/training among them — from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County Courts. See department Chair for specific requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.00 in the major and 3.50 overall, and completion of a high-quality research project. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399/396, and 499 may be counted. PSYCHOLOGY COURSES.. PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) 280 Psychology PSY 215 Research Methods: Design, Procedure, and Analysis I Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status) PSY 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: PSY 105) PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 105) PSY 261 PSY 262 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 105) PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: Psy 105) PSY 271 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) PSY 295 Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 105) Psychology 281 PSY 315 Research Methods: Design, Procedure, and Analysis II Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher, ENL 111 or 112 or HON 111) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 355 Biopsychology Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 357 Behavior Analysis Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required. (Prereq: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 381 Historical Perspectives Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with junior standing) 282 Psychology PSY 385 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 410 Clinical Neuropsychology The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent of instructor) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or consent of instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 315 or consent of instructor) Internships and Independent Study Courses. PSY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: PSY 105 and one other psychology course). PSY 299 Directed study See description on page 96. (Prereq.: PSY 105) PSY 399/396 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. Participation in a concurrent seminar is required. PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. The internship satisfies the Keystone requirement. (Prereq.: PSY 315, ENL 111 or 112 or HON 111) PSY 499 Independent Study/Research See description on page 96. (Prereq.: PSY 315) RELIGION, YOUTH MINISTRY—REL, YFM R eligion asks questions and seeks answers fundamental to humanity’s search for meaning: Who are we as human beings? (Who am I?) What is our relationship with each other, with the natural world, and with God? (What is my place in the world? What am I called to do?) What do good and evil mean in this time and this place? (Do I — or how do I — understand these concepts differently than those from different times and ages?) The study of religion, including inquiry into the history and traditions of Christianity, exploration of other major world religious traditions, study and interpretation of the Hebrew Bible and New Testament, and reflection on vocation, is central to the mission and vision of Augsburg College. At the center of the AugCore, Augsburg’s general education program, are courses in the Religion Department. In these courses, students are challenged and equipped to articulate what they believe and to see that what they believe matters. These courses also ground students who wish to major or minor in Religion or Youth and Family Ministry, where they may more explore more deeply the interpretation of the Bible, church history, theology, world religions, spirituality and spiritual practices, as well as the practical aspects of the life and work of the church. Augsburg is a college of the Evangelical Lutheran Church in America (ELCA), and this means that we are eager to engage in dialogue with Christians of all denominations and with people who practice other spiritual traditions or claim no religious beliefs. We challenge all our students to respect and learn from one another and to AND FAMILY think critically about matters of faith and reason. Religion Faculty Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma GENERAL REQUIREMENTS. Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses. Graduation Requirements Courses designated REL and YFM are offered by the religion department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last ten years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology 283 284 Religion at another college may take REL 300 in place of the college REL 100 and 200 requirement; consult the registrar’s office. Advising All majors must have an adviser in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student’s senior year. RELIGION—REL A religion major serves as a strong foundation in the liberal arts. It prepares students for professional work and/or graduate studies in a wide array of fields. Certainly, students interested in seminary and ministry are well-served by an undergraduate religion degree. Students who wish to pursue graduate studies in theology, religious studies, sacred scripture, or church history are also good candidates for a religion major. Students interested in graduate studies in most any field in the humanities and social sciences could choose a religion major. Law schools and other professional schools, including medical schools, are attracted to students with a religion degree and the skills of analytic reading, critical thinking, writing, and speaking acquired in pursuit of that degree. DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Religion Major Eight courses including: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation REL 210 Research Methods in Religion REL 495 Religion Keystone Five additional electives Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Religion Minor Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) Note for majors and minors: Students are required to have at least a 2.00 GPA in courses counted toward the major or minor. One or two courses in Youth and Family Ministry (YFM) may count toward the religion major or minor. Religion 285 RELIGION COURSES. REL 100 Christian Vocation and the Search for Meaning I This introductory course will explore some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for cr edit for students who h a v e t a k e n R E L 3 0 0 o r 33 1 . REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. REL 120 Religion and Science in Popular Culture This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100) REL 205 Exploring Topics in Religion This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. (Prereq.: REL 100, 111, 221, 300, or 331 and ENL 111 or 112 or HON 111) REL 206 Apostles of Hope This course will explore how Israel adapted, resisted, fractured into sects, and was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of the Roman order? REL 210 Research Methods in Religion An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. 286 Religion REL 301 Interpreting the Old Testament An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 302 Interpreting the New Testament Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. REL 306 Non-Western Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 309 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. REL 313 Environmental Theology and Ethics An overview of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program. REL 320 Buddhism and Christianity in Thailand An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand’s contemporary problems such as AIDS and the sex industry. Short-term travel seminar. REL 343 Theology of Marriage and Family An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia. REL 353 Denominations and Religious Groups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. Religion 287 REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 REL 362 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin American culture and politics. Focuses on the relationship between theology and social/political transformation. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300) REL 378 REL 383 Medieval Church (See description under HIS 378) Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. 288 Religion REL 405 Lilly Scholar Seminar I (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Lilly Scholar program only. REL 406 Lilly Scholar Seminar II (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Lilly Scholar program only. REL 425 Christian Spiritual Practices A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 480 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. Religion 289 REL 490 Topics in Religion Selected topics in religion. REL 495 Religion Keystone This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: REL 210 and ENL 111 or 112 or HON 111) Internships and Independent Study Courses: REL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. Limited to special cases. REL 299 Directed Study See description on page 96. REL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. REL 499 Independent Study/Research See description on page 96. For religion majors only. See department listing for a description of the following approved electives: PHI 350 Philosophy of Religion SOC 260 Religion and Society YOUTH AND FAMILY MINISTRY—YFM Youth and Family Ministry Major The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training. Students are accepted into the program through a two-step candidacy process. Contact the youth and family ministry coordi- nator in the religion department about when and how to apply for candidacy. This major requires 150 hours of supervised contextual education (YFM 207) as preparation for a 150-hour internship (YFM 399) with a congregation or ministry organization. YFM majors are encouraged to plan class schedules to allow for either extending the internship experience for a full year, or completing the internship semester while carrying only one additional class. Consult the youth and family ministry coordinator for advising. 290 Youth and Family Ministry Youth and Family Ministry Major Eleven courses including: Theology core: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 495 Religion Keystone Youth and family ministry core: YFM 207 Contextual Education [required non-credit field experience] YFM 232 Peer Ministry: Principles and Leadership YFM 235 Basics in Youth and Family Ministry YFM 358 Life and Work of the Church or YFM 316 Church and Culture in Context YFM 399 Internship REL 343 Theology of Marriage and Family REL 425 Christian Spiritual Practices and three supporting courses: SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology PSY 250 Child Development or PSY 252 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Youth and Family Ministry Minor The minor consists of the following six courses: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation YFM 235 Basics in Youth and Family Ministry YFM 232 Peer Ministry one Bible survey course from: REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament one upper division YFM course from: REL 343 Theology of Marriage and Family YFM 316 Church and Culture in Context YFM 358 Life and Work of the Church one formal, supervised field work experience: YFM 207 Contextual Education (noncredit requirement) YFM 399 Internship or field work with youth and families, supervised through another major and approved by the religion department youth and family ministry coordinator. Youth and Family Ministry 291 YOUTH AND FAMILY MINISTRY COURSES. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. YFM 207 Contextual Education (.0 course) Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during 150 hours in an approved congregational setting. They discuss ministry issues with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two to three semesters. (Prereq.: Candidacy step #1) YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Basics in Youth and Family Ministry A study in the basics of Christian ministry, especially with regard to children, youth, and families. Biblical and theological foundations in ministry are explored. Conceptual models and basic skills of ministry with children, youth, and families in congregations and other ministry settings are also explored. YFM 316 Church and Culture in Context A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. YFM 358 Life and Work of the Church An overview of the manner in which Christianity has carried out its mission throughout the centuries. An exploration of the issues and challenges facing the “postmodern” church. A study of the role of households, congregations, and other ministry organizations in shaping and nurturing the Christian faith. YFM 399 Internship Supervised practice of youth and family ministry during 150 hours in an approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2) YFM 499 Independent Study/Research See description on page 96. SCANDINAVIAN STUDIES See Nordic Area Studies. 292 SOCIAL STUDIES TEACHING LICENSURE S tudents preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinators Don Gustafson, degree-seeking students. Anne Kaufman, licensure only and MAE graduate students. Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics HIS 120 America to 1815 or HIS 121 19th-Century United States or HIS 122 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Plus a major in one of six fields—economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor’s degree and seeking licensure only. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. SOCIAL WORK—SWK T he social work major prepares graduates to work with individuals, groups, families, communities, and organizations. Graduates are social work professionals prepared for practice that promotes social and economic justice and encourages individual and group empowerment. The social work undergraduate receives a bachelor of science in social work (BSW) degree and is eligible to apply for licensure as a generalist social worker. We also offer a graduate masters degree in social work (MSW). Both the baccalaureate and graduate social work programs are accredited by the Council on Social Work Education. Social work graduates embody the Augsburg College motto, “Education for Service.” Service learning and practica assignments are integral to the curriculum. The Twin Cities region offers a variety of innovative and professional community agencies. Bringing the local social welfare resources into the classroom through presentations and internships allows students to train with and learn from local, regional and national social work leaders. Students also work within social, cultural, ethnic, and economically diverse communities, becoming better able to practice in a global society. The social work major at Augsburg College provides each student with a strong foundation for graduate studies in social work and other human service fields. The social welfare minor and social work electives offer students from other disciplines the opportunity to gain knowledge about human needs, growth and development, experience with urban human services, and an introduction to global issues of peace and justice. 293 Social Work Faculty Anthony Bibus (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Christina Erickson, Annette Gerten, Barbara Lehmann, Rosemary Link, Sharon Patten, Curt Paulsen, Nancy Rodenborg (BSW Field Coordinator), Glenda Dewberry Rooney, Michael Schock (BSW Program Director), Maryann Syers (Field Education Coordinator), Tan Ngoh Tiong DEGREE AND MAJOR REQUIREMENTS. Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice II: With Families and Groups SWK 317 Field Work II: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research II: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice III: With Communities and Policies SWK 407 Field Work III: Integrative Seminar SWK 417 Field Work IV: Integrative Seminar SWK 490 The Social Worker as Professional and seven supporting courses: BIO 121 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society 294 Social Work SOC 265 SWK 257 SWK 260 SWK 280 Race, Class and Gender Exploring Human Services Humans Developing Diversity and Inequality in Professional Practice A minimum grade of 2.0 is required for each core course and a 2.00 GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. Admission to the Major Students must apply to be admitted to the BSW degree program. This application process, called candidacy, is subsequent to and separate from admission to Augsburg College. The initial candidacy application is completed in the spring term of the sophomore year or in the summer months for junior transfer students. Each social work major must complete the application materials and be officially admitted to the BSW program before beginning the first field practicum in the junior year. Admission to the program is required as a pre-requisite for those 300 and 400 level courses restricted to social work majors only. Contact the Social Work Department for details. Departmental Honors The social work department offers students the opportunity to earn Departmental Honors through the completion of an applied or scholarly project. Students may apply for Departmental Honors if they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA of 3.60 in all social work classes at the 300 level and above. Honors applicants may take up to two courses as P/N (in addition to the integrative field seminars, which are graded P/N) and must complete a minimum of 14 traditionally graded Augsburg courses. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with your advisor or BSW program director for complete details and deadlines. Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice III: With Communities and Polices SOC 265 Race, Class, and Gender and one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Politics and Public Policy Social Work 295 SOCIAL WORK COURSES. ■ COURSES OPEN TO ALL STUDENTS SWK 230 Global Peace and Social Development This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. SWK 257 Exploring Human Services In this service learning course, students explore human services and especially social work as a major and as a career. In addition to attending class, students work alongside helping professionals in the community. Students gain a foundational understanding of the intersections between basic human needs, allocation of resources, and political structures, and they examine how the allocation of resources affects diverse groups. SWK 280 Diversity and Inequality in Professional Practice This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. (Prereq. or concurrent registration: SOC 265 Race, Class and Gender) SWK 260 Humans Developing This course helps students to examine critically factors influencing human growth and development within diverse and oppressed groups. Students come to understand human growth throughout life and the biological, psychological, and socio-cultural factors that influence the development of individuals, groups, and families. SWK 301 History and the Analysis of Social Policy The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. (Prereq.: junior standing or consent of instructor) SWK 406 Social Work Practice III: With Communities and Policies Students learn how community organizations, human service agencies, and social policies emerge in western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. (Prereq.: senior standing or consent of instructor) 296 Social Work ■ COURSES RESERVED FOR SOCIAL WORK MAJORS ONLY SWK 306 Social Work Practice I: With Individuals Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. SWK 307 Field Work I: Integrative Seminar Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 307 is concurrent with SWK 306 and is the first of two courses required in the junior year practicum, P/N grading only.) SWK 316 Social Work Practice II: With Families and Groups Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. SWK 317 Field Work II: Integrative Seminar This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (SWK 317 is concurrent with SWK 316 and is the second of two courses required in the junior year practicum, P/N grading only.) SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (0.5 course) Students are introduced to basic social research methods commonly used in social work research. Students learn how to access and understand current knowledge and evidence for effectiveness in social work practice and programs. Students also learn the foundational skills in planning and proposing research strategies as applied to practice evaluation. (This half course is in sequence with SWK 403 and is concurrent to SWK 406.) Social Work 297 SWK 403 Research II: Evaluation of Social Work Practice and Programs (0.5 course) Building on the work in SWK 402, students plan and complete an evaluation of agency-based social work interventions. Students learn to gather and interpret evidence for change using data analysis strategies for both quantitative and qualitative information. (Prereq.: SWK 402 and MPG 3) SWK 407 Field Work III: Integrative Seminar Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 407 is concurrent with SWK 406 and is the first of two courses required in the senior year practicum, P/N grading only.) SWK 417 Field Work IV: Integrative Seminar This course is a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (SWK 417 is concurrent with SWK 419 and is the second of two courses required in the senior year practicum, P/N grading only.) SWK 490 The Social Worker as Professional This course, which meets the senior keystone course requirement in the Augsburg Core Curriculum, is the summative seminar in the social work major. Students learn organizational analysis and methods for agency change as well as reflect on vocation in social welfare, engage in career planning, study ethical practice principles, and prepare to engage in professional social work practice. (Prereq.: senior social work status required) Internships and Independent Study Courses: SWK 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 96. SWK 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SWK 499 Independent Study/Research See description on page 96. 298 SOCIOLOGY—SOC S ociology is the scientific study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg’s metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in research, management, and human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as law, the ministry, social work, urban planning, and human services. Sociology Faculty James Vela-McConnell (Chair), Lars Christiansen, Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert DEGREE AND MAJOR REQUIREMENTS. Students may choose to pursue the core sociology major or they may opt for a specialized, interdisciplinary concentration within the major. Core Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces an excellent set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students and serve them well. Thus, these required and sequenced courses are also the core of the concentrations that allow students to pursue their electives in a direction that adds other skills related to areas of interest. Those concentrations include: Community Studies, Crime and Deviance, Cultural Anthropology, Organizational Studies, and Social Psychology. The major includes a total of ten courses: five required core courses and five electives, at least two of which are upper division courses from the specified list below: Core major: SOC 121 Introduction to Human Society SOC 362 Statistical Analysis SOC 363 Research Methods SOC 485 Sociological Theory SOC 490 Senior Seminar Sociology 299 At least two of the following upper-division courses (Prereq: SOC 121): SOC 349 Organizational Theory SOC 375 Social Psychology SOC 381 City & Metro-Urban Planning SOC 390 Social Problems Analysis SOC 410 Field Studies of Organizations SOC 300 Special Topics: Organizational Deviance SOC 300 Special Topics: Juvenile Delinquency SOC 300 Special Topics: Sociology of Law Three additional sociology electives. SOC 399 (Internship) is highly recommended. Note: Majors must have a 2.0 or better in each required course to receive credit in the major. Concentration in Community Studies This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. Courses required beyond the core major requirements are: SOC 111, SOC 381, SOC 399 and one additional elective. See Garry Hesser for advising and visit the department website for details. Concentration in Crime and Deviance Students interested in the traditional aspects of criminal justice — courts, prisons, probation, and law enforcement — as well as community crime prevention will be served by this concentration in the major. Courses required beyond the core major requirements are: SOC 265, SOC 277, a topics course in Deviance and Juvenile Delinquency or Organizational Deviance, PSY 335, and an upper division Internship approved by the department. See Diane Pike for advising and visit the department website for details. Concentration in Cultural Anthropology This concentration offers sociology majors an opportunity to examine and develop the methods and theoretical perspectives used by cultural anthropologists to study and understand the dynamics of culture. To complete the concentration, the sociology major must complete five additional courses beyond the core sociology courses. Two of those courses must be SOC 141 and SOC 499. The remaining three courses must be selected one each from three course groupings: World Cultures, Anthropological Research, and Theoretical Perspectives. See Eric Buffalohead for advising and visit the department website for details. Concentration in Organizational Studies This concentration is designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. This concentration seeks to equip students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career and professional goals. Courses required beyond the core major requirements are: Work and Society (SOC 222), Organizational Theory (SOC 349), Field Studies in Organizations (SOC 410), and three courses in related fields — BUS 340, one from BUS 242 or ECO 113, and one from INS 325, COM 345, or COM 410. Organizational Deviance (SOC 300) may be a substitute for either BUS course. See Lars Christiansen for advising and visit the depart website for details. 300 Sociology Concentration in Social Psychology The intent of the social psychology concentration is to provide sociology and/or psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in public relations, law, consulting, research, social policy, and more. Courses required beyond the core major requirements are: SOC 375, SOC 390, SOC 499, PSY 105, PSY 325, and PSY 491. See James Vela-McConnell for advising and visit the department website for details. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.50 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.00 GPA in courses counting toward the minor. SOCIOLOGY COURSES SOC 111 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 141 Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) Sociology 301 SOC 222 Work and Society Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can workplaces be functional, or are they inherently conflictual? How does the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. SOC 231 Family Systems The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required) SOC 260 Religion and Society An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological research on the role of religion and religious organizations in American society. (Fall) SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy. (Fall) SOC 290 Cultures of Violence What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on rotating schedule) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) 302 Sociology SOC 349 Organizational Theory What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall) SOC 363 Research Methods Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology How does society construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society, as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: SOC 121 or consent of instructor) SOC 410 Field Studies in Organizations In this course we visit several local organizations (ranging from small nonprofits to large transnational corporations), and work on a semester-long project with a local organization. We analyze these field experiences from the perspectives of organizational theory and critical political-economy, as well as explore the challenges, strategies, and rewards of doing projects as a group. (Prereq: SOC 222 and SOC 349, or permission of the instructor) Sociology 303 SOC 485 Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) SOC 490 Senior Seminar and Keystone This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring) Internships and Independent Study Courses: SOC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SOC 299 Directed Study See description on page 96. SOC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SOC 498 Independent Study—Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, spring) SOC 499 Independent Study/Research See description on page 96. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Modern Languages. 304 THEATRE ARTS—THR T he study of theatre is firmly grounded in the liberal arts, integrating knowledege and principles from many academic and artistic disciplines, including speech/communication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Augsburg’s location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students), and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, edu- cation, business, communication, and journalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department encourages a second major or minor in such fields as art, English, education, film, music, history, sociology, or religion. Theatre Arts Faculty Michael Burden (Chair), Julie Bolton, Martha Johnson, Darcey Engen, Lisa Anderson, Sandra Agustin, David DeBlieck, Karen Mulhausen, Sandy Nei Schulte DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS The Theatre Arts Department currently has two concentrations within the major: Performance Concentration and Theatre Design/Technical Theatre Concentration. Both concentrations consist of the Theatre Core Curriculum supplemented by electives specific to each concentration. Theatre Arts Major Performance Concentration This concentration within the Theatre curriculum is designed to serve students hoping to pursue graduate studies in Theatre (M.A./Ph.D. and M.F.A.) and professional work as a performer. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as theatre electives. Students in the performance concentration are encouraged to consult with their adviser when selecting electives. Advisers will assist students in identifying the year and semester elective courses are Theatre Arts 305 offered. Students are strongly encouraged to also complete a professional Internship at a local Twin Cities Theatre. Ten THR courses — eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Eight core courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 250 Script Analysis: Foundations of Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Two electives from: THR 226 Movement for the Theatre THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Ten Production Practicum Units (THP)— See Practicum Units Technical Design/Technology Concentration This concentration within the Theatre curriculum is designed to serve students hoping to pursue graduate studies or professional work as a theatre designer or technician. Students choosing this concentration will enroll in the eight core theatre major classes taken by all theatre majors and will supplement the core with at least two electives from the Art Department. Students in the emphasis are strongly encouraged to also take an Independent Study in their area of focus and to do a professional Internship at a local Twin Cities Theatre. Ten THR courses-eight required core courses and Two electives chosen from ART electives, Plus 10 theatre practicum units taken as THP. Eight Core Courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 250 Script Analysis: Foundations of Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Two Electives from: ART 107 or ART 105 Drawing Introduction to Architectural Drawing ART 240 Art History Survey or ART 243 or 244 History of Architecture Ten Production Practicum Units (THP) See Practicum Units The following courses are strongly recommended: THR 228 Directed Study ART 340 Digital Imaging THR 339 Internship THR 499 Independent Study Theatre Practicum Units (THP) All Theatre Arts Majors in either Concentration are required to complete 10 practicum units (THP) from three established areas. Area 1 Per for mance Each major will complete between one and five THPs from this area. The Performance Area THPs are: 306 Theatre Arts THP 111 THP 121 THP 131 THP 141 THP 151 Fall Acting/Performance Winter Acting/Performance Spring Acting/Performance Studio Acting/Performance Misc. Performance Area 2 Production Each major will complete between four and eight THPs from this area. The Production Area THPs are: THP 112, 122 or 132 House Management THP 113, 123 or 133 Set, Lights, Costumes Crew THP 114, 124 or 134 Running Crew THP 115, 125 or 135 Assistant Stage Manager THP 116, 126 or 136 Stage Manager Area 3 Artistic/Production Management Each major will complete one THP from this area. The Production Area THPs are: THP 117 Fall Artistic Assistance THP 127 Winter Artistic Assistance THP 137 Spring Artistic Assistance Please note that all theatre practicum courses count as one theatre practicum unit except for the following because of exceptional time requirements: THP 115, THP 125 and THP 135 Assistant Stage Manager counts as two units THP 116 ,THP 126 and THP 136 Stage Manager counts as three units. The following courses are encouraged, but not required: THR/MUS 235 Skills of Music Theatre THR/ENL 325 Playwriting THR 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 or 005 is recommended to fulfill one of the lifetime sports requirements. Students may take a maximum of 13 credits in the major. Freshmen planning to major in theatre arts should begin with courses THR 228, 232, 250; sophomores: THR 226, 228, 245, 361, 362; juniors: THR 325, 328, 350, 360, 361, 365; seniors THR 365, 366. Note: Some courses are offered alternate years only. Incoming students should meet in the Fall of Freshman year with a theatre adviser to ensure proper sequence of classes to be taken based on odd or even year of entry. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.75 GPA in the major and a 3.50 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their departmental adviser early spring semester of their junior year to develop a proposal for the honors project. Transfers: Transfer students should meet with a transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of core classes should however be taken at Augsburg. Additionally transfers are required to take a minimum of three upper division theatre arts courses. Ten practicum units are also required. Transfers must also complete a minimum of five THP credits within the department. No more than five units can be credits from others schools. Theatre Arts Minor Five courses including: THR 250 Script Analysis: Foundations of Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design Theatre Arts 307 THR 232 Acting THR 362 Theatre History Criticism II THR 366 Stage Direction The Theatre Arts Minors also must complete five practicum units. Students must take a minimum of one performance unit and a minimum of three production units. Refer to the practicum categories listed below the curriculum concentrations. Film Major and Minor See a description and requirements for the film major and minor in the Communication Studies section of the catalog. Theatre History and Criticism Dramaturgy Minor Five courses: THR 250 Script Analysis: Foundations of Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism II A directed studies course in dramaturgy or theatre criticism or theatre history Dance and Theatre Teacher Licensure Major Currently the Theatre Arts Department does not offer teaching licensure. Depending on developments and state policy changes, the department may add such a major in the future. THEATRE ARTS COURSES. THR/HPE 002 Lifetime Sports—Introduction to Dance (.0 course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and stretches. Each class includes a rigorous, physical warm-up, mixing yoga, pilates, and modern dance. THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course) Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor’s permission. NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama: Acting and Improvisation A study of theatrical movement, voice, mime, mask, improvisation, acting with an emphasis on active participation and reflective writing. This course is primarily designed for non-majors and does not fulfill credit toward the theatre arts major. THR/COM 216 Film Production I This course demonstrates the basics of 16 mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. 308 Theatre Arts THR 222 Introduction to Theatre Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. THR 226 Movement for the Theatre This course will explore principles of movement used in the art of acting. The goal will be to improve the actor’s physical energy, concentration, balance, control, clarity, timing, spontaneity, and energy. This course will use established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. (Alternate years) THR 228 Introduction to Stagecraft An introduction to the backstage world of the theatre; its organization, crafts, and creative processes. Students will execute practical projects, attend theatre tours, see professional productions, and participate on the Theatre Department’s fall production. Open to all students. Forty-hour lab requirement. THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. (Prereq.: Theatre major or consent of instructor) THR 233 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years) THR/MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of music theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Aalternate years) THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Theatre Arts 309 THR 250 Script Analysis: Foundations of Theatre This foundations class focuses on major principles and fundamentals of theatre literary analysis and uses performance, discussion, writing, and projects as a way of interpreting a dramatic script for academic and artistic applications. Close readings of plays from each genre (comic, tragic, realistic, absurd and post-modernism) will enable students to learn and apply basic terminology for literary and artistic processes. THR/COM 312 Film Production II The focus of this course builds on the lessons learned in COM 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or HON 111, and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended. Alternate years) THR 328 Theatrical Design Introduction to the design process for the stage. Each student will execute four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two Augsburg College productions. Forty-hour lab required, materials needed. (Prereq.: THR 228, junior or senior status) THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of narrative verse and dialogue forms of drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENL 111 or 112 or HON 111) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Italian Renaissance period. Reading of plays, research paper, and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON 111. Fall: alternate years) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the Italian Renaissance through contemporary theatre. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) 310 Theatre Arts THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism, restoration comedy, realism, and non-realism), culminating in a public recital. (Prereq: THR 250 and THR 232 and 362 or consent of instructor. Fall/Spring) THR 366 Stage Direction The goal of the course is to understand and master basic principles and skills of stage direction: directing concepts, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: THR 362, or consent of instructor) THR/SPC 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq: ENL 241 and junior/senior standing) THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. THR 299 Directed Study See description on page 96. THR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. THR 499 Independent Study/Research See description on page 96. Theatre Arts 311 THEATRE PRACTICUM COURSES. THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre arts major/minor. All THP theatre practicum courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered; 2. positive and professional attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: • Consent of instructor • Supervision by theatre faculty • A minimum of 30 hours of assessed participation by the student • Registration for THP course for semester when practicum is completed • Registration for practicum before deadline dates set by the registrar’s office Please note: • All majors will complete at least one THP unit in costumes. • All majors will complete one THP in lighting. • THP courses may be repeated. • Crew work required for classes/coursework does not count towards practicum. • Work-study hours do not count towards practicum. • Completion of THP 115 and 116 count as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. • Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Five practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. THEATRE PRACTICUM COURSES. Area One: Performance THP 111/121/131/141/151 Theatre Practicum: Acting/Performance 1 Practicum unit (.0 course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dance/licensure majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition). Area Two: Production THP 112/122/132 Theatre Practicum: House Management 1 Practicum unit (.0 course) Substantial participation (30 hour minimum) in house management, ushering, or box office. 312 Theatre Arts THP 113/123/133 Theatre Practicum: Set, Lights, Costumes 1 Practicum unit (.0 course) Set or costume building, light hanging, for main stage production. THP 114/124/134 Theatre Practicum: Running Crew 1 Practicum unit (.0 course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theatre Practicum: Assistant Stage Management 2 Practicum units (.0 course) Assistant stage management for main stage production. THP 116/126/136 Theatre Practicum: Stage Management 3 Practicum units (.0 course) Stage management for main stage production. Area Three: Artistic/Production Management THP 117/127/137 Theatre Practicum: Artistic Assistance 1 Practicum unit (.0 course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project. URBAN STUDIES See Metro-Urban Studies. WOMEN’S STUDIES—WST T he Women’s Studies Program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Women’s studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women’s Studies Faculty Cass Dalglish (Coordinator), Kristin M. Anderson, Janelle Bussert, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson, James VelaMcConnell DEGREE AND MAJOR REQUIREMENTS. Major Ten courses that must include WST 201 Foundations in Women’s Studies, a midlevel course in feminist theory or feminist philosophy selected from an approved list, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining six electives are to be selected from approved women’s studies courses, and should include at least two courses in the social sciences, two in the humanities, and one with a racial, ethnic, or global emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women’s studies program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women’s studies major must also be completed at Augsburg. Each student’s program must have the written approval of the women’s studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for women’s study credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Social and Environmental Justice: Latin American Perspectives (offered spring semester). Minor Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written 313 314 Women’s Studies approval of the women’s studies program coordinator. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in women’s studies are urged to consult with the director of women’s studies immediately upon transfer. The Women’s studies program has an articulation agreement with Century College that governs Century College students with a women’s studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of women’s studies for approval of courses for the major or minor. WOMEN’S STUDIES COURSES. WST 201 Foundations in Women’s Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. WST 281 WST 305 Topics in Women’s Studies Issues in Gay and Lesbian Studies A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Social and Environmental Justice: Latin American Perspectives) WST 341 Environmental Politics (CGE Course. See International Studies, Social and Environmental Justice:Latin American Perspectives.) HIS/WST/ISS 355 Cultural Conflict and Change in Latin America (CGE Course. See International Studies, Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)) WST 359 Women, Gender and Social Change in Mesoamerica (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) Women’s Studies 315 WST 366 Latin American Liberation Theologies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 481 WST 490 Topics in Women’s Studies Women’s Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester. AIS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. AIS 320 American Indian Women (See American Indian Studies for course description.) Internships and Independent Study Courses (Must be approved in writing by the women’s studies coordinator): WST 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. WST 299 Directed Study See description on page 96. WST 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. WST 499 Independent Study/Research See description on page 96. 316 Women’s Studies See department listings for descriptions of the following approved electives: AIS 208/408 Native American Women and Film ART 352 Women and Art ENL 365 Contemporary Post Colonial Fiction ENL 367 Women and Fiction HIS 282 History of Women Since 1850 HIS 311 Topics in Women’s History HPE 316 Human Sexuality POL 124 American Women and Politics POL 459 Topics in Comparative Politics PSY 371 Psychology of Gender SOC 231 Family Systems SOC 265 Race, Class, and Gender REL 441 Feminism and Christianity YOUTH AND See listing under Religion. FAMILY MINISTRY College Information Board of Regents – 318 ELCA Program Unit for Vocation and Education – 319 Faculty and Administration – 320 Officers – 320 Administration – 320 Faculty – 322 Faculty Emeriti – 339 Campus Maps – 342, 343 318 BOARD OF REGENTS The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Dan W. Anderson ’65 (2009) President, Swenson Anderson Financial Group, Minneapolis, MN *Gar y E. Benson ’70 (2008) Directing Pastor, Zumbro Lutheran Church, Rochester, MN *Jackie Cherr yhomes ’76 (2010) Government Relations Consultant, Cherryhomes-Tyler LLC, Minneapolis, MN *Ruth E. Johnson ’74 (2006) Consultant, Department of Internal Medicine, Mayo Clinic & Mayo Medical School, Rochester, MN Dean Kennedy (2009) President, Texacoma Oil & Gas Corporation, Dallas, TX Dean C. Kopperud (2009) Consultant, Miramar Beach, FL Michael O. Freeman (2006) Attorney, Lindquist & Vennum, Minneapolis, MN Gloria C. Lewis (2011) President/CEO, Big Brothers Big Sisters of the Greater Twin Cities, St. Paul, MN *Anthony Genia ’85 (2008) Emergency Dept. Physician, Fairview University Medical Center, Minneapolis, MN Jennifer H. Martin (2007) Senior Vice President, Corporate Administration, Thrivent Financial for Lutherans, Minneapolis, MN *Michael R. Good ’71 (2007) President and Chief Operating Officer, Sotheby’s International Realty, Parsippany, NJ Marie O. McNef f (2009) Professor Emeritus and Dean (retired), Augsburg College, Minneapolis, MN *H. Theodore Grindal ’76 (2008) Attorney/Partner, Lockridge Grindal Nauen P.L.L.P., Minneapolis, MN Nor man R. Hagfors (2009) Founder & President (retired), Norsen, Inc., North Oaks, MN *Paul S. Mueller ’84 (2009) Internal Medicine Consultant, Mayo Clinic, Rochester, MN *Ronald G. Nelson ’68 (2008) Retired, Mendota Heights, MN *Beverly Oren ’55 (2008) Retired, Roseville, MN James E. Haglund (2006) President/Owner, Central Container Corporation, Brooklyn Park, MN Wayne Popham (2006) Attorney, Popham Law Office, Minneapolis, MN Jodi Harpstead (2009) Chief Advancement Officer, Lutheran Social Service of Minnesota, St. Paul, MN Paul C. Pribbenow, Ex Of ficio President, Augsburg College, Minneapolis, MN Board of Regents 319 Rev. Peter Rogness (2008), Ex Of ficio Bishop, St. Paul Area Synod, ELCA, St. Paul, MN Emily Anne Tuttle (2009) Retired, Wayzata, MN Rev. Harold Usgaar d (2008), Ex Officio Bishop, Southeastern Minnesota Synod, ELCA, Rochester, MN Glen J. Skovholt (2006) President, Government & Community Strategies, St. Paul, MN Sandra L. Var gas (2008) County Administrator, Hennepin County, Minneapolis, MN *Philip Styrlund ’79 (2006) President, The Summit Group, Apple Valley, MN *Jean M. Taylor ’85 (2006) President, Taylor Corporation, Eagan, MN *Joan L. Volz ’68 (2006) Attorney, Welch, MN *P. Dawn Taylor ’78 (2008) Chief Operating Officer, Silver Glade Properties LLC, Des Moines, IA ELCA PROGRAM UNIT EDUCATION Executive Director The Rev. Dr. Stanley N. Olson Director for Colleges and Universities Dr. Arne Selbyg Asst. Director for Colleges and Universities Ms. Marilyn Olson FOR VOCATION AND 320 AUGSBURG COLLEGE FACULTY ADMINISTRATION AND Beginning year of service of faculty and staff is indicated with parenthesis. Officers of the College Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of Chicago. Richard S. Adamson (1989). Vice President for Finance and Administration. B.A., University of St. Thomas; Certified Public Accountant. Tracy Elftmann (2005). Vice President of Institutional Advancement. B.A., Augsburg College; J.D., Drake University Law School; L.M.M.N. Masters of Law, Columbia University Law School. Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. Ann L. Gar vey (1998). Vice President of Student Affairs. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Julie A. Olson (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg College. Administration Leif Anderson (1996). Chief Information Officer. B.A., University of Minnesota. Tracy Beckman (2003). Director, Government and Community Relations. B.S., Mankato State University; M.P.A., John F. Kennedy School of Government, Harvard University. Mike Bilden (2003). Director, Recruitment and Retention, Adult Programs. B.S., University of Wisconsin – Superior. Heidi Breen (1986). Director, Alumni Relations. B.A., Concordia College – Moorhead. Carrie Carroll (1997). Director of Undergraduate Admissions. B.A., Hamline University. Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul Seminary School of Divinity-University of St. Thomas. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College. David Draus (2000). Director, Facilities and Risk Management. James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W., University of Minnesota – Duluth. Trena Bolden Fields (2002). Director, Pan-Afrikan Center. B.A., Augsburg College. Marilyn E. Florian (1980). Women’s Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. Or val J. Gingerich (2001). Associate Dean for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Men’s Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Augsburg College Administration 321 Joan L. Grif fin (1986). Associate Dean for General Education. Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Herald A. Johnson (1968). Director, Advancement Programs. B.A., Augsburg College. William Jones (2002). Director, Augsburg/Capella Alliance. B.A., University of Pennsylvania; M.A., M.S., Indiana University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Benjamin G. Kent (1996). Director, Academic Advising and Achievement. B.A., University of Wisconsin-Madison; M.S., University of Oregon. Robert Kramarczuk (2004). Director, MBA Program. B.A., University of St. Thomas; Ph.D., University of Minnesota. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Gaye Lindfors (1993). Special Assistant to the President. B.S., Mankato State; M.A.I.R., University of Minnesota. Ann Lutter man-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Christopher Moquist (2005). Director of Marketing and Communications. B.A., St. Olaf; M.B.C., University of St. Thomas. Thomas F. Morgan (1983). Special Assistant to the President. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College. Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of Minnesota. Stephen Preus (2004). Director of Development. B.A., Luther College; C.L.U., Ch.F.C., American College. Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A. Saint Mary’s University. John S. Schmit (1990). Dean of Graduate and Adult Academic Programs. Associate Professor of English. B.S., St. John’s University; M.A., University of New Orleans; Ph.D., University of Texas. Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. 322 Augsburg College Faculty Marcus Skjer vem (2004). Director, Activities and Orientation. B.A., Concordia College – Moorhead; M.S., Illinois State University. Jeffrey F. Swenson (1986). Assistant Dean, Athletics and Recreation. B.A., Augsburg College; M.A., University of Minnesota. Jeffrey S. Swenson (1989). Controller, Administrative Accounting. B.A., Augsburg College. Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St. Olaf College; Ph.D., University of Minnesota. Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Faculty A Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University. Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Sandra J. Agustin (1997). Instructor, part time, Theatre Arts. B.S., University of Wisconsin-Madison. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Stuar t M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. Alexandre A. Ar dichvili (2004). Instructor, part time, Master of Arts in Leadership and M.B.A. Programs. B.A., University of Tbilisi, Georgia, USSR; Ph.D., Moscow State University; M.B.A., Ph.D., University of Minnesota. Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate degree, Colegio Angloamericano. Augsburg College Faculty 323 B Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education. B.A., Universidad Centroamericana; M.A., Tufts University. Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of Michigan. R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa University; M.S., Minnesota State University, Mankato. David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A., University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of Nebraska, Omaha. Carol E. Bar nett (2000). Studio Artist/Composition, part time, Music. B.A., M.A., University of Minnesota. Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Tracy A. Bibelnieks (2002). Assistant Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D., Clemson University. Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University. William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State University. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; M.F.A., University of Minnesota. Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.F.A., University of Minnesota. Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Michele R. Braley (2002). Instructor, part time, Social Work. B.A., Oberlin College; M.S.W., Augsburg College. Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., A.B.D., University of Minnesota. Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina School of the Arts; Cleveland Institute of Music; The Juilliard School. Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College; M.Ed., St. Mary’s University. 324 Augsburg College Faculty Lisa A. Broek (1993). Instructor, part time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia. Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State University. Eric L. Buf falohead (1997). Associate Professor of American Indian Studies. B.A., M.A., A.B.D., University of Minnesota. Michael R. Bur den (1990). Associate Professor of Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.F.A., University of Minnesota. Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University; M.S., Mankato State University. Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S., Ph.D., University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees, University of Minnesota. Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of Dallas; M.A., New York University Graduate School in Spain. John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills Adviser. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Tara K. Christopherson (1992). Assistant Professor, part time, Art. B.S., University of Wisconsin-Stout; M.F.A., Minneapolis College of Art and Design. Anthony J. Clapp (2001). Instructor, part time, Physician Assistant Studies. A.A., Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D., University of Alabama. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Augsburg College Faculty 325 Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University; M.S.W., University of Minnesota. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Anthony Cox (2005). Studio Artist/Electric Bass, part time, Music. B.A., Metropolitan State College. Larr y J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson. D Mar vin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail School of Music. Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; M.F.A., Vermont College; Ph.D., The Union Institute. Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education. B.F.A., Washington University; M.A., School for International Training. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education. B.A., University of the North, South Africa; M.S., Mankato State University. Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State University; P.A., Bowman Gray School of Medicine. Jacqueline R. deVries (1994). Associate Professor of History. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.D., University of Minnesota. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M., The Mannes College of Music; A.B.D., University of Missouri – Kansas City Conservatory. Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A., Saint Mary’s University. Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. Suzanne I. Dorée (1989). Associate Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A., University of Iowa. Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. 326 Augsburg College Faculty E Gar y T. Egbert (2004). Instructor, part time, Physics. B.S., Western Illinois University; M.S., University of South Dakota – Vermillion; Ph.D., University of Nebraska – Lincoln. Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. Wesley B. Ellenwood (2002). Instructor, part time, Theatre Arts. B.A., University of Minnesota; M.F.A., Syracuse University. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey K. Engen (1997). Assistant Professor of Theatre Arts. B.A., Augsburg College; M.F.A., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Molly K. Enz (2006). Assistant Professor of Modern Languages. B.A., Concordia CollegeMoorhead; M.A., Ph.D., University of Wisconsin-Madison. Christina L. Erickson (2004). Assistant Professor of Social Work. B.S., University of Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of Illinois – Chicago. Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College; M.F.A., D.M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central Michigan University; M.M., University of Minnesota. Kevin G. Ewert (2002). Assistant Professor of Business Administration. B.S., North Dakota State University; M.A., M.S., Saint Mary’s University-Rochester; A.B.D., Nova Southeastern University. F Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University. Sarah M. Ferguson (2005). Assistant Professor of Social Work. B.A., Drake University; M.A., M.S.W., Ph.D., University of Minnesota. Augsburg College Faculty 327 Nancy L. Fischer (2005). Assistant Professor of Sociology. B.A., Hamline University; M.A., The American University; Ph.D., State University of New York – Albany. Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of Montana. Richard M. Flint (1999). Instructor, part time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. B ruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Michael O. Freeman (2002). Instructor, part time, Political Science. B.A., Rutgers College; J.D., University of Minnesota. Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central Florida; M.A., Ph.D., Case Western Reserve University. Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas College. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island College; M.P.A., University of Rhode Island. G Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Ann L. Gar vey (1998). Vice President of Student Affairs. Instructor, part time, Business Administration. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Annette M. Ger ten (1997). Assistant Professor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. Keith F. Gilsdor f (2001). Associate Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. 328 Augsburg College Faculty Cher yl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of Minnesota; M.A., College of St. Thomas. Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages. B.S., M.Ed., University of Minnesota. Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester Program. B.S., M.S., Winona State University. Joan L. Grif fin (1986). Associate Dean for General Education. Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa; M.A., Luther Seminary. Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Gr undahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Assistant Professor of Religion. B.A., University of Iowa; M.A., University of Chicago; Ph.D., University of Virginia. Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College. Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg College; M.A., University of Minnesota. David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of Minnesota. John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota; Ph.D., Harvard University. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Her for th (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Garr y W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Augsburg College Faculty 329 Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Mar y A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M., Indiana University. Mar y A. Hunt (2000). Studio Artist/Piano Accompaniment, part time, Music. B.A., Fort Wright College of the Holy Names; M.M., Boston University; D.M.A., University of Wisconsin-Madison. Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of Wisconsin-River Falls. I Colin C. Ir vine (2003). Assistant Professor of English. B.A., Carroll College; M.A., University of Notre Dame; Ph.D., Marquette University. Gretchen Kranz Ir vine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin, LaCrosse; M.A., University of Nebraska. J Lisa E. Jack (1994). Assistant Professor of Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England Conservatory of Music; M.M., University of Minnesota. Mar y J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A., Ed.D., Hamline University. Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North Dakota State University; M.S., Virginia Polytechnic Institute and State University; M.S., Iowa State University; Ph.D., University of Minnesota. Sophia J. Jacobson (1999). Instructor, part time, American Indian Studies. B.A., Metropolitan State University; M.A., University of St. Thomas. Kia M.G. James (2003). Associate Professor of Nursing. B.A., B.S.N., St. Olaf College; M.P.H., Ed.D., University of Minnesota. William H. Jasperson (1990). Atmospheric Science. Assistant Professor of Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota. Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. 330 Augsburg College Faculty Christopher J. Johnstone (2006). Assistant Professor of Education. B.S., State University of New York-Plattsburgh; M.S., Syracuse University; Ph.D., University of Minnesota. Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State University. K Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammer man (1986). Instructor, part time, Business Administration. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Mar y Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin, Eau Claire; M.Ed., Bethel College. Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard School; M.M., University of Arizona. Mar y A. Kingsley (1965). Associate Professor of Modern Languages. B.A., St. Olaf College; M.A., Middlebury College. Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College; M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., Eastman School of Music. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Carol M. Knicker (2002). Assistant Professor of Education. B.S., Southwest State University; M.S., Mankato State University; Ed.D., University of St. Thomas. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther Seminary. Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Augsburg College Faculty 331 Gregor y P. Kr ueger (2000). Instructor of Education. B.A., Southwest Minnesota State University; M.A., Hamline University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and Mary; M.A., Utah State University; Ph.D., University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Velma J. Lashbrook (2000). Instructor, part time, Master of Arts in Leadership and Nursing. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Laura K. Lazar (2004). Assistant Professor of Business Administration. B.A., M.L.S., Valparaiso University; M.B.A., Ph.D., Indiana University. Edward Bok Lee (2002). Instructor, part time, Communication Studies. B.A., University of Minnesota; M.F.A., Brown University. Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Cher yl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Karoline M. Lewis (2003). Instructor, part time, Religion. B.A., Northwestern University; M.Div., Luther Seminary; A.B.D., Emory University. Robert E. Lewis (2004). Instructor, part time, Business Administration. B.A., M.B.A., University of St. Thomas. Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Assistant Professor of Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemar y J. Link (1986). Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M., DePauw University; M.M., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. J. Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School. Edward D. Lotter man (2005). Assistant Professor of Economics. B.A., M.S., University of Minnesota. 332 Augsburg College Faculty Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A., Augsburg College; M.Phil., Ph.D., University of Swansea, Wales. Mar y E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological Union. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., P.A. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A., University of Nebraska; E.D., University of St. Thomas. Steven P. Lund (1982). Studio Artist/Trombone, part time, Music. B.S., University of Minnesota. Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin, Superior; M.Div, Luther Seminary. Ann L. Lutter man-Aguilar (1993). Interim Academic Director, Instructor, Center for Global Education. B.A., Earlham College; M.Div., Yale University. M Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S., Purdue University; M.S., Colorado State University; Ph.D., Utah State University. M. Elise Marubbio (2003). Assistant Professor of American Indian Studies. B.F.A., Cleveland Institute of Art; M.A., Ph.D., University of Arizona. David C. Matz (2001). Assistant Professor of Psychology. B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Craig D. Maus (2002). Instructor, part time, Business Administration. A.A., North Hennepin Community College; B.S., Mankato State University; M.B.A., University of St. Thomas. Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. John C. McCaffrey (2000). Assistant Professor of Art. B.F.A., University of WisconsinMadison; M.F.A., University of Miami-Coral Gables. Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.S., Ph.D., University of Oklahoma. Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of Iowa. Mar y Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota; M.Div., Luther Seminary. Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood College; M.A., Tulane University. Laurie H. Mer z (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Augsburg College Faculty 333 Diane M. Mikkelson (1997). Instructor, part time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. Joyce P. Miller (2004). Assistant Professor, part time, Nursing. A.A., Rochester State Junior College; B.S., M.A., Augsburg College. Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of Minnesota. John W. Molloy (2003). Assistant Professor of Business Administration. B.B.A., M.S., University of Wisconsin, Madison. Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of Minnesota; M.S.W., Augsburg College. N Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A. degrees, Ogongo Agricultural College and United Lutheran Theological Seminary; M.A., Trinity Lutheran Seminary; Ph.D., Natal University. Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary; M.D., University of Minnesota. Justin R. Newhall (2005). Instructor, part time, Art. B.F.A., Minneapolis College of Art and Design; M.F.A., University of Minnesota. Nor ma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. O Mar y F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community College; B.S., Bethel College; M.A., Augsburg College. Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University of Minnesota; M.B.A., Minnesota State University. Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack Osber g (1991). Instructor, Health and Physical Education. B.A., Augsburg College. P Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed., University of Minnesota. Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College; B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D., University of Durham, England. 334 Augsburg College Faculty Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Donna R. Patterson (2006). Assistant Professor, part time, Education. B.A., M.Ed., University of Minnesota. Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of Minnesota. Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St. Olaf College; M.A., Lone Mountain College [now part of University of San Francisco]. Cur tis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College; M.A., St. Mary’s University. Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M., University of Cincinnati. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Par y Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaf f (1966). Associate Professor, part time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Theological Seminary. R Larr y C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A., University of Minnesota. Augsburg College Faculty 335 Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University of Minnesota. B ruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College. M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University; M.S.W., University of Minnesota; Ph.D., Arizona State University. Glenda Dewberr y Rooney (1992). Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Barr y D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair State University. S Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Dean of Graduate and Adult Academic Programs. Associate Professor of English. B.S., St. John’s University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts. B.A., M.A., M.F.A, University of Minnesota. David G. Schwain (1995). Assistant Professor of Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathr yn A. Schwalbe (1991). Associate Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College, Moorhead; M.Ed., University of Minnesota. Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas. N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus Adolphus College; M.S., University of Wisconsin-River Falls. Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s College; Ph.D., University of Minnesota. Charles M. Sheaf fer (1995). Associate Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education. B.A., University of California, Davis; M.A., Columbia University. John S. Shockley (2002). Visiting Professor, part time, Political Science. B.A., University of Texas; M.A., Ph.D., University of Wisconsin. 336 Augsburg College Faculty Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College; M.A., Saint Mary’s College. Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State University. Beverly L. Smith-Keiling (2004). Assistant Professor of Biology. B.S., East Central University; Ph.D., University of Minnesota. Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Sandra F. Soltis (2005). Instructor of Education. B.S., Moorhead State University; M.S., Winona State University; Ph.D., University of Minnesota. Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A., Ph.D., Northwestern University. Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota; M.A., Mankato State University. Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John P. Stein (1992). Instructor, part time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Erik S. Steinmetz (1998). Assistant Professor of Computer Science. B.A., Augsburg College; M.S., University of Minnesota. Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern Colorado; M.S., Mankato State University. Stuar t M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University. Theresa A. Stoller (2003). Instructor, part time, Business Administration. B.A., Augsburg College. Benjamin L. Stottr up (2005). Assistant Professor of Physics. B.A., University of Minnesota, Morris; Ph.D., University of Washington. Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S., North Dakota State University; M.S., University of Wisconsin-LaCrosse. Mark S. Strefeler (2003). Associate Professor of Biology. B.S., Pennsylvania State University; M.S., North Carolina State University; Ph.D., Cornell University. Karen T. Sutherland (1999). Professor of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Augsburg College Faculty 337 Kathr yn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Mar yann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. T B renda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S., University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University of Nebraska Medical Center. Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore; M.S.W., University of Pennsylvania; Ph.D., University of Minnesota. Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of Minnesota; M.S.W., Fordham University; Ph.D., Pacific University. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. Robert K. Tom (2002). Associate Professor, part time, Art. B.F.A., University of Hawaii; M.F.A., Temple University. Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of Minnesota. Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester Institute of Technology; M.A., Gallaudet University. Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education. B.A., Francisco Marroquin University; M.Div., St. Paul Seminary. Katherine A. Tunheim (2005). Instructor, part time, Business Administration. B.A., Concordia College, Moorhead; M.A., University of Wisconsin, Milwaukee. U-V Joseph Underhill-Cady (1998). Associate Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University. John W. Van Cleve (1996). Instructor, part time, Modern Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin. James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. 338 Augsburg College Faculty W David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State University. Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of Nairobi, Kenya; Ph.D., University of Minnesota. Andrew War d (2001). Instructor, part time, Business Administration/Philosophy. B.A., Luther College; M.A., Ph.D., University of Kansas. Martha A. (Car y) Water man (1991). Instructor, part time, English. B.A., University of Denver; B.S., M.A., Minnesota State University-Mankato. Luann Watson (2003). Instructor, part time, Nursing. A.A., Normandale Community College; B.S., M.A.L., Augsburg College. David R. Weiss (2002). B.A., Wartburg College; M.A., Wartburg Theological Seminary; M.A., University of Notre Dame. Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline University. Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of Minnesota. Hans H. Wiersma (2002). Assistant Professor of Religion. B.A., University of California, San Diego; M.Div., Ph.D., Luther Seminary. Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of Minnesota. Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. X-Y-Z Steven M. Zitnick (2000). Assistant Professor of Business Administration; Associate Director, M.B.A. Program. B.A., Shimer College; M.S., University of Utah. Faculty Emeriti 339 FACULTY EMERITI Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Er nest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Ver n M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Nor man B. Fer guson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henr y G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerr y Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. 340 Faculty Emeriti Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of Brooklyn; Ph.D., New York University. Edwina L. Hertzber g. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Nor man D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A., University of Iowa. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of Minnesota. Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CaliforniaBerkeley. Marie O. McNef f. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Er win D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gor don L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Faculty Emeriti 341 Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Mar y Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of Pennsylvania. 342 CAMPUS MAP CAMPUS LOCATION 343 DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the North— Take Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 22nd Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. I-94 East from Minneapolis— Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 22nd Avenue South. PUBLIC TRANSPORTATION I-94 West from St. Paul— Take Riverside exit, turn right at Riverside Avenue, turn left at 22nd Avenue South. I-35W from the South— Follow the I-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 22nd Avenue South. Augsburg College is located near two Metro Transit Light Rail stations: the Cedar-Riverside station and the Franklin Avenue station. In addition to light rail, four Metro Transit bus lines keep Augsburg easily accessible to the greater metropolitan area: routes 2, 7, 19, and 24. For more information about Metro Transit schedules and routes, call 612-373-3333 or go online to <www.metrotransit.org>. 344 Index Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. 346 INDEX A About Augsburg 10, 18 Academic Advising 42 Academic Calendar 4-7, 54 Academic Divisions 56 Academic Excellence Scholarships 29 Academic Information 53 Academic Internships 67 Academic Policies and Procedures 70 Academic Progress, Probation and Dismissal 89 Academic Skills Coaching 43-44 Access Center 45 Accessibility 18 Accounting 120-122 Accreditation and Memberships 11, 17, 18 Achievement Scholarships 30 Admissions 14, 20-22 Administrative Officers of the College 320 Advanced Placement Program Test (AP) 87 Advanced Transfer Students 76, 82 African American Student Services (see Pan-Afrikan Student Services) 47 American Indian Studies 96-99 American Indian Student Services 46 American Sign Language 231 Anderson Hall 14, 50 Anne Pederson Women’s Resource Center 42 Application Procedures 20, 28 Applied Economics 153 Architecture Minor 101 Art 100-105 Art History 100, 104-105 Asian American Student Services (see Pan Asian Student Services) 47 Assessment of Previous Learning (APL) Program 87-88 Associated Colleges of the Twin Cities (ACTC) 60, 62 Associated Support Organizations 16 Athletic Affiliation 18 Athletics and Sports 42 Audit Fee 24 Auditing Courses 86 Augsburg Core Curriculum 78-85, 106-107 Augsburg Experience 79 Augsburg First Year 78-79 Augsburg Seminar 78, 106 Augsburg Signature Curriculum 78-79, 106 B Bachelor of Science (Liberal Arts requirement modifications) 84-85 Beta Beta Beta 110 Biology 108-113 Board of Regents 318-319 Business (Master of Business Administration) 69 Business Administration 114-119 Business Administration and Economics Major 117, 153 Business Administration (Music Business Specialization) 116, 240 Business Management Certificate 115 C Calendar 4-7, 54 Campus Location 14, 18, 342-343 Campus Map 342-343 Campus Ministry 40 Campus Tours 20 Canadian Program 70 Career Services 68 Carlson (Jeroy C. Carlson) Alumni Center 15 Center for Global Education 64-65, 207-218 Center for Learning and Adaptive Student Services (CLASS) 43 Center for Service, Work, and Learning 66-68 Certificates 69 (MBA), 101, 115 Change of Program 73 Chemistry 129-134 Chinese 231 Chapel 15, 42 Choir 253 Christensen Center 14, 41 Class Schedule 94 Classification (Class Year) 87 Clinical Laboratory Science 135-140 Coaching Endorsement 186 College Costs 2006-07 Day 24-25, WEC 25-26 College Level Examination Program (CLEP) 87 College of the Third Age 16, 70 Commencement 90 Commons 50 Communication Studies 141-147 Communication Arts/Literature Teacher Licensure 60, 144, 160 Community Service-Learning 67 Community Studies Concentration (Sociology) 299 Computational Economics 148-149 Computational Philosophy 149, 261 Computer Science 147-151 Concert Band 253 Connections Courses 106-107 Continuing Education Program 70 Cooperative Education 67, 108 Index 347 Core Curriculum 78-85, 106-107 Costs 24-26 Counseling 48 Counseling and Health Promotion 48 Course Descriptions 94-316 Course Numbers 94 Credits 94 Crime and Deviance Concentration (Sociology) 299 Crossover Registration 72 Cultural Anthropology Concentration (Sociology) 299 D Dance and Theatre Teacher Licensure Major 307 Dean’s List 89 Degrees Offered 18, 54 Departmental Comprehensive Exams 87 Departmental Honors (see each major) Departments and Programs 94-316 Deposits 25 Development 8 Directed Study 96 Directory 8 Directory Information 91-92 Disability Services 43-44, 45-46 Dismissal 89 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 14-16, 49-50 Dual Degree Programs 59, 169-170 E Early Admission of Freshmen 21 Economics 152-156 Economics/Business Admin. Major 117, 153 Economics/Political Science Teaching Major 272 Edor Nelson Field 15 Education 157-168 Education for Service 11 Education (Master of Arts) 68 Elementary Education 158-160, 162-164 Emotional/Behavioral Disabilities 166-168 Employment 33 Engaging Minneapolis 78 Engineering 169-170 English 171-184 English Language Learners (ELL) 88-89 English Placement Test 174 Enrollment 18 Enrollment Center 8, 72 Enrollment Degree Verification 90 Enrollment Deposit 25 Ensembles 253 Entry-level Skills 80-81, 107 Ethnic Student Services 46-47 Evaluation and Grading 85-87 Evangelical Lutheran Church in America (ELCA) 11, 18, 319 Experiential Education Programs 66-68 Explanation of Grades 85-87 Exploring Our Gifts (Vocation) 40 F Facilities and Housing 14-17, 50 Facts and Figures 18 Faculty 18, 55, 322-341 Faculty Emeriti 339-341 FAFSA (Free Application for Federal Student Aid 28 Family Educational Rights and Privacy Act (FERPA) 51, 91-92 Federal Work Study Program 33 Fees 24-26 Film 142-143 Finance 122-123 Finance Certificate 115 Financial Aid 18, 28-38 Financial Policies 26-28 Fine Arts 41 Fitness Center 49 Food Service 50-51 Foreign Languages (See Modern Languages) Forensics 142 Former Students 22, 74-75 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Foundations of Fitness 84,188 French 230-232 Freshmen 20-21 G Gage Center for Academic Achievement 42 German 230, 233-234 Gift Assistance 31 GLBTQA 48 Global Education Center 15, 64-65, 207-218 Global Education Program Courses 64-65, 207-218 Grade Point Average 77, 87 Grading 85-86, 87 Graduate Programs 68-69 Graduation (Applying for) 76-77 Graduation Skills Requirements 80 Graduation Requirements 76-85 Grants 31 Graphic Design Certificate 101 Gymnasium (Melby Hall) 15 348 Index H L Health and Physical Education 185-189 Health Clinic Services 48 Health Education 185-187 Health Insurance 48 Health Promotion 48-49 HECUA Courses 65-66, 208, 216-218 Higher Education Consortium for Urban Affairs (HECUA) 65-66, 208, 216-218 Hispanic/Latino Student Services Program 47 History 190-196 History of Augsburg College 10-12 Honors (Departmental—see each major) Honors (Latin) 90 Honors Program 62, 197-202 Housing 14-16, 25, 49-50 Hoyt Messerer Fitness Center 49 Human Relations (Communication Studies) 142 Language Courses 230-237 Latin Honors 90 Leadership (Master of Arts) 68 Leadership Studies Minor 203 Leadership, Service, and Performance Scholarships 30 Learning Disabilities (Special Education) 166-168 Learning Disabilities Program 43 Liberal Arts (Bachelor of Science Waiver) 84-85 Liberal Arts Foundation 79-80, 82-83 Library and Information Technology 15, 18, 55-56 Licensure (Teaching) 60, 157-168, 254-255, 292 Life Sciences 109 Lifetime Fitness 84, 188 Lindell Library 15, 18, 55-56 Loan Assistance 32 Location 14, 18, 342, 343 Lutheran Congregational Scholarships 31 I Ice Arena 15 Incomplete Grade 86 Independent Studies 95, 96 Information Technology Certificate 115 Information Technology Services 55-56 Inter-Institutional Programs 62-63 Inter-Race 16 Intercollegiate Athletics 42 Interdisciplinary Studies 202-204 International Baccalaureate Program (IB) 87 International Business Minor 117 International Business Specialization (Business Administration) 110 International Business Concentration (International Relations) 206 International Partners 65, 207-208 International Relations 205-206 International Student Advising 49 International Students 22, 49 International Studies 207-218 Internships 66-67, 95-96 Intramural Athletics 42 J Japanese 234 Jeroy C. Carlson Alumni Center 15 John Evans Learning Laboratory 44 K Karen M. Housh Tutor Center 44 Keystone (Senior Keystone) 79, 106 M Majors and Minors 10, 56-60, 94-316 Management Information Systems 124-126 Management Specialization (Business Administration) 116 Managerial Accounting 120 Many Voices Project 79 Maps 342, 343 Marketing 116 (WEC), 126-128 Marketing Communication (Communication Studies) 142 Mass Communication and Journalism (Communication Studies) 142 Master’s Degrees 54, 68-69 Math Placement Group (MPG) 80-81, 221 Mathematics 219-224 Medical Refund 27 Medieval Studies 225-226 Melby Hall 15 Memberships 17, 18 Memorial Hall (Sverdrup-Oftedal Memorial Hall) 16 Metro-Urban Studies 227-229 Middle East Studies Minor 203 Military Called to Active Duty 73-74 Minnesota Indian Teacher Training Partnership (MNITTP) 46-47 Minnesota Work Study Program 33 Minors 59, 94-316 MIS Courses 124-126 Mission Statement 10 Index 349 Modern Language Skill 81 Modern Languages 230-237 Mortensen Hall 15, 50 Murphy Place (2222 Murphy Place) 15 Murphy’s Grill 51 Music 238-253 Music Business 116, 240 Music Education Major 241-242 Music Ensembles 251-253 Music Hall 15 Music Performance Major 243 Music Repertoire Tests 245 Music Therapy Equivalency/Certification 244 Music Therapy Major 243-244 N National Student Clearinghouse 90 Natural Science Teaching Licensures 254-255 New Hall 15, 50 No-Credit Grades 85-86 Nordic Area Studies 256-257 Norwegian 230, 234-235 Notification of Admissions Decision 21 Numeric Grades 85 Numbering of Courses 94 Nursing 258-260 Nursing (Master of Arts) 68 O Off-Campus Programs 18 Officers of the College 320 Official Notices 51 Ojibwe 236 Old Main 16 Orchestra 253 Organizational Studies Concentration (Sociology) 299 Organizational Communication (Communication Studies) 141 Orientation 41 P, Q Pan-Afrikan Student Services 47 Pan-Asian Student Services 47 Part-Time Students 24 Pass/No Credit 77, 85-86, 90 Pastor 40 Payments 26 Peace and Global Studies Minor 205 Performance Studies 251-253 Philosophy 261-264 Physical Disabilities Program (Access Center) 45 Physical Education 186, 188-189 Physical Science Teaching Licensure 60, 130, 254-255, 267 Physician Assistant Studies (Master of Science) 69 Physics 265-270 Piano Proficiency Test 245 Policies 17, 18, 26-28, 51-52, 70-76, 85-87, 89-92 Political Science 271-277 Political Science/Economics teaching major 272 Portfolio Assessment Program 88 Pre-Law Concentration (Political Science) 271-272 Pre-Professional Programs 60-61 Prerequisites 95 President’s Greeting 2 Probation 89 Psychology 278-282 Psychology and Law Concentration 279 Public Accounting 120 Public Relations and Advertising (Communication Studies) 142 R Re-Admitted Students 22, 74-75 Recitals 245 Refunds 26-27 Regents 318-319 Registration 70-73 Religion 283-291 Religious Affiliation 11, 18, 319 Repeated Courses 86 Research Opportunities 45 Residence Life Program (see also Housing) 49-50 Residence Requirements 77 Retaking courses 86 Rochester Program 13-14, 71-72 Room and Board 24 ROTC 62-63 S Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies Team 65, 216 Scholarships 29-31, 33-38 School Year 4-7, 18 Science Hall 16 Secondary Education 160-162, 164-165 Senior Keystone 79, 106 Service-Learning 67 Sigma Pi Sigma 267 Skills Requirements 80-81, 84-85, 107 Social, Cultural, Recreational Activities 41 Social Psychology Concentration 279, 300 350 Index Social Studies 292 Social Welfare Minor 294 Social Work 293-297 Social Work (Master of Social Work) 69 Society of Physics Students 267 Sociology 298-303 Space Physics 266 Spanish 230, 236-237 Special Education 166-168 Special Interest Housing 50 Special Students (Non-Degree or Second Degree) 22 Sponsored Scholarships 33-38 Sports 42 StepUP Program 46 Student-Designed Major 56-57 Student Employment 33 Student/Faculty Ratio 18 Student Government 40-41 Student Life 39-52 Student Rights 51-52, 91-92 Student Standards of Behavior, Complaints, Records 51 Student Standing Committee 74 Student Support Services (TRIO) 44-45 Student Teaching Abroad 66, 157 Studio Art 100-105 Study Abroad 63-66, 207-218 Summer Session 8, 66 Supervisory Management (Communication Studies) 141 Support Programs 42-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 16 T Teaching Licensure (see also individual majors) 60, 157-168, 254-255, 292 Test Scores 20 Theatre Arts 304-312 Theatre Practicums 305-306, 311-312 Transcripts 20, 21, 25 Transfer Students 21-22, 75-76 TRIO Program 44-45 Tuition, Fees, Room and Board 24-25 Tutor Center 44 U Undergraduate Research and Graduate Opportunity (URGO) 45 Unofficial Withdrawal 27-28 Urban Studies 227-229 Urness Hall 16, 50 V Veterans 91 Vocation 40 W Weekend College 12-13, 21, 25-26, 71-73 Withdrawal From College 26-27, 73 Women’s Resource Center 42 Women’s Studies 313-315 Work Study Program 33 Writing Concentration 172, 173 X, Y, Z Youth and Family Ministry Major 289-291
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Augsburg College
Undergraduate Catalog
2008-2010
OFFICIAL PUBLICATION OF
AUGSBURG COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College
undergraduate education and
its curriculum. Although
information...
Show more Augsburg College Undergraduate Catalog 2008-2010 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2008 www.augsburg.edu A Greeting from the President Stephen Geffre A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share you own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President Table of Contents Academic Calendar – 4-7 Directory – 8 Introducing Augsburg – 9 Facts and Figures – 19 Undergraduate Admissions – 21 Day College – 22 Weekend College – 23 Financing Your Education – 27 Student Life – 37 Academic Information – 53 Departments and Programs – 98 Includes majors, minors, and course descriptions College Information – 339 Board of Regents – 340 ELCA Program Unit for Vocation and Education – 341 Faculty and Administration – 342 Faculty Emeriti – 366 Maps – 369, 370 Index – 371 4 2008-2009 ACADEMIC CALENDAR, DAY PROGRAM (AND PA PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2008 Summer........................................First-year registration Aug. 31-Sept. 2/Sun.-Tues. ..........New student orientation Sept. 3/Wed. ................................Classes begin Oct. 24/Fri. ..................................Mid-term break (one day only) Nov. 10-26/Mon.-Wed. ................Registration for spring Nov. 27/Thurs. ............................Thanksgiving recess begins Dec. 1/Mon. ................................Classes resume Dec. 12/Fri. ..................................Classes end Dec. 15-18/Mon.-Thurs. ..............Final exams Spring Term 2009 Jan. 12/Mon. ................................Classes begin Mar. 16/Mon. ...............................Mid-term break begins Mar. 23/Mon. ...............................Classes resume Apr. 6-17/Mon.-Fri. .....................Registration for fall Apr. 10/Fri. ..................................Easter break begins Apr. 24/Fri. ..................................Classes end Apr. 27-30/Mon.-Thurs. .............Final exams May 2/Sat. ....................................Baccalaureate/Commencement 2009-2010 ACADEMIC CALENDAR, DAY PROGRAM (AND PA PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2009 Sept. 9/Wed. .................................Classes begin Oct. 23/Fri. .................................Mid-term break (one day only) Nov. 26/Thurs. .............................Thanksgiving recess begins Nov. 30/Mon. ...............................Classes resume Dec. 11/Fri. ..................................Classes end Dec. 14-17/Mon.-Thurs. ..............Final exams Spring Term 2010 Jan. 11/Mon. ................................Classes begin Mar. 15/Mon. ...............................Mid-term/Easter break begins Mar. 22/Mon. ...............................Classes resume Apr. 23/Fri. ..................................Classes end Apr. 26-29/Mon.-Thurs. .............Final exams May 1/Sat. ....................................Baccalaureate/Commencement 5 6 2008-2009 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (NOT INCLUDING THE PA PROGRAM AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2008 Class Weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 10-12, Oct. 24-26, Nov. 7-9, Nov. 21-23, Dec. 5-7 Winter Term 2009 Class Weekends: Jan. 2-4 (MSW only), Jan. 9-11, Jan. 23-25, Jan. 30-Feb. 1, Feb. 13-15, Feb. 27-Mar. 1, Mar. 6-8, Mar. 20-22 Spring Term 2009 Class Weekends: Apr. 3-5, Apr. 17-19, May 8-10, May 15-17, May 29-31, Jun. 5-7, Jun. 19-21, Jun. 26-27 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 2009-2010 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (NOT INCLUDING THE PA PROGRAM AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2009 Class Weekends: Sept. 11-13, Sept. 25-27, Oct. 9-11, Oct. 23-25, Nov. 6-8, Nov. 20-22, Dec. 4-6, Dec. 11-13 (for programs meeting eight weeks) Winter Term 2010 Class Weekends: Jan. 8-10, Jan. 22-24, Jan. 29-31, Feb. 12-14, Feb. 26-28, Mar. 12-14, Mar. 26-28 Spring Term 2010 Class Weekends: Apr. 9-11, Apr. 23-25, May 7-9, May 21-23, Jun. 4-6, Jun. 18-20, Jun. 25-27 NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 7 8 DIRECTORY Area Code 612 Access Center ................................................................................................................330-749 Academic Advising......................................................................................................330-1025 Academic Enrichment.................................................................................................330-1165 Academic Affairs .........................................................................................................330-1024 Admissions Offices Office of Undergraduate Admissions (Day College)........................................... 330-1001 Toll-free number........................................................................................1-800-788-5678 Office of Adult and Graduate Admissions ..........................................................330-1101 Augsburg for Adults....................................................................................................330-1782 Alumni Relations.........................................................................................................330-1178 Toll-free number........................................................................................1-800-260-6590 Athletics ......................................................................................................................330-1249 Campus Activities and Orientation ............................................................................330-1111 Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053 Center for Service, Work, and Learning.....................................................................330-1148 Classroom Services......................................................................................................330-1219 College Pastor/Campus Ministry ................................................................................330-1732 Counseling and Health Promotion .............................................................................330-1707 Development (financial gifts to the College)..............................................................330-1613 Toll-free number........................................................................................1-800-273-0617 Enrollment Center.......................................................................................................330-1046 Toll-free number........................................................................................1-800-458-1721 Event Services .............................................................................................................330-1107 Facilities Management ................................................................................................330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only)............................330-1000 Fax ....... ...............................................................................................................330-1649 Graduate Studies .........................................................................................................330-1101 Human Resources........................................................................................................330-1058 Lost and Found ...........................................................................................................330-1000 Marketing and Communication..................................................................................330-1180 Parent and Family Relations .......................................................................................330-1525 President’s Office .........................................................................................................330-1212 Registrar ......................................................................................................................330-1036 Residence Life (Housing)............................................................................................330-1488 Rochester Campus ...............................................................................................507-288-2886 StepUP ........................................................................................................................330-1405 Student Affairs.............................................................................................................330-1160 Student Government...................................................................................................330-1110 Summer Session ..........................................................................................................330-1046 TRIO/Student Support Services ..................................................................................330-1311 Weekend College ........................................................................................................330-1101 Mailing address: 2211 Riverside Avenue Minneapolis, MN 55454 Website: www.augsburg.edu Introducing Augsburg College About Augsburg – 10 Augsburg for Adults Weekend College – 13 Rochester Campus – 14 Partner Hospitals Program – 14 Campus Location – 14 Facilities and Housing – 15 Associated Support Organizations – 17 Policies – 17 Accreditation and Memberships – 18 Facts and Figures – 19 10 ABOUT AUGSBURG A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum — designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors— or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Weekend College offers 17 majors and five certificate programs. MISSION STATEMENT . Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and to the mission of the College: “To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.” HISTORY . A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg’s first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged 12 About Augsburg with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became the 11th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. AUGSBURG TODAY . Augsburg continues to reflect the commitment and dedication of the founders who believed: • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now over 20,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to Augsburg’s traditional undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. For information on graduate programs, go to www.augsburg.edu. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. About Augsburg 13 In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., and offers a bachelor’s completion degree in nursing in the Twin Cities at United, Mercy, and Unity hospitals. AUGSBURG FOR ADULTS . Augsburg for Adults is focused on all adult-centered educational programs, from community seminars to graduate degrees. Adult students, who are recognized as learners from age 25 to 60-plus, have different educational needs and goals than traditional-aged students, and Augsburg for Adults assists adult learners in their educational journey, whether they take classes in the traditional weekday undergraduate program or one of the Augsburg for Adults programs listed below. For information on Augsburg’s master’s degree programs, see the Augsburg College Graduate Studies Catalog. Augsburg for Adults aims to evaluate how each program fulfills students’ needs and to bridge any gaps in providing quality education and student services. ■ WEEKEND COLLEGE Augsburg’s Weekend College (WEC) offers the same undergraduate degree as in the traditional weekday program on alternate weekends as an opportunity for adults who want to complete a baccalaureate degree, but who work or have other commitments during the week. Some classes may meet on weekday evenings. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts. Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and 17 majors, WEC is one of the largest programs of its type among Minnesota private colleges. Augsburg’s Weekend College understands that adult students are resourceful and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Most courses include a Webbased course management site. Alternate Weekend Schedule To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both Day and Weekend College students. The WEC academic year is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community in enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library and the Christensen Center, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, and fine arts. The WEC student body elects its own leaders and a WEC Student Senate. 14 About Augsburg Weekend College Faculty The heart of any educational institution is its faculty, and the WEC faculty are fulltime Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold the doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ■ ROCHESTER CAMPUS Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city. Rochester contains approximately 100,000 residents and enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule, on weekday evenings and on occasional Saturdays, making them accessible to working adults. Several complete degree programs are available through the Rochester campus. In addi- tion, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. ■ PARTNER HOSPITALS PROGRAM Also within Weekend College, Augsburg offers a bachelor’s completion degree in nursing for registered nurses at three area hospitals, making their education convenient to their workplace. Classes are taught at United Hospital in St. Paul, with videoconferencing of these classes to classrooms in Mercy Hospital in Coon Rapids and Unity Hospital in Fridley. ■ COLLEGE OF THE THIRD AGE In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods at churches and senior residences. A variety of classes is offered, and many of the instructors are retired Augsburg faculty. The College of the Third Age is located at 620 21st. Ave. ■ CAMPUS LOCATION Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the “City of Lakes.” The University of Minnesota West Bank campus and one of the city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to About Augsburg 15 Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map on page 369.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. ■ FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices — The Office of Undergraduate Admissions for Day College is located on the first floor of Christensen Center. The Office of Adult and Graduate Admissions for Weekend College, the Rochester Campus, the Partner Hospitals program, and Graduate Studies is located at 624 21st Ave. Anderson Hall (1993) — Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Marketing and Communication. College of the Third Age and InterRace — This house, located at 620 21st Avenue, provides office space for these two programs. Counseling and Health Promotion — The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue. Christensen Center (1967) — The College center, with spacious lounges and recreational areas, dining areas, art gallery, and offices for student government and student publications. The Office of Undergraduate Admissions is located on the first floor. Edor Nelson Field — The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988) — The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974) — Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. 16 About Augsburg Kennedy Center — Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997) — This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999) — Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961) — Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973) — Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964) — Murphy Place is home to the three of the four components of the Office of International Programs: Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color: American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and Hispanic/Latino Student Services. Music Hall (1978) — Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900) — Home for the modern languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center — Dedicated in 2007 and named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Augsburg for Adults Office, and substancefree student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949) — Houses classrooms; well-equipped laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955) — Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. About Augsburg 17 Sverdrup-Oftedal Memorial Hall (1938) — Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967) — Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ■ ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. Inter-Race: The International Institute for Interracial Interaction — Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 620 21st Avenue. ■ POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. 18 ■ ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and M.S.W.) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association for Music Therapy, Inc. • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. AUGSBURG COLLEGE FACTS AND FIGURES ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 21 percent represent other denominations and religions. Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education, as described on page 17. Enrollment (Fall 2007)—3,872 students from 40 countries. Graduates—20,627 graduates from 1870 through August 2007. Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). Campus—18 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 12 major buildings without going outside. Degrees Granted—B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. ■ ■ ■ ■ ■ ■ ■ Financial Aid—Over 80 percent of the students receive some form of financial aid from the College and many other sources. Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year—Two semesters from September to May, and three summer school sessions. Augsburg for Adults: Three trimesters, September to June, for Weekend College, Rochester campus and most graduate programs. Majors—More than 50 majors in 35 departments and programs. Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. 19 20 Undergraduate Admissions For Day College First-Years – 22 Early Admission of First-Years – 23 For Weekend College – 23 For Transfer Students – 23 For Former Students – 24 For Special Students – 24 (Non-Degree) For International Students – 24 22 UNDERGRADUATE ADMISSIONS A ugsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, first-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s Day College admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.—612330-1001 or toll-free 1-800-788-5678. We’ll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1101. APPLICATION PROCEDURES. ■ DAY COLLEGE FIRST-YEARS Application for Admission— Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refund- able $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. Transcripts—An official transcript from the high school is required of firstyear applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations — Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, or other person for whom the applicant works. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Undergraduate Admissions 23 Notification of Admissions Decision— Augsburg College uses a “rolling” admissions plan. The first offers of admission are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission— Accepted students are asked to make a $150* enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of First-years Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for first-year applicants and arrange a personal interview with the director of undergraduate admissions. ■ WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Adult and Graduate Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekend>. Transcripts — Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Adult and Graduate Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Additional Information — If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision — Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ■ TRANSFER STUDENTS A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Information regarding transfer credit policies is found in the 24 Undergraduate Admissions Academic Information section of the catalog, beginning on page 53. ■ FORMER STUDENTS Day students who have interrupted attendance at Augsburg College for one semester or more, and WEC/United/ Rochester students who have interrupted attendance at Augsburg College for three trimesters or more, must apply for readmission through the registrar’s office to resume attendance. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. ■ SPECIAL STUDENTS (NON-DEGREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. ■ SPECIAL STUDENTS (SECOND DEGREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. ■ INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>; or write to: International Student Admissions CB 143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States need to obtain a foreign credential evaluation by contacting one of the services listed below. These organizations will examine transcripts and prepare a report of U.S. Undergraduate Admissions 25 course and grade equivalencies. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. Augsburg will accept evaluations performed by any of these agencies: World Education Services, Inc. Website: www.wes.org Bowling Green Station P.O. Box 5087 New York, NY 10274-5087 Phone: 212-966-6311 Fax: 212-966-6395 Educational Credential Evaluators, Inc. Website: www.ece.org P.O. Box 514070 Milwaukee, WI 53202-3470 Phone: 414-289-3400 Fax: 414-289-3411 Global Credential Evaluators, Inc. Website: www.gcevaluators.com P.O. Box 9203 College Station, TX 77842-9203 Phone: 800-517-4754 Fax: 512-528-9293 International Education Research Foundation Website: www.ierf.org P.O. Box 3665 Culver City, California 90231-3665 Phone: 310-258-9451 Fax: 310-342-7086 Foundation for International Services, Inc. Website: www.fis-web.com 14926 35th Ave West, Suite 210 Lynnwood, WA 98087 Phone: 425-487-2245 Fax: 425-487-1989 26 Financing Your Education Day College Costs Tuition and Fees – 28 Room and Board – 28 Other Special Fees – 28 Deposits – 29 Weekend College Costs – 29 Payments – 30 Financial Policies Refunds – 30 Financial Aid How and When to Apply – 32 Kinds of Aid Academic Excellence Scholarships – 33 Achievement Scholarships – 34 Leadership, Service, and Performance Scholarships – 34 Lutheran Congregational Scholarship Program – 34 Gift Assistance – 35 Loan Assistance – 35 Student Employment – 36 28 FINANCING YOUR EDUCATION A ll students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts— from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. COLLEGE COSTS 2008-2009. DAY COLLEGE. The Board of Regents has approved the costs listed below for the 2008-09 academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. ■ DAY COLLEGE TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$25,610 This rate applies to all full-time students attending in September 2008. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 3,150 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $180 for that course. Audit Fee (for part-time students) per course................................$ 770 Full-time students—see audit policy on page 90. Room Rent (on average, includes basic services) ..................................$ 3,658 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ..................$ 3,503 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 3,414 Flex 5 point plan ....................$ 3,120 Student Activity Fee................$ 180 ACTC Bus (full-time students only) ..$ 13 Information Technology Fee ..$ 300 ■ OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 90 Late Registration ..............................$ 200 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Financial Information 29 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$3,150 Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) ......$390 (14 lessons—.5 cr.) ......................$780 Student Teaching (per course for full-time students) ..................$125 Student Teaching (per course for part-time students) .................$185 Study Abroad (in approved non-Augsburg programs) .............$425 Zero-credit seminar (part-time students) .......................................$770 Fees Payable by Check/Cash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 40 Student Parking Lot Permit —car ...........................................$220 —motorcycle ..............................$ 110 Transcript Fee Regular service............................$5 Next day......................................$8 On demand .................................$ 15 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) ■ BOOKS AND SUPPLIES These costs are estimated to average $125 per course. ■ DEPOSITS Enrollment Deposit (non-refundable) ....................$ 150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first term tuition and fees. Should the student not attend, the enrollment deposit may be for- feited. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. COLLEGE COSTS 2008-2009 . WEEKEND COLLEGE . Application Fee (payable once, non-refundable) .........................$ 35 Tuition (per course credit) ...............$1,625 Tuition (per summer course 2008) ..$1,570 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 770 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 200 Transcript Fee Regular service............................$5 Next day......................................$8 On demand .................................$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar ...........................$ 770 Extended Payment Plan Fee .............$ 50 30 Financial Information ■ PAYMENTS—DAY COLLEGE Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options—Day Program— Augburg College offers payment plan options for Day Program students. Information about payment plan options is mailed annually to each student’s permanent address. ■ PAYMENTS—WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a $20 per term fee associated with this payment option. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such as the G.I. Bill. (more details can be found at www.augsburg.edu/enroll/account) FINANCIAL POLICIES. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. ■ REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract Financial Information 31 and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. • The Augsburg College Refund Policy for Day, Weekend, Rochester, Partner Hospitals, and Graduate Studies. The refund schedule is based on the percentage of class time remaining on the date of the student’s official withdrawal from class. This applies to all students who drop one or more courses during each term. Percentage of class time remaining after official drop or withdrawal: Amount of refund: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 50% remaining Refund equals the percentage of term remaining 49% or less remaining No refund This refund schedule is effective whether or not a student has attended classes. Please allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund check will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. ■ MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. ■ UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. 32 Financial Information A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of nonattendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. FINANCIAL AID. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage <www.augsburg.edu/enroll/finaid/standards.html>. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2007-2008 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. ■ HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at <www.augsburg.edu/enroll>, and submit it to the Enrollment Center. Financial Information 33 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2007 to be considered for financial aid for 20082009). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. ■ WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: • institutional financial aid programs and requirements for continued eligibility, In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships ■ KINDS OF AID President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. Phi Theta Kappa Scholarship— These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is March 1. Call Undergraduate Admissions for information, 612-330-1001. • federal and private loan programs (students must complete a loan application to receive loan funds), and • payment plans/options for the current school year. 34 Financial Information Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship— Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to fulltime day students working toward their first bachelor’s degree who are children of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science Scholarship—These scholarships are awarded to incoming first-years majoring in chemistry or physics at Augsburg who are in the top 30 percent of their high school class and have a 3.00 GPA or better. Deadline: Accepted for admission by May 1. ACAP Scholarship—Awarded to incoming first-years students who have participated in a college preparatory program such as Upward Bound or Big Brothers/Big Sisters. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships — Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is April 15. For more information and an application, contact: • American Indian Student Services 612-330-1144 • Hispanic-Latino Student Services 612-330-1309 • Pan-Afrikan Student Center 612-330-1022 • Pan-Asian Student Services 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The deadline is February 1 for fall or November 1 for spring. Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship — Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, St. Paul Synod, S.E. Metro Synod or N.E. Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. Financial Information 35 PRIME Scholarship — Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Verification of award must be submitted to the Enrollment Center by August 1. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Gift Assistance (Need-Based) Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000. Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2008-09 is $4,731. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Loan Assistance Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2008, is a fixed rate of 6.0% and 6.8% , respectively. 36 Financial Information The following borrowing limits apply to the Stafford Loan program after July 1, 2008: • First-years: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Sophomores: $8,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement, the interest rate is a fixed rate of 8.5% and a minimum payment of $50 per month. Further information about all student and parent loan programs can be found online at the Enrollment Center website. Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Student Life Campus Ministry – 38 Vocation – 38 Student Government – 38 Orientation and Campus Activities – 39 Student Center – 40 Fine Arts – 40 Anne Pederson Women’s Resource Center – 40 Athletics and Sports – 41 Gage Center for Academic Achievement – 41 Academic Advising – 41 Center for Learning and Adaptive Student Services (CLASS) – 42 Academic Skills Office – 42 TRIO Programs – 43 TRIO/Student Support Services – 43 McNair Scholars Program – 43 Office of Undergraduate Research and Graduate Opportunity (URGO) – 44 Services for Students with Physical Disabilities – 44 ACCESS Center – 44 StepUP® Program – 45 Ethnic Student Services – 46 American Indian – 46 Hispanic/Latino – 47 Pan-Asian – 47 Pan-Afrikan – 47 Scholastic Connections – 47 LGBTQIA – 47 Health and Fitness – 48 International Student Advising – 49 Residence Life Program – 49 Housing – 50 Food Service – 51 College Policies – 51 Student Standards of Behavior, Complaints, Records – 51 Official Notices – 51 Family Educational Rights and Privacy Act – 52 Discrimination Complaints – 52 38 STUDENT LIFE A ugsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. CAMPUS MINISTRY . As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. VOCATION . Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to consider Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. STUDENT GOVERNMENT . The members of the Augsburg student body, in order to further the educational goals and general welfare of the college community, developed their own governing system. Their purpose is to establish and provide guidelines for two studentelected organizations to represent the Day Student Body and the Weekend College (WEC) Student Body. These organizations are to support and advocate for student concerns, needs, and activities. They serve Student Life 39 as the primary voice and liaison between students and the administration, faculty, and staff of Augsburg. These groups collectively oversee the use and administration of the student activities fee. To aid in this work they have established an executive board and several student leadership committees. Additionally, in collaboration with the campus activities and orientation department, they oversee the management of all campus student organizations. ORIENTATION AND. CAMPUS ACTIVITIES . ■ ORIENTATION PROGRAMS The campus activities and orientation department staff understand what important transitions our students are making, whether transitioning from high school to college or from another college to Augsburg. Both experiences introduce their own challenges and excitement. A specialized orientation program for new and transfer day program students has been developed with this in mind. The goal is to create a seamless and successful academic and social transition into the Augsburg community, while encouraging our community members to become engaged, connected, and reflective learners. SOAR, our first year orientation program, is built on a peer mentoring philosophy which helps students establish connections with a returning student. SOAR is a fun experience that helps students learn more about Augsburg’s beautiful urban campus and community, its excellent academic programs, and the outstanding resources that make being an Auggie so rewarding and Augsburg such a great place to study. The orientation program for transfer students is offered at the beginning of each semester. TRANSFER-mation is designed to address different areas students will experience in their transition to Augsburg. Many transfer students are concerned about connecting and establishing their social base, so activities have been designed to assist with developing social relationships. ■ AUGGIE DAYS The focus of Auggie Days is to help students develop an awareness of self, self in the community, and self in the world, in addition to the more tangible needs of acclimating to life at Augsburg. Starting with move-in day and lasting for nine full days, this fall transition program is designed to help one get to know Augsburg, the city, the neighborhood, classmates, the faculty, the staff ... and for campus activities staff to get to know the students! Activities include speakers and discussion, concerts, small group meetings with faculty, art exhibitions, festivals and fairs by on-campus organizations, chances to get to know other Auggies, athletic events, games, food and fun, and other events through the whole week. It is a time when the whole community celebrates the arrival of new students as well as the return of all students. ■ CAMPUS ACTIVITIES The mission for campus activities programming is to support individual identity and enhance social and communal development. We strive to create an environment that allows students to connect, engage, and invest in the Augsburg experience and to recognize the benefits associated with student engagement outside of the classroom. The department works to sup- 40 Student Life plement the liberal arts instruction of the College through transitional programs for new students as well as through leadership education and student involvement. The campus activities department empowers students to learn and experience leadership and become investors in the institution, while acknowledging the value of faith, urban life, relationships, and citizenship as fundamental components. This understanding recognizes that we are a community of leaders and global citizens in a world that is constantly changing. STUDENT CENTER . Christensen Center, our student center, represents the community center of the campus environment, serving students, faculty, staff, alumni and guests. Through a variety of programs, activities, services, and facilities that collectively characterize a well-considered plan for the community life of the college, the student center acts as an integral part of the educational mission of the institution. Traditionally considered the living room of the campus, our student center serves and symbolizes the essences of our community, physically representing as the gathering place of our community: the community hearth. It serves our diverse populations of residential, commuter, Weekend College, and graduate students alike and represents the merging of curricular and co-curricular. The Christensen Center also houses several student services, such as the Office of Undergraduate Admissions, the Department of Campus Activities and Orientation, Event Services, the Copy Center, Shipping and Receiving, Information Desk, Food Service, Mail Services, and Cooper’s (our very own Starbucks coffee lounge.) The student activities center, called the Auggie’s Nest, is located on the first floor of the Christensen Center. Augsburg Day and Weekend College (WEC) Student Senates, Echo, and KAUG, as well as other student organizations, have office or work space in this area. The Auggie’s Nest serves as a hub for student activities. Throughout the year, the center is home for a variety of social and cultural activities that take place on campus. The surrounding community is vibrant with events, fairs, and community gatherings. These activities include dances, films, theatre, theme events, cultural community fairs, speakers, and visiting personalities in various fields. Students are encouraged to engage in Minneapolis for both personal and academic growth. ■ FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. ■ ANNE PEDERSON WOMEN’S RESOURCE CENTER The Anne Pederson Women’s Resource Center at Augsburg College offers a variety of programming for Augsburg students (women and men) and is a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library (including current magazines), a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging Student Life 41 out. The Women’s Resource Center sponsors numerous programs and activities, and provides a safe place on campus for discussions, explorations and women’s advocacy. The resource center is located in 207 Sverdrup Hall. ATHLETICS AND SPORTS ■ INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. ■ INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. ■ SPORTS AND RECREATION At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Centers on page 49.) GAGE CENTER FOR ACADEMIC. ACHIEVEMENT. The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Center consists of five collaborating units: Academic Advising Center for Learning and Adaptive Student Services (CLASS) Academic Skills Office TRIO/Student Support Services and McNair Undergraduate Research and Graduate Opportunity (URGO) ■ ACADEMIC ADVISING Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College, and is located in the Enrollment Center. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All Day students are required to meet with their assigned faculty adviser each term prior to registration. Both Day and weekend college students are 42 Student Life encouraged to meet with their faculty adviser as often as is necessary. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note-taking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Computer Laboratory • Assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. ■ ACADEMIC SKILLS OFFICE The office is staffed by academic skills coaches who offer: • comprehensive academic support on a variety of topics, such as time management, note taking, motivation, procrastination, college reading, and strategies for improving testing • the Conditional Admit Program (CAP) to assist under-prepared students with the transition into college • support and advocacy for students on academic probation • free tutoring and/or supplemental instruction for most classes Student Life 43 ■ TRIO PROGRAMS TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support Services— Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIO/Student Support Services serves 160 students from the point of admission through graduation, including transfer students, Day program and Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year. Major components of the Augsburg College TRIO/SSS program include: •Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building •Academic program planning, including pre-registration for each term, major and career decision-making, and long-term course planning •Financial aid counseling and education •Academic progress monitoring, weekly progress meetings for students on academic probation •Academic success workshops, group academic skill development •Student leadership development and opportunities for conference travel •Social and cultural activities and student-led events •Five week residential Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for 25 incoming first-year students •Need-based scholarships for students actively participating in TRIO/SSS Students may apply for TRIO/SSS anytime after admission to Augsburg College, however preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS adviser, please contact TRIO/SSS program staff at 612-330-1311, or Science 152. McNair Scholars Program — The McNair Scholars Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments of society and to encourage these students to consider becoming college professors. Students eligible to become McNair Scholars are sophomore, junior, or senior undergraduate currently enrolled full-time (or will be enrolled full-time) at Augsburg who exhibit strong academic potential and 44 Student Life an interest in pursuing doctoral studies. Students must be a first-generation college student (neither parents graduated from a four-year college) who is low-income OR a member of a group underrepresented in graduate study — African American, American Indian, Alaskan Native, or Hispanic/ Latino. The Augsburg McNair program serves 25 students per year. The major component of the Augsburg McNair Scholars Program is a summer research experience. McNair Scholars will conduct original research in collaboration with a faculty mentor, and have opportunities to publish and present their work at a professional conference. For this work, Scholars receive a $4,000 stipend and acquire the research tools needed for graduate study. Students will also be a part of: • Social and cultural activities to enrich participants’ academic lives and perspectives • Conference travel and professional presentation of participants’ original research • Graduate program exploration and application assistance • Financial aid exploration, as well as application and GRE fee waivers and other financial incentives, such as McNair designated fellowships • Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs • Tuition-free academic credit courses, Discourse in the Disciplines and Introduction to Research • Sharpened writing, library, technology, and oral presentation skills • A motivated, diverse, and supportive learning community ■ OFFICE OF UNDERGRADUATE RESEARCH AND GRADUATE OPPORTUNITY (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. In addition, URGO awards special research funding and support for lowincome and first-generation college students and their mentors. SERVICES FOR STUDENTS WITH. DISABILITIES. ■ ACCESS CENTER The Access Center provides support and specialized services to students with documented physical disabilities. These may include mobility impairments, Traumatic Brain Injury, vision, hearing, and speech or other health impairments that may affect the ability to function in a college setting. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual potential. Areas of assistance include but are not limited to: • individual meetings with the physical disabilities specialist Student Life 45 • Determination of academic accommodations for classroom and testing needs • Assistance with time management and study skills • Academic advising and assistance • Advocacy with faculty and staff • Use of assistive technology • Assistance with community support services and other non-academic issues Housing accommodations are provided on an individual basis for students with physical disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. Weekend College and graduate students with documented physical disabilities are encouraged to contact the Access Center for assistance. Every effort will be made to schedule a meeting time that works for all involved. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 42.) ■ TRIO/STUDENT SUPPORT SERVICES (Students with disabilities may be eligible to apply for TRIO/SSS. See listing on page 43.) STEPUP® PROGRAM. The StepUP Program at Augsburg College is for students in recovery from addiction to alcohol and other drugs who wish to pursue a college education. StepUP’s comprehensive approach supports students in both their recovery and academic studies. StepUP students live in separate chemical-free housing, have individual support meetings with a licensed alcohol and drug counselor, and participate in extracurricular team and community building activities. In addition, students have access to academic skills specialists and other services in student service departments on campus. In order to qualify for the program students must be committed to a 12-step abstinence-based recovery program, have a minimum of six months of continuous sobriety, and agree to abide by the StepUP contract and live in StepUP housing. The StepUP Program fosters academic success and encourages the discovery of positive relationships. Students are challenged to take responsibility for themselves and their decisions while maintaining a healthy respect for the disease of chemical dependency. Participation in the program offers students leadership opportunities both on and off campus. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP Program will last a lifetime. 46 Student Life ETHNIC STUDENT SERVICES. ■ AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg’s policies, procedures and expectations. The program • Assists with application process • Helps students secure financial aid • Nurtures students’ identification as an American Indian • Provides opportunities for students to learn about their heritage • Provides opportunities for the campus community to learn about American Indian culture • Provides academic advising and assists in the development of individual education plans Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul public school districts, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one-fifth of the loan will be forgiven. ■ HISPANIC/LATINO STUDENT SERVICES The Hispanic/Latino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Day, WEC, and graduate students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. ■ PAN-ASIAN STUDENT SERVICES The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Student Life 47 ■ PAN-AFRIKAN STUDENT SERVICES The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May” when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre-professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. The offices of PAC and PASU are located in Murphy Place 208 and 209. ■ SCHOLASTIC CONNECTIONS Scholastic Connections is a scholarship and mentorship program for achievementoriented students of color who are continuing Augsburg students. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges and inspires Scholars to ensure their success at Augsburg College and beyond. Each year five new Scholars are selected as program participants via an application process. Scholars receive a $5000 scholar- ship and are paired with a Mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services Directors we form Scholar/Mentor pairings that match ethnic group and field of interest. Eligible Scholars: • Demonstrate leadership ability • Have a GPA of 2.5 or higher • Have demonstrated financial need • Could benefit from a mentor Program objectives are to: • Support Scholars as they continue at Augsburg • Frame the Big Questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? • Assist in discerning vocation • Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA SUPPORT SERVICES. The LGBTQIA (Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual) Support Services is housed within the Department of Campus Activities and Orientation, with a mission to create an environment that gives space and time to voices, which have been historically unheard. The aim is to establish a sense of community, advocacy, and support for LGBTQIA-identified individuals as well as an atmosphere of education and growth for the entire Augsburg community in regards to gender identity/expression and sexual orientation. It is the philosophy of LGBTQIA Support Services to provide assistance and education for the LGBTQIA-identified individuals as a first priority. The second 48 Student Life priority is to educate and support members of the Augsburg community who view themselves as allies. LGBTQIA Support Services also plans programs and events throughout the course of the year for social as well as educational purposes, including Safe Space Training and LGBT History Month Celebration events. Staff collaborate with the Enrollment Center to offer the Karen Neitge Scholarship. For more information, go to www.augsburg.edu/campusactivities HEALTH AND FITNESS. ■ CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Personal counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of licensed psychologists. Services include individual counseling, assessment and referral, workshops, consultation, and outreach. Students may discuss personal issues such as stress, depression, anxiety, roommate problems, intimacy and sexuality, drug use, motivation, transitions, family issues, self-image, difficult decisions, eating concerns, grief and loss, or other issues with the psychologist. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. ■ HEALTH INSURANCE Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for information on obtaining student health insurance through college affiliated agencies. ■ HEALTH CLINIC SERVICES The College offers basic health care services to students through a contract with UFP – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance or health clinic services, call 612-330-1707 or visit <www.augsburg.edu/cchp>. Student Life 49 AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! cation theory to explore their adjustment to a new culture and education system. Located on the lower level of the Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Education Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. INTERNATIONAL STUDENT ADVISING . (ISA) . (Also see Study Opportunities Abroad on page 65 and Student Teaching Abroad on page 65.) ■ FITNESS CENTERS ISA’s mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: •Fulfilling duties of Principal Designated School Official (PDSO) for F-1 student visa program and Responsible Officer (RO) for J-1 student/scholar exchange program •General advocacy for international students •Advising the International Student Organization •Facilitating intercultural skill building sessions for students, faculty, and staff •Celebrating diversity of cultures by increasing awareness of international/intercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communi- RESIDENCE LIFE PROGRAM. Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun, and leadership. 50 Student Life Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. In order to secure housing, students are urged to make their enrollment deposit by May 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after May 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall—Home to new Auggies and upper-class Resident Advisers, this nine-story high-rise houses 324 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms may be available. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper-class students, and the special interest housing program. All rooms are furnished with beds, dressers, desks, and chairs. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP community and upper-class students committed to an alcohol and drug free environment. Flats/condos, apartments, and studios are furnished. Meal plans are optional. Special Interest Housing—Special interest housing is available to students who are interested in creating a living/learning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, and the Cross-Cultural House. Student Life 51 ■ FOOD SERVICE Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Cooper’s Coffee Shop—On the main level of Christensen Center, Cooper’s Coffee Shop sells coffee, smoothies, sandwiches, and snacks. Murphy’s Grill—Located on the ground floor of the Christensen Center, Murphy’s features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Nabo — This eatery is located in the Oren Gateway Center. Pronounced ‘náhbu’, with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. COLLEGE POLICIES. ■ STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available on the website at <www.augsburg.edu/studentguide>. ■ OFFICIAL NOTICES Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet. 52 Student Life ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in this catalog on page 95 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. ■ DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 612-330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin) Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on gender or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Academic Information General Information – 54 Degrees Offered – 54 Academic Calendar – 54 Faculty – 55 Library and Information Technology Services – 55 Academic Organization and Programs – 56 Divisions and Departments – 56 Majors and Minors – 56 Teaching Licensure – 60 Pre-Professional Programs – 60 Honors Program – 62 Inter-Institutional Programs – 62 Augsburg Abroad – 63 Center for Service, Work, and Learning – 68 Graduate Programs – 70 Other Programs – 72 Academic Policies and Procedures – 73 Registration – 73 Crossover Registration – 74 Withdrawal from College – 75 Student Standing Committee Petition Process – 76 Transfer Credit – 77 Graduation Requirements – 79 Graduation Requirements – 79 Augsburg Signature Curriculum – 81 Quick Check Summary of Graduation Requirements – 82 Liberal Arts Foundation – 85 Skills Requirements – 86 Evaluation and Grading – 88 Explanation of Grades – 88 Assessment of Previous Learning Program – 91 English Language Learners – 92 Academic Progress, Probation and Dismissal – 93 Dean’s List – 93 Latin Honors – 94 Commencement – 94 Enrollment/Degree Verification – 95 FERPA – 95 54 ACADEMIC INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. ■ DEGREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), and the master of social work degrees. ■ ACADEMIC CALENDAR The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term.** Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for 3-1/2 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester campus operates on a trimester calendar. Classes are held on weekday evenings and meet alternate weeks. Similar to Weekend College, Rochester’s fall trimester begins in September, winter trimester begins in January, and spring trimester begins in April. There are 7-8 class sessions each trimester with each class meeting for 3-1/2 to 4 hours. Students may take one to four classes each term.** **(See Registration on pages 73-75 and Calendars on pages 4-7) Courses and majors offered through Weekend College and the Rochester campus are the same as their Day College counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Academic Information 55 Augsburg offers three summer school sessions, including a summer online option. The summer session schedule is available in the winter of each year. Augsburg graduate programs follow a trimester calendar, except for physician assistant studies. (See Graduate Programs on page 70.) ■ FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every first-year is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. ■ LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened in 1997. The four-level, 73,000square-foot facility houses all library and information technology functions of the College. In addition to the 190,000 volume main collection, the Lindell Library includes special collections and archives, curriculum library, a computer lab and stu- dent computing help desk, library instruction classroom, and facilities for media viewing and listening. Skyways link the library to the new Oren Gateway Building as well as to Sverdrup Hall, which houses the Enrollment Center, additional computer labs and multimedia classrooms, a lounge, and a vending area. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 190,000 volumes within Lindell Library and, through a daily courier service, to the library holdings of the seven private liberal arts colleges in the Twin Cities. Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit the Student Technology website <www.augsburg.edu/techdesk> for more on IT at Augsburg. 56 Academic Information Computing Students have access to over 250 oncampus computers. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technologyenhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network from dormitory rooms or on 80% of the campus using WiFi. All of the AugNet online services and several of the Registrar’s student services are available securely on the Web to students on and off-campus. ACADEMIC ORGANIZATION AND. PROGRAMS . ■ DIVISIONS AND DEPARTMENTS The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts and Humanities— American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre arts, College librarians. Natural and Social Sciences— Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. Professional Studies—Business administration, education, health and physical education, nursing, social work. ■ MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. The College requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the Academic Information 57 term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess BOTH the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: a. A statement of learning goals and objectives. b. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Center for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the Dean’s Office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. 58 Academic Information Listings that are shaded are offered through both the day program and Weekend College. Weekend/Rochester/ Partner Hospitals students may choose a major offered in the day program if they wish, but must adhere to crossover registration policies and limitations. They may also take as many courses as possible through Weekend College, then finish the major as a day program student. A change of program is allowed once each academic year, and will take effect the following term. MAJORS AND AREAS OF EMPHASIS. Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology (B.A. or B.S.) Life Sciences (B.A.) Business Administration Economics/Business Administration International Business Management Marketing (WEC only) Music Business Chemistry (B.A. or B.S.) Clinical Laboratory Science (B.S.) Communication Studies Communication Arts/Literature (Teacher Licensure Major) Mass Communication Organizational Communication Professional Communication Human Relations Marketing Communications Public Relations and Advertising Supervisory Management Computer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B.S.— licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (non-major, licensure only) Engineering 2 English Creative Writing Literature, Language, and Theory Media Writing Environmental Studies Film Finance Health Education (B.A. or B.S.) Health Fitness History International Relations International Business Languages and Cross-cultural Studies 1 French German Norwegian Spanish Management Information Systems Marketing Mathematics (B.A. or B.S.) Medieval Studies Metro-Urban Studies Music Music (B.A.) Music Business (B.A.) Music Education (B.M.) Music Performance (B.M.) Academic Information 59 Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.—Weekend College only) Philosophy Computational Philosophy Physical Education (B.A. or B.S.) Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Political Science/Economics (Teacher Licensure Major) Psychology Psychology and Law Social Psychology Religion Youth and Family Ministry Social Work (B.S.) Sociology Community Studies Crime and Deviance Organizational Studies Social Psychology Student-Designed Theatre Arts Directing/Dramaturgy Concentrations Performance Concentration Technical Design/Technology Concentration Women’s Studies1 MINORS. Accounting American Indian Studies Art Architecture Art History Studio Art Biology Business Administration Chemistry Communication Computer Science Economics English Environmental Studies Film Health Education History International Business International Relations Languages and Cross-cultural Studies French German Norwegian Spanish Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Middle East Studies 1 Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth and Family Ministry Sociology Social Welfare Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy Women’s Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 60 Academic Information ACTC Majors—It is possible for fulltime day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses required and be signed by the ACTC school adviser. Some majors may have a competitive application process with acceptance determined by the major department. music (K-12), and physical education (K-12). The licenses prepare people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Students seeking elementary licensure and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. ■ OTHER STUDY PROGRAMS Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middle school education with subject area specialties in one of the following: mathematics, science, communication arts/literature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this license obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music and instrumental K-12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning Disabilities are also available. These majors and licenses are offered only through Weekend College. Certificate Programs Augsburg offers undergraduate certificates through the departments of Art and Business Administration. Certificates are available to non-degree seeking students or students who are completing a degree from a different academic department. A student may declare degree seeking status after earning a certificate. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who Academic Information 61 want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116 (or 105, 106), 351, 352; MAT 114 or 163; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering—See engineering degree and major requirements on pages 179-180. Pre-Law—Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine—A major in chemistry and biology is not required to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has substantially more training than the minimal course requirements. Students should review requirements and recommended courses of each program being considered for application and consult early and frequently with a pre-health science adviser. Coursework that is required by most medical schools includes: one to two semesters of English composition such as ENL 111, 220; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 151, 152, 253, 369; MAT 145, 146, 163; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical Therapy—Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116 (or 105, 106), 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in Behavioral Sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. The Exploring Our Gifts office (Memorial 231) provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 (or 105, 106), 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may vary. 62 Academic Information ■ HONORS PROGRAM The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program director, e-mail address honors@augsburg.edu. ■ INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources. Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, Europe, Bangladesh, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651-962-6320 or 1-800328-6819, x6320. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under Academic Information 63 an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Naval ROTC—Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. ■ AUGSBURG ABROAD Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, and internship requirements. This is determined prior to departure when students fill out the required Credit Agreement form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Study abroad program selection advising • Students can study abroad at any point in their academic career. • Financial and academic advising for study abroad Semester and Summer Programs • Registration and billing for study abroad • Courses taken on off-campus programs during the senior year will meet the Augsburg residency requirement. • Pre-departure and re-entry support (application, orientation, etc.) • You must take a full load of credits while abroad on semester programs. • Faculty-led, short-term program coordination • You must take courses A-F while abroad. About half of Augsburg undergraduate students are studying abroad. Graduate students also find short-term programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. • Grades received on affiliated and nonAugsburg programs will be reported on your transcript, but not figured into your GPA. • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permis- 64 Academic Information sion prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. program. The student is responsible for all non-recoverable program costs incurred. • Overload Fee Exemption for Facultyled January programs: January faculty-led programs are placed within the spring semester. However, you will not be billed an overload fee if you take 4.0 or 4.5 credits in the spring. The overload fee is the only policy affected; a student taking minimal credits in the spring can use it as a spring course in order to be considered part-time or full-time. Augsburg Abroad manages the advising and administrative processes so students will also need to meet the eligibility requirements of, and apply to, a program provider (as outlined in the Study Abroad Programs section). Additionally, students who have applied to the Augsburg Abroad office, for any program, must email their intent to withdraw if they choose not to continue with study abroad. Failure to e-mail may result in fees owed by the student. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course and similarly for day students doing a study abroad program placed in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. • Sophomore, junior or senior standing by the time you study abroad. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the • Not have an outstanding balance on your student account. Application deadlines for semester programs are October 1 for spring semester study abroad and March 1 for fall semester study abroad. Program provider deadlines will vary; students need to meet all deadlines set by program providers. Students should start planning in first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are responsible for disclosing their disability and requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with CLASS and ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid Study abroad is based on program fees which is a package of costs that generally includes tuition, housing, international health insurance, some meals, excursions, and study abroad fees however this varies from program to program. Augsburg College pays the program provider on the students’ behalf and then bills the Academic Information 65 Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Cost estimates for the time abroad are drawn up to assist the financial aid office in awarding aid to students studying abroad. Students are required to notify Augsburg Abroad immediately once they choose not to continue with their study abroad experience. At the moment of notification non-recoverable costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of their program provider. Study Abroad Programs Students have over 200 programs in over 60 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburg-affiliated options then they can apply to do a non-Augsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Credit Agreement form), and who choose a good quality program, may be approved. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) — Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political, and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; and learn first hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women’s studies, and Spanish. Internships and independent studies are also available. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar 66 Academic Information in El Salvador. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and four to six weeks living with Mexican host families. Prerequisite: one college-level Spanish course or its equivalent. International Business and Global Citizenship (Mexico) — Fall apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. The largest immigrant group in the United States is composed of people born in Mexico, and Mexico is front and center in debates about globalization and U.S. immigration policy. This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. Students will have the opportunity to study Spanish at levels from beginning to advanced, live with a host family for four weeks, and develop closer relationships in the community and improve their international business background by completing an internship in a local business or government office. Prerequisites: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua) — Fall or Spring Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) — Fall or Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required. Migration and Globalization: Engaging Our Communities (Mexico) — Spring Academic Information 67 sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico) — Spring tural factors on the human community. HECUA programs emphasize intense language experience, internships, and field study. For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. Scandinavian Urban Studies Term: Norway—Fall International Partners Community Internships in Latin America: Ecuador—Fall and Spring International Partners offers a broad range of learning opportunities in Norway, Finland, and Germany. Students can choose from several options: group programs, “tailor-made” individual study programs, and practical professional experiences. Program length varies from one month to one year. All course work is in English. Some travel scholarships are available. For further information contact the International Partners office. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, Europe, Ecuador, Ireland, Bangladesh, and the Twin Cities. All programs emphasize the impact of civic engagement, social change, and cross-cul- This interdisciplinary program focuses on contemporary Scandinavian society, culture, language, and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Northern Ireland: Democracy and Social Change — Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students 68 Academic Information get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through short-term travel. Contact Augsburg Abroad for the most current list of programs. ■ THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service- and work-based learning experiences and the exploration of personal and professional vocation throughout their college years. The center encourages students to take advantage of Augsburg’s metropolitan location through the highly successful service-learning, Campus Kitchen, internship, and career planning programs that link the College’s academic programs to community organizations and businesses. Service- and work-based experiential education opportunities are closely related to students’ coursework, majors, and/or career interests. Learning opportunities may be in non-profit organizations, churches, schools, government agencies, community-based organizations, small and mid-size companies, and large corporations. The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of “knowing and doing” adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work, and Learning includes the following programs: Community Service-Learning Augsburg’s Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers; volunteering at homeless shelters, Habitat for Humanity, and community centers; or working with cultural and environmental groups. Academic Information 69 The service-learning program also works closely with the student-directed Augsburg LINK and campus ministry. Campus Kitchen at Augsburg The Campus Kitchen at Augsburg College (CKAC) is a unique student led program that brings together Augsburg student, faculty and staff volunteers, the campus food service, local food banks, and neighborhood community organizations to utilize surplus food to meet hunger and nutritional needs in our neighborhood. CKAC volunteers coordinate food donations, prepare and deliver free meals to area community partners, and teach nutrition education to local youth. Key program goals are to provide leadership development and service learning opportunities for Augsburg students, encourage deeper understanding of hunger issues, and foster a long-lasting commitment to service and active citizenship. Affiliated with the Campus Kitchens Project, a non-profit organization in Washington, D.C., this program is one of only 12 in the nation. ■ INTERNSHIPS Academic Credit An academic internship is a carefully planned, service- or work-based learning experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Internships can be registered for 1 course credit or .5 course credit. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 88. A maximum of four courses of internship may count toward the total courses required for the degree. Transcript Notation Non-credit internships related to a student’s major or career objective can be registered for a zero-credit transcript notation. The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part-time during the academic year and/or full-time in the summer and can begin and end anytime. Students must register for the non-credit transcript notation, set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises transcript notation work experiences. Academic internships and internships for zero-credit may be used to fulfill the Augsburg Experience graduation requirement. Career Services Career Services is committed to providing opportunities and programs to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning, and coaching. Staff 70 Academic Information also assist with choosing majors, locating internships, preparing for job searches, graduate school applications, and making connections to community, business, and alumni resources. ■ GRADUATE PROGRAMS Augsburg College offers six graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K-12 Reading Licensure Endorsement licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Adult and Graduate Admissions office. For further information about the programs, contact the Education Department or the admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary pro- gram directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. (Note: A five-year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a B.A. in Accounting and an M.A. in Leadership. See the Accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) that includes weekdays, weekday evenings, and Saturdays. Web-enhanced pedagogies are used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico, Guatemala, Namibia, Pine Ridge, S.Dak., and/or Europe. The Master of Arts in Nursing Program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Academic Information 71 The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive Management Consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, human resource management, international business, and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change, and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. A dual degree (Master of Social Work and Master of Arts in Theology) is also available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. 72 Academic Information ■ OTHER PROGRAMS Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, the Center for Leadership Studies, Education, Nursing, Religion, Social Work, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. College of the Third Age Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community. Approximately 50 retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200 classes available for group study only. To obtain further information about the program or to request a catalog, call 612330-1139. To ask questions or to schedule a program, call the program director at the above number. Academic Information 73 ACADEMIC POLICIES AND. PROCEDURES. ■ REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits; cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Please note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include winter WEC and spring WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s Web page. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. Afer initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Combined Academic Calendars” at <www.augsburg.edu/enroll/ registrar>. Weekend College, Rochester, and Partner Hospitals program students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. The last day to initially register for courses in the Weekend College and the Partner Hospitals program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College T1/T2 courses may add or with- 74 Academic Information draw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center—612-330-1046 Academic Advising—612-330-1025 Augsburg for Adults—612-330-1782 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full-time and will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5. Students have registration priority in their home program. Crossover registration Academic Information 75 begins only after the open Web registration period closes for both programs. A schedule is published on the registrar’s office Web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by Web. The WEC, Rochester, and Partner Hospitals programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester/hospital students may NOT crossover to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Change of Program Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Registration All day students are required to meet with their academic adviser prior to registration. Incoming first-years and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Weekend College and Rochester campus students may register during the designated time prior to the start of each term. The primary method of registration will be via the Web through AugNet during the open registration period. Please reference the academic calendar on AugNet for specific dates. Day students will be able to register only after meeting with their faculty adviser. The Enrollment Center is also available to process registration forms. Note: Web registration may not recognize prerequisites fulfilled by transfer work. In these cases, please process your registration at the Enrollment Center. When the open registration period ends, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the Web closes. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s Web page. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Students must re-admit to the College when they are ready to resume their studies. The Application for Readmission form is available from the 76 Academic Information Enrollment Center or can be downloaded from the registrar’s Web page. Students are responsible for keeping the registrar’s office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100% refund of tuition and fees upon verification of call to active duty. The student must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the Dean’s Office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published petition deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation. The committee typically meets every other week throughout the school year Academic Information 77 (September-April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage: <www.augsburg.edu/ enroll/registrar>. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/ Enrollment Center, include signed drop/add form and $50 check if applicable. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. Catalog Applicability Students must fulfill the general education requirements in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (B.A., B.M., B.S.) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a B.A. in computer science and a B.S. in computer science, but may earn a B.S. in computer science and a B.A. in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcripts. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Augsburg does not grant credit for developmental courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quar- 78 Academic Information ter hours are converted to Augsburg course credits by dividing by four or six respectively. • The Augsburg Core Curriculum will be adjusted so students need only to complete the following: Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from twoyear institutions toward the minimum number of course credits required for a baccalaureate degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. • REL 300 Bible, Christian Theology, and Vocation Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students Students transferring from the Minnesota State Colleges and Universities system who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MnSCU, and have a 2.50 cumulative GPA (on a 4.0 scale) from the degree-granting institution will be given transfer status as outlined below: • Students will be granted 16 Augsburg course credits in transfer from two-year institutions. This will assure admission with junior standing. No additional credits will be accepted from two-year institutions. • One Augsburg Experience • Senior Keystone Course • Modern Language requirement (0-2 courses, depending on initial assessment) • Math Placement Group 3 (or MAT 105) • HPE 001 Foundations of Fitness or one HPE lifetime activity course (This requirement is waived for students who have transferred two equivalent courses.) *The A.A. degree and Minnesota Transfer Curriculum must be completed prior to enrolling at Augsburg in order to qualify for this transfer status. Note: Additional prerequisite coursework beyond the A.A. degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C – grades or below will not be accepted as prerequisites or for application to majors. Admission to a major — a separate process from admission to the College — is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Academic Information 79 Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 & REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. A full description of these requirements is found on pages 78-84. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. GRADUATION REQUIREMENTS. The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Office of the Registrar about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 — Special Students (Second Degree). Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s Web page. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements For Undergraduate Graduation: Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. 80 Academic Information 1. Completion of 32 course credits — No more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) – 14; music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.) – 17; and social work (B.S.) – 15; youth and family ministry (B.A.) – 15. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 2. Completion of a Major — Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum — Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average — Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in course work for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence — The last year of fulltime study or equivalent (no fewer than seven of the last nine credits/requirements) must be completed at Augsburg or within an approved ACTC exchange program. No fewer than a total of nine credits are to be taken at Augsburg College. Contact the registrar’s office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. Academic Information 81 ■ THE AUGSBURG CORE CURRICULUM The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements THE AUGSBURG SIGNATURE CURRICULUM Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church of America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the college’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome — whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is ‘spiritual but not religious.’ Our Christian understanding is rooted in a generous spirit of hospitality. • We will treat each other with respect as we learn how to engage in conversation (Continues on p. 84) 82 Academic Information CHECKLIST AND SUMMARY OF GENERAL EDUCATION REQUIREMENTS. FOR GRADUATION. • Complete at least one Augsburg Experience • Complete a Senior Keystone course. This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 76. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. All new first-years and all first-year and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Complete Entry Level Skills Assessments and Core Skills Requirements: ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences • Humanities • Fine Arts • Critical Thinking Assessment • Mathematics Assessment • Modern Languages Assessment • Writing Assessment Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 • Achieve a Math Placement Group score of three. Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete Effective Writing Music Performance (B.M.) . . . . . . . . . .14.5 • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Youth and Family Ministry (B.A.) . . . . . .15 Other maximums are described on page 80. ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. • Complete HPE 001 Foundations of Fitness and one HPE lifetime activity course. All advanced transfer students (those entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Complete the Signature Curriculum: Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete two (2) Search for Meaning courses. Music Performance (B.M.) . . . . . . . . . .14.5 • Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 • Complete the fall orientation and Augsburg Seminar. • Complete an Engaging Minneapolis course. Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Youth and Family Ministry (B.A.) . . . . . .15 Other maximums are described on page 80. Academic Information 83 ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Complete the Signature Curriculum: Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete REL 300 Bible, Christian Theology, and Vocation course Music Performance (B.M.) . . . . . . . . . .14.5 • Complete a Senior Keystone course. Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 • Complete one Augsburg Experience Youth and Family Ministry (B.A.) . . . . . .15 Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences • Humanities • Fine Arts Complete Entry Level Skill Assessments and Core Skills Requirements: Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Other maximums are described on page 80. ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: • Satisfy entry level skill requirements in writing. • Complete REL 300 Bible, Christian Theology, and Vocation course. • Achieve a Math Placement Group score of three. • Complete a Senior Keystone course. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete Entry Level Skills Assessments and Core Skills Requirements: • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment.) • Complete one Augsburg Experience • Complete one college algebra course course (MAT 105) or a Math Placement Group 3. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment) All students are required to file a graduation application with the Office of the Registrar one year prior to graduation. 84 Academic Information with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time — open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism — their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: • Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar, a firstyear learning community in their major or related area of academic interest. Each week Augburg Seminars devote an hour to topics relevant to an Augsburg education: becoming an intentional learner; making connections to the larger Augsburg learning community; and exploring strategies for success in the AugSem course(s) and future college work. • Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Students take one course that introduces them to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Most Engaging Minneapolis courses also fulfill an Augsburg Core Curriculum or major requirement. They should be taken during the first year, but may be taken in the second year. • Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships (including field- Academic Information 85 work, practicums, and student teaching), faculty-student research, service learning/ community service, study abroad, and offcampus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrate experiential learning with academic learning and (2) Link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences will vary. Senior Keystone The official list of approved keystone courses is found on the registrar’s web page — under the heading ‘General Education’, click on ‘Senior Keystone’. THE LIBERAL ARTS FOUNDATION The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two courses from two different departments in each domain. The list of courses meeting the Liberal Arts Foundation requirement is available online at the registrar’s web page and from the registrar’s office. The official list of approved LAF courses is found on the registrar’s web page — under the heading ‘General Education’, click on ‘Approved LAF Courses and Skills Listing’. The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education — vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. Natural Sciences and Mathematics The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Economics, Environmental Studies, Political Science, Psychology, Sociology Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two courses from two different departments: Humanities Two courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, 86 Academic Information Religion, Modern Language and Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. Fine Arts Two courses or approved activities from two different departments: Art, Music, Theatre Arts. One Fine Arts LAF requirement can be met with four semesters of participation in the following major choral ensembles (any combination of four): MUE 111, MUE 112, MUE 114, MUE 115. SKILLS REQUIREMENTS Entry Level Skills Assessments There are entry level skills assessments in: • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. • Critical Thinking Assessment and Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are required to take GST 100 Critical Thinking. • Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Academic Information 87 • Writing Assessment and Requirement This entry level assessment determines readiness for ENL 111 or 112. Students who do not place highly enough on the entry level assessment will be required to take ENL 101 Developmental Writing before ENL 111. Students who have transferred in a course equivalent to ENL 111 are excused from the entry level exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements • Effective Writing ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of their sophomore year because it is a prerequisite for Writing Graduation Skill courses. • Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. The BYU-CAPE language assessment is offered to students who have had at least one year of study of French, German, or Spanish language in high school. For a language previously studied, successful completion (minimum grade of 2.0 or P) of the 112 level satisfies the requirement. Students placing into 112 must enter at the 112 level. No college credit will be given for repeat of 111. Students whose placement test is at 211 or higher will be exempted from further language study. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information about English Language Learners is found on page 92. • Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included in the 32-course credit graduation requirement. 88 Academic Information Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. See department and program pages in this catalog or consult the department chair for more information. • Physical Education (teaching licensure only) • Physics 2. Bachelor of Science/Modern Language Waiver. Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Chemistry Core Curriculum Modifications • Clinical Laboratory Science Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. • Mathematics 1. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver. Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Music Therapy • Nursing • Physics EVALUATION AND GRADING. ■ EXPLANATION OF GRADES The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Academic Information 89 Pass/No Credit 3.0 Students who choose the P/N option are cautioned: 2.5 • In order to receive a grade of P, a student must achieve at least a grade of 2.0. 2.0 • Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 1.5 • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. • See P/N limitations under Graduation Requirements, page 80. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 3.5 Achieves highest standards of excellence 1.0 Achieves above basic course standards Meets basic standards for the course Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. 90 Academic Information Extension (X) Grades Auditing Courses Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 28. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits. • Juniors—16 completed course credits. • Seniors—24 completed course credits. Academic Information 91 ■ ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising web site. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Additional information is available on the Academic Advising web page and from the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Information about CLEP tests is available from the Office of the Registrar and the Academic Advising web page. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. • There is a faculty member designated by the department to administer the exam. • The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. 92 Academic Information The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. ■ ENGLISH LANGUAGE LEARNERS (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. Academic Information 93 All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Committee to re-enroll. Students who have been dismissed may apply for readmission after one year, at which time the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his or her commitment to academic success. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Students may be removed from probation when the cumulative GPA reaches 2.00. Students placed on probation as firstyears for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.00. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.00. ■ ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.00 cumulative grade point average (GPA). It should be noted that a minimum GPA of 2.00 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.00 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a first-year who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission from the Student Standing The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission is given by the student, an announcement 94 Academic Information is sent to the hometown newspaper for those students on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Latin honors replaces the previous honors designation of “With Distinction.” Students may also receive honors recognition for departmental honors and for participation in the honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.90-4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80-3.89 GPA Cum laude: 3.60-3.79 GPA To be eligible, a student must complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at <www.augsburg.edu/enroll/ registrar>. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the Day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other five graduate programs as well as undergraduate students in Weekend College, Rochester campus, and the Partner Hospitals program. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Academic Information 95 Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreeverify@studentclearing house.org Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the V. A. Certifying Official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information —You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. 96 Academic Information Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received (including dates); • The weight and height of members of athletic teams; • The student’s dates of attendance; • Previous educational agencies or institutions attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Departments and Programs Course Descriptions with Major and Minor Requirements – 98 Department majors and programs are listed alphabetically. Also see index. 98 DEPARTMENTS AND PROGRAMS A s a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. COURSE DESCRIPTIONS. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College’s program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online. Weekend College classes are available online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Summer Session, the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work courses are published in a separate Graduate Studies catalog. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered. Unless noted, all courses are one course credit. A full course is valued as four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight three-and-one-half-hour sessions during fall and for seven four-hour sessions during winter and spring term. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Departments and Programs 99 Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. INTERNSHIPS AND . INDEPENDENT STUDIES. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. ■ INTERNSHIPS Registration for internships consists of the following steps: 1. Obtain the internship registration permission form and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. 2. Register: Turn in the completed internship registration form (with all signatures) to the Enrollment Center. You must register the internship for the academic term that coincides with the internship experience. 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 196 197 198 199 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. 396 397 398 399 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links 100 Departments and Programs the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) ■ DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent Study/Research An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. ACCOUNTING See listing under Business Administration. AMERICAN INDIAN STUDIES A merican Indian studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, cul- ture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. American Indian Studies Faculty Eric Buffalohead (Chair), Elise Marubbio American Indian Studies 101 Adjunct Faculty Sophia Jacobson, Richard Gresczyk, Dale Weston DEGREE AND MAJOR REQUIREMENTS. American Indian Studies Major Ten courses including; AIS 105 Introduction to American Indian Studies AIS 205 Contemporary American Indians ENL 255 American Indian Literature or AIS 264 American Indians in the Cinema HIS 236 American Indian History REL 370 American Indian Spirituality and Philosophical Thought AIS 499 Senior Research Project In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor: Five courses including AIS 105. At least two must be upper division. COURSE OFFERINGS AT AUGSBURG COLLEGE. AIS 105 Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. AIS 205 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. AIS 208 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. 102 American Indian Studies AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. AIS/ENL 255 American Indian Literature American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. AIS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. AIS 305 Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. American Indian Studies 103 AIS 332 Native American Storytelling The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. AIS/ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) AIS 364 Indigenous Filmmakers Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. AIS 408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.: WST 201 or any 2xx women’s studies course; or AIS 105 or any 2XX American Indian studies course; or consent of instructor.) AIS 490 Keystone Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. 104 American Indian Studies AIS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. AIS 499 Independent Research An independently designed research project. ART—ART A rt is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas experienced on a small campus in the heart of a major metropolitan area. We balance a solid foundation of drawing, design, and history with technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs creative curriculum for traditional disciplines in drawing, painting, ceramics, sculpture, and photography with emerging disciplines in hand papermaking, book arts, architecture, and digital media. Class sizes are small; we will get to know each other. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach an average of 700 students a year from all disciplines, graduating 25-30 majors annually with B.A. degrees in art history, studio art, art education; and certificates in studio art and graphic design. For over 40 years, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be, too. Art Faculty robert k. tom (Chair), Kristin Anderson, Lynn Bollman, Kim Bowden, Tara Sweeney DEGREE AND MAJOR REQUIREMENTS. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 257 Watercolor Painting I One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Art 105 or ART 280 Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in a solo or two-person show with a senior review, and the annual senior group exhibition. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: Studio art majors may choose from ART 102, 225, 382 and 389 to satisfy the speaking skill. W: Studio art majors may choose two of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 Modern Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: Art history majors may choose from ART 102, 225, 382 and 389 to satisfy the speaking skill. W: Art history majors may choose two of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a department adviser to plan appropriately. 106 Art Departmental Honors Art History Minor GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Graphic Design Eight art courses, including four in graphic design, one in art history, and three studio electives. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349. ART COURSES. Note: All studio courses require work outside of class sessions. Some studio courses have lab fees. ■ STUDIO ART FOUNDATIONS ART 102 Design A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. ART 107 Drawing Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis is placed on foundational drawing concepts. ■ STUDIO ART ART 100, 300 Topics Selected courses dealing with special topics, offered occasionally in the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Art 107 ART 106 Chinese Calligraphy and Painting I Introduction and practice of Chinese calligraphic painting and writing. ART 118 Painting I Introduction to painting media and technique in acrylic or oil. Emphasis is placed on color, perception, and expression. ART 122 Plein Air Sketching I This foundational course in plein air sketching introduces observational skills and sketching on-site in the midst of daily life as a meditative way of seeing deeply and responding to place. Students explore media, technique, and subject matter, visit sites and museums to understand context and meaning, and respond creatively. ART 132 Photography I The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission) ART 215 Web Design I This course explores the theory and practice of web design. Focus is placed on effective design and usability. Students will become familiar with Dreamweaver, Photoshop, and Illustrator. ART 221 Sculpture I An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 Graphic Design I Graphic Design I is an introduction to the principles and practices of visual communications focusing on text and image using grid layouts. 108 Art ART 247 Life Drawing An introduction to the methods and techniques of drawing the human form through the use of live models. Emphasis will be placed on perceptual drawing skills and accurately rendering the human form in a spatial environment. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. ART 257 Watercolor Painting I Introduction to transparent watercolor; emphasizes perceptual observation to explore color theory, media, and technique. Class sessions often include painting outside on location. ART 280 Hand Papermaking and Book Arts I Introduction to hand papermaking, box building, and contemporary bookmaking; emphasizes the interplay of text and image in the handmade book. ART 306 Chinese Calligraphy and Painting II Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106) ART 315 Web Design II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 322 Plein Air Sketching II This advanced course in plein air sketching is a continuation of ART 122, which introduces observational skills and sketching on-site in the midst of daily life as a meditative way of seeing deeply and responding to place. As advanced students develop mastery of technique and expression of personal subject matter and style, it is expected that there will be significant, experiential engagement with artistic, cultural, and historical*h resources, as well mentoring of beginners. (Prereq.: ART 122 or permission of instructor) ART 330 Graphic Design II Graphic Design II explores visual communications in the retail environment — developing advertising materials, sales promotions, packaging, and displays. Art 109 ART 332 Photography II Advanced study in black and white film photography. Projects will encourage the refinement of technical and formal skills and the development of a personal approach to subject matter and content. Students will be introduced to archival print methods, expanded film exposure and development styles, portfolio presentation, develop the vocabulary to write an artist’s statement, and research contemporary photographers. (Prereq.: ART 132) ART 340 Digital Imaging Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. ART 351 Ceramics II Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.: ART 250) ART 355 Painting II Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118) ART 357 Watercolor Painting II Advanced exploration in transparent watercolor; emphasizes individual expression. (Prereq.: ART 257) ART 368 Print Making II Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 380 Hand Papermaking and Book Arts II Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq: ART 280) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) ■ ART AND ARCHITECTURAL HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modern times. 110 Art Note: The following courses are offered intermittently, usually two or three sections per year. ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. ART 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART 349) ART/THR 265 Computer Drafting for the Stage and Architecture (See Theatre Arts section for course description.) ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENL 111 or 112 or HON 111) Art 111 ART 388 Modern Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL 111 or 112 or HON 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ART 299 Directed Study See description on page 100. ART 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ART 499 Independent Study/Research See description on page 100. 112 AUGSBURG CORE CURRICULUM— AUG/KEY/GST THE SIGNATURE CURRICULUM . Augsburg Seminar AUG 101 Augsburg Seminar (.0 course) A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Senior Keystone KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. LIBERAL ARTS FOUNDATION . Connections Courses Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under academic departments) or through interdisciplinary Connections courses. FIA 130 Arts and the City Using the arts resources of the city, this course will explore how to understand and appreciate various art forms: theatre, music, opera, visual arts, dance, and film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF) HUM 120 Medieval Connections: Medieval Life in 12th-century Europe This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli- Augsburg Core Curriculum 113 gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, spring) SBS 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences LAF. Prereq.: SCI 110) SKILLS. Entry Skills GST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to complete GST 100 with a minimum grade of 2.0 or better. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. GST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. 114 Biology Graduation Skills GST 200 Quantitative Reasoning/Statistical Literacy This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. (Prereq.: MPG 3) Other General Studies Courses GST 009 Internship Transcript Notation (.0 course) A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. BIOLOGY—BIO W e are in the midst of a revolution in biology. From the unraveling of information locked within the human and other genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments, biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing on the core principles of biology, students are given the tools with which to interpret results coming out of the revolution, and by early exposure to original independent research projects, given the opportunity to themselves contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics and computer science, biology is increasingly a multidisciplinary venture, Thus, a firm background in these sciences is also important for the successful study of biology. Biological forces have many profound effects on society and in turn humanity has strongly affected our biosphere. Thus, service-learning opportunities are tightly integrated within the curricula. For many, an undergraduate major in biology serves as a springboard for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates Biology 115 have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural resources, and environmental education. Biology Faculty Dale Pederson (Chair), Jennifer Bankers-Fulbright, Ralph Butkowski, William Capman, Brian Corner, David Crowe DEGREE AND MAJOR REQUIREMENTS. Students may choose one of the following degree options: Bachelor of Science in Biology, Bachelor of Arts in Biology, or Bachelor of Arts in Life Sciences. Bachelor of Science in Biology Nine courses including: BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology and BIO 361 Plant Biology or BIO 481 Ecology Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: Required Supporting Courses for Bachelor of Arts CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 145 Calculus I or MAT 163 Introductory Statistics or PSY 215 Research Methods: Design, Procedure, and Analysis I and five upper division biology electives chosen from the following list: Bachelor of Arts in Life Sciences BIO 351 BIO 353 This major is appropriate for students also seeking secondary teaching licensure in biology. BIO 355 BIO 361 BIO 369 BIO 440 BIO 471 BIO 473 BIO 474 BIO 476 BIO 481 BIO 486 BIO 495 Invertebrate Zoology Comparative Vertebrate Anatomy Genetics Plant Biology Biochemistry Plant Physiology Advanced Cellular and Molecular Biology Animal Physiology Developmental Biology Microbiology Ecology Immunology Special Topics in Biology Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four (rather than five) upper division biology electives are required, along with: Two additional science courses, chosen from the following list: PHY 101 SCI 106 An introductory geology course 116 Biology Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 151 and 152 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 253 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.00 for BIO 151, 152, and 253 is a prerequisite for enrollment in upper division biology courses. A grade of 2.00 or above is required for all upper division courses applied toward the major. Biology for Health Sciences GPA of 3.50 in biology and 3.00 overall, one course of approved independent study (BIO 499) or a research internship combined with BIO 498, public presentation of results along with a written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, medical schools require a two semester sequences in calculus, physics and organic chemistry. Biochemistry is also commonly required and in some instances statistics and literature. Programs in physician assistant training, veterinary medicine, physical therapy and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisers — Dixie Shafer and Dale Pederson. Minor Graduate Training in Biology A course in general chemistry and five biology courses including BIO 151, 152, 253, and two upper division courses. The majority of courses in biology must be taken at Augsburg College. Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus and physics. Also required is extensive involvement in research through Aug Experience, internships and/or independent study. Careful consultation with the Biology Departmental Honors Biology 117 adviser is recommended to select among course work and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Beta Beta Beta Membership in the Augsburg Chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.00 in biology. Cooperative Education and Service Learning The department works with the Center for Service, Work and Learning in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. Augsburg Student Association for Health Sciences The Augsburg Student Association for Health Sciences exists to serve all students preparing for post-baccalaureate study and/or careers in medicine and allied health professions. It facilitates volunteer and work opportunities, provides contact with admissions representatives from several professional schools, and arranges visits with alumni in several health fields. BIOLOGY COURSES. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) SCI 280 Introduction to Research This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. (Prereq: Invitation to participate in course; 0.5 course) 118 Biology BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 121 Human Biology and Lab An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 100 before taking this class. Fall and spring) BIO 151 Introductory Biology First of a three-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 152 Ecology, Evolution, and Diversity Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, four hours laboratory. Spring) BIO 253 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall: alternate years) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) Biology 119 BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall) BIO 369 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall) BIO 440 Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three hours lecture, four hours laboratory. Prereq.: BIO 253. Spring) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three hours lecture, four hours laboratory. Prereq.: BIO 369.) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, junior standing.) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall) BIO 486 Immunology This course is a study of the body’s immune defense. The course investigates the structure and mechanisms of human body’s three lines of immune defense. Protection from microorganisms and parasites, and cancer surveillance are considered. The role of immunity in vaccination and transplantation, and mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prereq.: BIO 369 (Three hours of lecture, four hours laboratory. Spring) 120 Biology SCI 490 Integrated Keystone The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major; P/N for 0.5 course) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses: BIO 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 151, 152. P/N only) BIO 299 Directed Study BIO 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 253. P/N only) BIO 499 Independent Study/Research (Prereq.: BIO 253. P/N only) DEPARTMENT OF BUSINESS ADMINISTRATION— BUS, ACC, FIN, MIS, MKT O ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Magdalena M. Paleczny-Zapp (Chair and International Business Coordinator), William Arden (Management Coordinator), Nora M. Braun (MIS Coordinator), John C. Cerrito, Peggy M. Cerrito, C. Lee Clarke, David Conrad, John Furia, R. Brooks Gekler, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor (Finance Coordinator), Steven J. LaFave (Accounting Coordinator), Laura K. Lazar, Lori L. Lohman, Rosanne Malevich, Marc McIntosh, Fekri Meziou, Lori A. Peterson, Milo A. Schield, David G. Schwain (Marketing Coordinator), Kathryn A. Schwalbe, Peter Stark, Stuart M. Stoller, Steve Zitnick Business Administration 121 GENERAL REQUIREMENTS. Majors The Department of Business Administration offers five majors: business administration (BUS), accounting (ACC), finance (FIN), management information systems (MIS), and marketing (MKT—day program only). Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the business administration major there are four specializations: management, marketing (WEC only), music business, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: business administration, international business, music business, accounting, management information systems, and marketing. Certificate Programs Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in information technolo- gy, business management, and finance through the Weekend College program. Graduation Requirements To graduate without intentionally taking courses in excess of the minimum number required (see page 80), students must avoid taking too many electives in the major or minor or exceeding the 13course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, FIN, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Advising Students who plan to major in business administration, accounting, finance, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. 122 Business Administration Internships International Business Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. The international business faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. BUSINESS ADMINISTRATION—BUS T he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. DEGREE AND MAJOR REQUIREMENTS. Business Core Nine courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or BUS 264 Statistical Literacy for Managers FIN 331 Financial Management Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Specialization in Management Business core plus four courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Business Administration 123 The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the business administration major, management specialization. The graduation skill in Speaking (S) is met by completing the following courses: S: MIS 376 or ECO 318 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in International Business Business core plus four courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business administration major, international business specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in Music Business Business Core* plus seven courses: MUS/BUS 105 The Music Business MUS/BUS 245 Arts Management and Concert Promotion MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — or — 2 MUS credits and 1 MUE credit, selected from: (2 credits must be in residence at Augsburg): MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (other MUS courses as approved by adviser) *Music Business majors are exempt from BUS 379 and may substitute BUS 254 in place of BUS 242 or 200. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: MUS/BUS 105 or MUS/BUS 245 W: MUS/BUS 105 and MUS/BUS 245 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 124 Business Administration Specialization in Marketing (Weekend College students only) Business core plus three courses: MKT 352 Marketing Research MKT 355 Marketing Communications or MKT 357 Advertising MKT 450 Marketing Management Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business aministration major, marketing specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or FIN 331 Financial Management and one other upper division business administration, accounting, finance, MIS or marketing course. ECO 112 ECO 113 ECO 312 ECO 313 Principles of Macroeconomics Principles of Microeconomics Intermediate Macroeconomics Intermediate Microeconomics and one other upper division economics course Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in business administration and economics. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242 or 200, MKT 252, FIN 331 or BUS 264 or 379. Other configurations may be permitted with the approval of the department chair. This minor is automatically completed while completing a major in accounting, finance, MIS or marketing. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or 200 or MKT 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. Minor in Music Business Eight courses including: MUS/BUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399 (maximum of 1 credit in MUE and/or MUP courses). Business Administration 125 This minor is a collaborative program between the music and business departments. The minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. Departmental Honors See Business Administration Department Chair. BUSINESS ADMINISTRATION COURSES. BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics include copyright, licensing, contracts, publicity and marketing. Other topics include the record industry, agents and managers. Musical genres and historical periods are compared and analyzed. This course is also offered as MUS 105. BUS 200 Exploring Business as Vocation This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS/MUS 245 Arts Management and Concert Promotion A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105) BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. 126 Business Administration BUS 264 Statistical Literacy for Managers Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC & Evening schedule: Additional evening sessions are required.) BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200) BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. WEC and evening schedule: Additional sessions are required, usually on a weekday evening.) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200; BUS 362 recommended.) Business Administration 127 BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: BUS 299 Directed Study See description on page 100. BUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. BUS 499 Independent Study/Research See description on page 100. ACCOUNTING—ACC T he major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. 128 Business Administration Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year bachelor’s degree plus a master’s degree. DEGREE AND MAJOR REQUIREMENTS. Accounting Major Business Core Requirements ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I BUS 301 Business Law FIN 331 Financial Management Required Accounting Courses Four courses including: ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice II ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students should take the courses in the sequence given above. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the accounting major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: ACC 423 or ACC 424 W: ACC 423 and ACC 424 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Joint B.A. in Accounting and Master of Arts in Leadership A B.A. in Accounting and an M.A. in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the 5th year and successful completion of all requirements, the student receives both a B.A. in Accounting and an M.A. in Leadership and will have fulfilled the 150- Accounting 129 hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings. It is recommended that the students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Requirements: 1. Students must apply for admission to the MAL program at the end of their junior year. The application process includes: submission of a completed application form, three letters of recommendation (two from professors and one from an employer), a personal statement, an example of their writing in an academic paper, a GPA of at least 3.30, and an interview with a three-person panel from the MAL program. 2. Students must also have faculty endorsement from the accounting program. 3. Students must complete at least on year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting Six courses including: ACC 221, 222, FIN 331 or ACC 324, ACC 322, 323 and one of the following: MIS 260, BUS 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. ACCOUNTING COURSES. ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) 130 Accounting ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, FIN 331, MIS 260 or 270, MKT 252) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ACC 299 Directed Study See description on page 100. ACC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ACC 499 Independent Study/Research See description on page 100. FINANCE–FIN T he finance major prepares students for professional careers in corporate finance and the financial services industry. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA) conducted by the CFA Institute. DEGREE AND MAJOR REQUIREMENTS. Finance Major Finance Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I 131 BUS 301 FIN 331 Business Law Financial Management Required Finance Courses Five courses including: ACC 322 Accounting Theory and Practice I (Prereq: ACC 222) FIN 433 Financial Theory: Policy and Practice (Prereq: FIN 331) FIN 438 Investment Theory (Prereq: ENL 111 or 112 or HON 111 and FIN 331) FIN 460 International Finance (Prereq: FIN 331) ECO 315 Money and Banking (Prereq: ECO 112) The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the Finance major. The graduation skill in Speaking (S) is met by completing the following course: S: FIN 438 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) 132 Finance FINANCE COURSES. FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. (Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331) FIN 460 International Finance This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq: FIN 331) MANAGEMENT INFORMATION SYSTEMS—MIS T he major in management information systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance, and marketing as well as from MIS. DEGREE AND MAJOR REQUIREMENTS. Management Information Systems Major Business Core Requirements Seven courses including: BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation FIN 331 Financial Management BUS 379 Quantitative Methods for Business and Economics or BUS 264 Statistical Literacy for Managers ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II MKT 252 Principles of Marketing MIS 260 Problem Solving for Business Required MIS Courses Five courses including: MIS 270 Data Management for Business MIS 375 Management Information Systems in the Organization MIS 376 MIS 475 MIS 476 Project Management Systems Analysis and Design Information Systems Projects Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the MIS major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Minor in MIS Six courses including: MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or MKT 252, and MIS 376 or ECO 318. 133 134 MIS MIS COURSES. MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3) MIS 270 Data Management for Business Introduces the concepts of data modeling, database structures, and relational databases. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the components in a technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or 112 or HON 111) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375) MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Marketing 135 Internships and Independent Study Courses: MIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MIS 299 Directed Study See description on page 100. MIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MIS 499 Independent Study/Research See description on page 100. MARKETING—MKT T he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and not-for-profit organizations. DEGREE AND MAJOR REQUIREMENTSS Marketing Major Business Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 301 Business Law FIN 331 Financial Management MIS 260 Problem Solving for Business BUS 379 Quantitative Methods for Business and Economics 136 Marketing or BUS 264 Statistical Literacy for Managers Required Marketing Courses Five courses including: MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the marketing major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Minor in Marketing Five courses including: MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. MARKETING COURSES. MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379 or 264, ECO 113, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics with consent of instructor. Augsburg statistics courses that will automatically fulfill the BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.) Marketing 137 MKT 354 Sales Management Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MKT 299 Directed Study See description on page 100. MKT 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MKT 499 Independent Study/Research See description on page 100. 138 CHEMISTRY—CHM C hemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to better the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: •To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. •To provide programs of study for professional goals in addition to the traditional positions as chemists. •To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. •To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. •To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Joan C. Kunz (Chair), Ron L. Fedie, Arlin E. Gyberg, David R. Hanson, Sandra L. Olmsted DEGREE AND MAJOR REQUIREMENTSS. ■ BACHELOR OF ARTS Major in Chemistry CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) One course in biochemistry and one additional course from: CHM 364 Physical Chemistry II Chemistry 139 CHM 367 CHM 464 CHM 481 CHM 482 CHM 470 Properties of Polymers Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, II Calculus I, II Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc. — see pre-professional program listings in the Academic Information section) should consult members from the chemistry department for assistance in course planning early in their college careers. ■ BACHELOR OF SCIENCE American Chemical Society Approved Major CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361, 363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory II CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course in biochemistry One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, II, III PHY 121, 122 General Physics I, II (should be taken in sophomore year) Recommended: Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation B.S. chemistry majors are allowed a two course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking and Writing graduation skills are embedded throughout the chemistry major for both B.A. and B.S. degrees. ENL 111 should be taken in the 140 Chemistry first year. Consult members of the chemistry faculty concerning the Quantitative Reasoning (QR) graduation skill. The Speaking skill is met through COM 115 (or COM 111) and further developed in upper division chemistry courses. all; one course or summer of approved research; participation in seminar. Departmental Honors Note: Credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics, 3.00 over- Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351, 352, and CHM 353. CHEMISTRY COURSES. Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) CHM 100/102 Chemistry for Changing Times Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section; CHM 100 does not have a lab section. Students may not take both CHM 100 and CHM 102 for credit. (Prereq.: MPG 2) CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. and concurrent registration with MAT 105, or MPG 3. Fall) Chemistry 141 CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 4. Fall) CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) CHM 351, 352 Organic Chemistry I, II Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. QEM course. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 Physical Chemistry Laboratory I (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration. Fall) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) 142 Chemistry CHM 365 Physical Chemistry Laboratory II (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Fall) CHM 470 Principles of Medicinal Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. A course in biochemistry is recommended. Spring, alternate years) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.0 course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Chemistry 143 CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: CHM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. CHM 299 Directed Study See description on page 100. CHM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. CHM 499 Independent Study/Research See description on page 100. (Prereq.: junior or senior standing) 144 CLINICAL LABORATORY SCIENCE—CLS C linical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. He/she also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The curriculum requires a minimum of six semesters on campus to complete the pre-requisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the fall semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago, IL, 60631, 773-714-8880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College Fairview Health Services Fairview Lakes Medical Center Fairview Northland Regional Medical Center Fairview Red Wing Medical Center Fairview-Ridges Hospital Fairview-Southdale Hospital UMMC, Fairview-Riverside UMMC, Fairview-University Generalized four-year academic plan for clinical laboratory science (CLS) majors To complete the program in four years, students must: a. achieve MPG 3 or 4, AND b. qualify for ENL 111, AND c. score above 45 on the critical thinking exam, AND d. do not require ENL 217/218, AND e. meet graduation skills requirements within the major and supporting courses, AND f. satisfy the Engaging Minneapolis requirement with BIO 151/152 Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115. Consult your department chair Clinical Laboratory Science 145 or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. First year: Fall Term: BIO 151: Introductory Biology CHM 105 or CHM 115: General Chemistry REL 100: Search for Meaning Elective Spring Term: BIO 152: Ecology, Evolution and Diversity CHM 106 or CHM 116: General Chemistry ENL 111 Elective Second Year: Fall Term BIO 253: Introductory Cell Biology CHM 351: Organic Chemistry I REL 200: Search for Meaning Elective Spring Term BIO 355: Genetics CHM 352: Organic Chemistry II MAT 163: Statistics (QR) Elective Third Year: Fall Term BIO 369: Biochemistry BIO 473: General Physiology Elective Elective Spring Term BIO 476: Microbiology BIO 486 Immunology Elective Elective Fourth Year: Clinical Program Summer Session CLS 400: Introduction to CLS CLS 405: Body Fluids CLS 410: Clinical Hematology/Hemostasis CLS 415: Clinical Immunology CLS 425: Clinical Chemistry Clinical Rotations: Fall & Spring Semester CLS 450: Applied Clinical Chemistry CLS 455: Applied Hematology/Hemostasis CLS 460: Applied Immunology CLS 465: Applied Immunohematology CLS 470: Applied Clinical Microbiology Fall Semester CLS 420: Immunohematology CLS 430: Clinical Microbiology CLS 433: Virology/Mycology/Parasitology CLS 435: Molecular Diagnostics Clinical Rotations Spring Semester CLS 440: Laboratory Management & Education CLS 445: Research Design & Methods LS 475: Advanced Applications in CLS CLS 480: Advanced Topics in CLS CLS 485: Advanced Studies in CLS SCI 490: Keystone course Clinical Rotations Special core requirement courses and professional courses must be completed with a grade of “C” (2.0) or above. Students must meet all College graduation requirements including General Education, grade point, College residency, and total credits. 146 Clinical Laboratory Science CLINICAL LABORATORY SCIENCE COURSES. CLS 400 Introduction to Clinical Laboratory Science CLS 405 Body Fluids Course is designed to provide the CLS student with the basic laboratory skills required for the laboratory component of the curriculum. This course will also provide teamwork, leadership, and interpersonal skills needed by healthcare professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353; BIO 355 and 476; and admission to the CLS program) Covers concepts related to the formation, distribution, and function of body fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program) CLS 410 Clinical Hematology/Hemostasis Course is designed to provide the CLS student with the basic knowledge of hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the correlation of results will be covered. Laboratory component will focus on specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO 355, 476 and 486; and admission to the CLS program) CLS 415 Clinical Immunology Course in the application of immunologic and serologic techniques used for the specific diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory sessions offer exercises in methods for detection of antigens and antibodies in patient specimens. (Prereq.: CHM 352; BIO 476 and 486; and admission to the CLS program) CLS 420 Immunohematology Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing, storage, preservation, components, records, and regulations for blood banks. The laboratory section includes performance of blood bank procedures, donor processing, compatibility testing, antibody screening and identification. (Prereq.: BIO 355, 369, and 486; and admission to the CLS program) CLS 425 Clinical Chemistry The focus of the course is on the physiology of body analytes and the organ systems, with an emphasis on the corresponding clinical laboratory procedures and human disease states. Discussion will include the clinical correlations of the analytical procedures data with the diseases. The laboratory section covers skills necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program) Clinical Laboratory Science 147 CLS 430 Clinical Microbiology Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and Immunology; and admission to the CLS program) CLS 433 Virology, Mycology, and Parasitology Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the CLS program) CLS 435 Molecular Diagnostics A course on the composition, structure, function and characteristics of DNA. Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the CLS program) CLS 440 Laboratory Management and Education Course is designed to introduce the clinical laboratory science student to the principles of laboratory administration. The seminar-format course will focus on human resource management, operations management, and educational methodologies appropriate for the supervisor and laboratory manager (Prereq.: admission to the CLS program) CLS 445 Research Design and Methods The course applies scientific method to clinical laboratory research problems, systematic applications of hypothesis formation and decision making through research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered. (Prereq.: MAT 163 and admission to the CLS program) CLS 450 Applied Clinical Chemistry Rotation with daily lecture which applies the principles of clinical chemistry in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS 400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS program and CLS 400 and 425) 148 Clinical Laboratory Science CLS 455 Applied Clinical Hematology/Hemostasis Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience processing and analyzing patient’s specimens with a wide variety of complex procedures and instruments. Students will also expand their identification and diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405, and 410) CLS 460 Applied Immunology Rotation with daily lecture which applies concepts and techniques learned in CLS 415. Using patient specimens, students will gain experience in the clinical immunological techniques, methods, and management of antigen-antibody reactions and identify the relationship to diseased states. The rotation also includes the fundamentals of HLA testing and Flow Cytometry techniques with interpretation of results. (Prereq.: admission to the CLS program and CLS 400 and 415) CLS 465 Applied Immunohematology Rotation with daily lecture which extends the concepts and skills learned in CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management, solving of patients’ blood compatibility problems, apheresis, and cell therapy. (Prereq.: admission to the CLS program and CLS 420) CLS 470 Applied Clinical Microbiology Rotation with daily lecture which applies the principles of CLS 430. Student will process a variety of patient specimens in the microbiology laboratory and gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS 430 and 433) CLS 475 Advanced Applications in CLS Selected study in one aspect of the practice of clinical laboratory science, such as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.: admission to the CLS program and enrollment in applied courses) CLS 480 Advanced Topics in CLS This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory testing with an emphasis placed on its impact on current laboratory practice and outcomes assessment. (Prereq.: admission to the CLS program and CLS 405, 410, 415, 420, 425, 430, 433, 435, and 440) Communication Studies 149 CLS 485 Advanced Studies in CLS A capstone research project required for satisfactory completion of the CLS program. Student will complete a research project under the supervision of a mentor. Course culminates in a major paper and presentation. Area of emphasis will be in one of the specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.: admission to the CLS program and senior standing) CLS 499 Independent Study in CLS Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission to the CLS program; repeatable for maximum of one credit) COMMUNICATION STUDIES—COM O ur discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with: interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redmond (Chair), Kristen Chamberlain, Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Communication Studies Major Twelve courses overall — eight required core courses and four courses within one of eight emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all communication studies majors: COM 111 Public Speaking COM 280 Introduction to Communication Studies COM 351 Argumentation COM 352 Persuasion COM 354 Interpersonal Communication COM 355 Small Group Communication 150 Communication Studies COM 321 Business and Professional Speaking or COM 329 Intercultural Communication COM 490 Senior Keystone Professional Communication Emphasis This emphasis is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as: communication graduate school; other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speech writer. Four additional electives from the following: COM 321 (required), COM 329, 345, 399, 499; THR 350, 360; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; REL 383; SOC 362, 363 Organizational Communication Emphasis Appropriate for: business related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Four additional electives from: BUS 340 (required); COM 321, 326, 329, 345, 399, 410; PSY 373, 385; SOC 265, 349, 375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Four additional electives from: MKT 252 (required); COM 321, 326, 329, 399, 410, 480; MKT 352, 355, 357, 450; POL 342 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Four additional electives from the following: COM 345 (required), COM 321, 326, 329, 399, 410, 480, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375 Four additional electives from: ENL 227 (required); COM 321, 326, 329, 345, 399, 410, 480; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342 Supervisory Management Emphasis Mass Communication and Journalism Emphasis Appropriate for students seeking management careers. Four additional electives from: BUS 242 or 440 (required); COM 321, 326, 329, 399, 410, 480, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349 Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Communication Studies 151 Four electives from the following: ENL 227 (required); COM 247, 321, 329, 343, 348, 399, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327; POL 342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328 Graduate Study Emphasis Courses in this emphasis would be especially helpful for students planning to do graduate work in such fields as communication studies, education, or law. Four electives from the following: SOC 362 or ENL 420 (required); COM 321, 329, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375 For All Eight Emphases We encourage all majors to participate in Augsburg’s interscholastic forensics program. Students should be aware that the tournament season is essentially from October through mid-March, and should plan schedules accordingly. All day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: COM 111 or 115 W: COM 351 and any 200 level writing course in English Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. 152 Communication Studies Communication Studies Minor Required of all Film Majors: Six courses including: COM 111 Public Speaking COM 280 History of Rhetorical and Communication Theory POL 342 Mass Communication in Society or COM 343 Studio Production COM 351 Argumentation or COM 352 Persuasion COM 354 Interpersonal Communication COM 345 Organizational Communication or COM 355 Small Group Communication Six Core Courses FLM/THR 216 Film Production I ENL 241 Intro to Cinema Arts ENL 371 History of Cinema FLM/THR 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting or THR 233 Acting for Camera Film Major The Augsburg film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women’s studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Kristin Anderson, Julie Bolton, Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio, Robert Thom Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your adviser who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Film majors should fulfill the Senior Keystone requirement in either the English Department or Art Department. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: FLM/THR 312 16mm Film II, COM 343 Studio Production, COM 348 Digital Video Production, COM 499 Independent Study, Art 132 Photography, ART 215 Design for New Media I, ART 315 Design for New Media II, ART 340 Digital Imaging, ENL 228 Broadcast and Online Journalism, MUS 130 Intro to Music and the Fine Arts, PHY 119 Physics for the Fine Arts, THR 328 Stage Design Track #2 Performance: This track is designed for students interested in acting and directing. Electives include: THR 233 Acting for the Camera, THR/ENL 325 Playwriting, THR 366 Stage Direction, THR 328 Theatrical Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENL/FLM 328 Screenwriting, PHY 119 Physics for the Fine Arts Communication Studies 153 Track #3 Theory & Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221 Expository Writing about the Arts and Popular Culture, ENL 228 Broadcast and Online Journalism, ENL 240 Introduction to Literary Study, ENL 430 Advanced Studies in Theory and Method, COM 499, AIS 364 Indigenous Filmmakers, AIS 264 American Indians in Cinema, AIS 208/408 Native American Women & Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248 Spanish and Latin American Culture Through Film, REL 309 Religion at the Movies Film Minor Six courses including: ENL 241 Introduction to Cinema Art FLM/THR 216 Film Production I THR 233 Acting for Camera COM 343 Studio Production FLM/THR 420 Issues in Contemporary Cinema Plus one of the following: THR/ENL 325 Playwriting or ENL/FLM 328 Screenwriting THR 328 Stage Design COM 247 Documentary COM 348 Digital Video Production THR 366 Stage Direction AIS 364 Indigenous Filmmakers Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a film faculty adviser. COMMUNICATION COURSES. COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall, spring) COM 112 Contest Public Speaking Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall) COM 115 Scientific and Technical Public Speaking An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.) 154 Communication Studies FLM/THR 216 Film Production I This course demonstrates the basics of 16mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. FLM/THR 230 Scenic Painting for Stage and Film Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. COM 280 Introduction to Communication Studies An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. (Fall) FLM/THR 312 Film Production II The focus of this course builds on the lessons learned in FLM/THR 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111 or 115) COM 326 Building Working Relationships This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following courses — SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years) Communication Studies 155 COM 343 Studio Production Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 343 or 247) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or 115 or consent of instructor. Fall) COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111 or 115 or consent of instructor. Spring) COM 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. (Spring) COM 410 Communicating a Self in the Modern Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) FLM/THR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq.: ENL 371) 156 Communication Studies COM 480 Public Relations/Promotional Communication Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) COM 490 Communication Studies Keystone: Critical Conversations About Communication and Vocation A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. COM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. COM 299 Directed Study See description on page 100. COM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. COM 499 Independent Study/Research See description on page 100. ELECTIVES. See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 340 BUS 440 BUS 450 CSC 160 ENL 226 ENL 227 ENL 228 ENL 241 ENL 327 ENL 430 INS 325 MIS 175 MIS 379 MKT 252 MKT 352 MKT 355 PHI 230 POL 342 POL 375 PSY 215 PSY 315 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 SOC 363 SOC 375 THR 232 THR 325 THR 350 THR 360 COMPUTER SCIENCE—CSC T he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Charles Sheaffer, Erik Steinmetz, Shana Watters DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Computer Science Major Twelve courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I and two electives from CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least one elective must be an upper division course. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and met by completing the major. Consult your academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by: a) COM 111 or 115 (115 recommended), or b) A sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Computer Science Major Sixteen courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization 157 158 Computer Science CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 145 Calculus I MAT 146 Calculus II Two courses from: MAT 245 Calculus III MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 271 Discrete Mathematical Structures (recommended) and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and met by completing the major. Consult your academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by: a) COM 111 or 115 (COM 115 recommended), or b) A sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science, six from economics, and a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Charles Sheaffer, Department of Computer Science Major in Computational Economics Thirteen courses including: MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or EC0 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses Computer Science 159 and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence CSC 385 Introduction to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 History of Philosophy IV: 20th Century Philosophy PHI 365 Philosophy of Science PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division computer science course, and one of MAT 171 or MAT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. 160 Computer Science COMPUTER SCIENCE COURSES. CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3) CSC 170 Introduction to Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) CSC 240 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210) CSC 385 Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Computer Science 161 Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) CSC 431 Introduction to AI Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210) CSC 440 Advanced Networking and Operating Systems Network management; client/server databases and workstations; TCP/IP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 345 or concurrent registration, CSC 385 or concurrent registration, and CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and CSC 385) CSC 457 Computer Graphics A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. (Prereq: CSC 210, MPG 4) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading only. CSC 299 Directed Study See description on page 100. CSC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading only. CSC 499 Independent Study/Research See description on page 100. 162 ECONOMICS—ECO T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political science/economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Augsburg offers degrees in economics, applied economics, business and economics, computational economics, and economics and political science (education majors only.) For the economics and applied economics majors, the capstone experience is Economics 490 Research Methods in Econometrics. Students in other majors should consult their adviser for other alternatives. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning DEGREE AND MAJOR REQUIREMENTS. Major in Economics Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics and three other upper division economics courses Economics 163 Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics Mathematics Class: MAT 114 Precalculus or MAT 145, 146 Calculus I & II Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Economics and Business Administration Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 350 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 379 Quantitative Methods for Business and Economics or MAT 163 ENL 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science. Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management MKT 252 Principles of Marketing FIN 331 Financial Management or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. 164 Economics Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113, 312, 313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. ECONOMICS COURSES.. ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing, and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 311 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113) Economics 165 ECO 312 Intermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring and alternate winter trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall and alternate winter trimester) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years) ECO 318 Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall trimester and spring semester) ECO 350 Labor Economics Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Spring: alternate years) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. (Prereq.: Econ 113. Spring: alternate years) 166 Economics ECO 370 International Economic Development This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. (Prereq.: Econ 112 or Econ 113. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122. On demand) ECO 490 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (P/N Grading only.) ECO 299 Directed Study ECO 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent Study/Research EDUCATION—EED, ESE, EDC, EDU, SPE T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in life science, chemistry, and physics, grades 5-8 in general science, and K-12 specialist licenses in visual arts, physical education, music, and special education: EBD and LD. (Note: special education: EBD and LD are available in WEC only.) The K-12 Reading Licensure Endorsement is also available at the graduate level to already licensed teachers. Degree and/or licensure programs are available in both weekday and weekend/ evening formats. Weekend College degree and licensure programs are limited to elementary, communication arts/literature, social studies, visual arts, and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. A graduate level licensure option is available in weekend/evening format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied to a Master of Arts in Education degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and one or more subject matter tests. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are assigned an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. 167 168 Education Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. No one may be licensed under programs described in catalogs prior to 2002. Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Education Faculty Lynn Lindow (Chair), Chris Brown, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Kaufman, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna Patterson, Ron Petrich, Linda Stevens, Barbara West ELEMENTARY EDUCATION—EED/EDC Elementary Major and Licensure Requirements: SCI 110 SCI 111 Elementary education majors are required to complete the following nonmajor and major courses. To be licensed they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the bachelor of science Liberal Arts Foundation requirements. Option B is for weekday, weekend and/or transfer students with at least one college level science course accepted in transfer or for weekday students who have already started this sequence. PHY 103 Conceptual Physics or EED 203 Elementary Education Physical Science (summer school only; does not fulfill general education requirement) or EED 200 Elementary Education Earth Science (summer school only; does not fulfill general education requirement) BIO 102 The Biological World Non-departmental core courses (requirements subject to change—see Education Department for most current list): ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) Math sequence for non-math specialty students MPG 3: MPG 4: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers II (required) MAT 137 (optional) MAT 138 (required) Science sequence for non-science specialty students Option A is for weekday students who do not have college level science courses in their background. Natural Science I Natural Science II Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians Foundations Block II (courses from this point and on require admissions to the department) Elementary Education 169 EDC 310 Learning and Development Methods Block I EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/Children’s Literature Methods Block II EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies/Thematic Studies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 Learners with Special Needs EDC 490 School and Society Student Teaching Block EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Areas (requirements subject to change — see Education Department for most current list) Communication Arts Specialty ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study COM 329 or 351 or 354 or 355 EED 331 Middle School Writing Methods (.5) ESE 350 5-12 Methods: Adolescent Literature/Reading in the Content Areas Social Studies Specialty POL 121 American Government and Politics HIS 120, 121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; SOC 141 ESE 495 Topics: Human Geography ESE 311 Middle School Methods: Social Studies (.5) Math Specialty MPG 4 or MAT 114 Precalculus MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 287 History of Mathematics ESE 331 Middle School Methods: Mathematics (.5) Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I CHM 106 Principles of Chemistry II or CHM 116 General Chemistry II BIO 121 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics SCI 106 Meteorology Geology (take elsewhere — see Education Department for suggestions) ESE 341 Middle School Methods: Science (.5) A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major requirements. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the 170 Elementary Education Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. A graduate-level elementary licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergradu- ate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. Pre-Primary Specialty: A pre-primary specialty for elementary is currently being developed. Contact the Education Department for further information. SECONDARY EDUCATION—ESE/EDC I PROGRAM REQUIREMENTS. t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, life science, chemistry, communication arts/literature, health, mathematics, music, physical education, physics, social studies, and grades 5-8 general science. Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Methods Block I ESE 300 Reading/Writing in the Content Area ESE 325 Creating Learning Environments Non-departmental requirements: ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) Capstone Block EDC 410 Learners with Special Needs EDC 490 School and Society Foundations Block II (Courses from this point and on require admission to the education department.) EDC 310 Learning and Development Methods Block II ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Student Teaching Block ESE 481, 483, 485 Student Teaching (2.03.0) Elementary Education 171 A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Adult and Graduate Admissions Office for information. EDUCATION CORE COURSES - EDC. EDC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EDC 200 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience required. This course meets Engaging Minneapolis requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing) EDC 206 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and summer only) EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. EDC 211 Minnesota American Indians (.5) An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. 172 Elementary Education EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. EDC 310 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EDC 410 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. (Prereq.: PPST and admission to department or special permission of instructor) EDC 490 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. This course meets the Senior Keystone requirement. (Prereq.: PPST and admission to department) ELEMENTARY EDUCATION - EED. EED 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 203 Elementary Education Physical Science Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. Taking the physical concepts learned, students will develop demonstrations and lessons for K-5 classrooms. Assessment is based on written assignments, a technology project, lessons/demonstrations, and classroom participation. (Prereq.: PPST and admission to department; students must be Elementary Education majors — this course does NOT meet the Science Lab graduation requirement. Summer only) Elementary Education 173 EED 299 Directed Study See description on page 100. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to department) EED 330 K-6 Methods: Language Arts/Children’s Literature Examination and preparation of materials and resources for children’s literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (Prereq.: PPST and admission to department) EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to depart- ment) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department. MAT 137 recommended) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) 174 Secondary Education EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) SECONDARY EDUCATION - ESE. ESE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ESE 299 Directed Study See description on page 100. ESE 300 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department. Note: Students seeking the 5-12 Communication Arts/Literature license do not need to take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) Secondary Education 175 ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Successful completion of student teaching occurs upon satisfactory completion of licensure program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) 176 SPECIAL EDUCATION: EMOTIONAL/BEHAVIORAL DISABILITIES AND/OR SPECIAL EDUCATION: LEARNING DISABILITIES—SPE T EED 350 EED 360 SPE 315 SPE 400 A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. he special education EBD and LD majors are available only through Weekend College; ideally, to people who are currently in schools working with students with this label. These majors lead to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD or LD setting. Variations on this ideal are possible; see the Education Department for more information. Required Non-major Courses: HPE 115 ENL 111 Chemical Dependency (.5) Effective Writing Required Education Courses for EBD: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Learners with Special Needs EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/ Children’s Literature K-6 Methods: Math K-6 Methods: Science Critical Issues Seminar (.5) Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 490 Parent and Professional Planning SPE 481, 483, 485, 487 Student Teaching Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Required Education Courses for LD: All courses for the EBD major, with the exception of SPE 430, plus: SPE 424 Etiology and Origins of Learning Disabilities SPE 434 Teaching Content Areas to Students with Learning Disabilities Special Education 177 SPE 315 Critical Issues Seminar (.5 course) The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: PPST and admission to department) SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) SPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 424 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: PPST and admission to department) SPE 430 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) 178 Special Education SPE 434 Teaching Content Areas to Students With Learning Disabilities This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. (Prereq.: PPST and admission to department) SPE 490 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. This course along with SPE 315 meets the Senior Keystone requirement in the core curriculum. (Prereq: PPST and admission to department) SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) SPECIAL EDUCATION MINOR. The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 Learners with Special Needs EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective EDC 410 PSY 105 Principles of Psychology Choose one from the following: PSY 250 Child Development PSY 251 Adolescent and Young Adult PSY 252 Aging and Adulthood Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Assessment Interested students should contact the director of special education at the outset of coursework. Learners with Special Needs (see EDC course descriptions) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) ENGINEERING A ugsburg College has cooperative arrangements with two universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. Contact Jeff Johnson, Physics Department, 612-330-1070. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (B.A./B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. 179 Bachelor of Arts/Master of Engineering (B.A./M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. 180 Engineering Michigan Technological University This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. DEGREE AND MAJOR REQUIREMENTS. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENL 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics II Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also should take CHM 351, 352. ENGLISH—ENL T hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life’s complexity, experience life as others do, and better understand the world in which we live and work. Students majoring in English have the opportunity to choose one of four concentrations: Literature, Language and Theory; Media Writing; Creative Writing; and Secondary Licensure in Communication Arts/Literature. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. 181 Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Doug Green (Chair), Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, John Harkness, Colin Irvine, Dan Jorgensen, Deborah Kuhlmann, Dallas Liddle, Scannell (James) McCormick, John Reimringer, John Schmit, Kathryn Swanson, Mzenga Wanyama, Cary Waterman, Susan Williams DEGREE AND MAJOR REQUIREMENTS. Choosing a Concentration The English Literature, Language, and Theory concentration provides students various approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses in African American, Native American, Asian American, and post colonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. While some of our courses foreground theoretical approaches to literature and deeply examine race, class, and gender in the consideration of their subject matter, all of our courses infuse these concerns into their engagement with primary works 182 English of fiction, poetry, creative non-fiction, film, and drama. All literature classes involve students in dynamic and enjoyable literary examination, and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing — skills of the educated and employable citizen. The literature, language, and theory concentration offers courses of study crosslisted with American Indian Studies, Art, Communication Studies, Film, Theatre Arts, and Women’s Studies. The English Writing concentration is for students who intend to develop professional skills in either Creative or Media Writing. Over the course of their study, students will master terminology; understand historical, legal, and ethical issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will understand the interdisciplinary demands inherent in creative and media writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities inherent in the writing life. Writing courses are taught by dedicated professors who are practicing writers themselves. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts. The Communication Arts/Literature Teacher Licensure major is for students who seek to be licensed to teach in Minnesota in Communication Arts/Literature. Students are encouraged to take courses toward their major during the first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a Communication Studies major. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. MAJOR REQUIREMENTS. English Literature, Language, and Theory Concentration The concentration requires nine courses above ENL 111, or HON 111, or ENL 112. Students must take at least two 200level literature courses as prerequisites for upper division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature courses may count for the major. Students must take at least five 300level courses, with one each in British liter- English 183 ature, American literature, and world literature. Majors must take at least one 400-level course with concurrent enrollment in ENL 490 English Keystone. Any 300-level course serves as a prerequisite for the 400level. Minor in English Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL 220 or ENL 221; the remaining four must be literature, language and theory courses, three of which must be upper division courses. Media Writing Emphasis Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221. Also required, ENL 327 Quantitative Journalism; ENL 390 Media Ethics and Theory; and two additional courses from the following: ENL 226, 227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC writing/reporting course; or an internship. And ENL 420, the Keystone writing course. Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225). English Writing Concentration Minor in Writing Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including three Literature, Language, and Theory courses. At least one of these must be at the 300-level or higher. A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. Creative Writing Emphasis Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative writing course; or an internship. And ENL 420, the Keystone writing course. An additional art class is required, either Web Design I (ART 215) or Graphic Design (ART 225). A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 390, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): 184 English ENL 220 ENL 240 ENL 365 ENL 380 ENL 396 Intermediate Expository Writing Introduction to Literary Study Contemporary Post Colonial Fiction Introduction to the English Language Internship in Teaching Writing And three upper-division ENL Literature courses, one each in British, American, and world literature. Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval). Additional Courses (outside the English Department): COM 112 Contest Public Speaking COM 343 Broadcast Production I COM 352 Persuasion COM 354 Interpersonal Communication Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 5-12 Methods: Speaking and Listening (.5 course) ESE 352 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211, 220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. Contact an education department adviser for information about education courses. Departmental Honors GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). OTHER REQUIREMENTS. Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of 2.0 or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in English 185 consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. ENGLISH COURSES. Service Courses: The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 101 Developmental Writing A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENL 111 Effective Writing Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. HON 111 Effective Writing for Liberating Letters This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. ENL 112 Advanced Effective Writing Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. ENL 217/218 English for Language Learners Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. 186 English Literature, Language, and Theory Courses: The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. ENL 240 Introduction to Literary Study This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Required for Communication Arts/Literature Teacher Licensure major. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 241 Introduction to Cinema Arts An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 250 Introduction to African American Literature American literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different collection of those voices. A specific minority literature, such as Hispanic American literature, Asian American literature, or African American literature, is usually emphasized each term; sometimes the course explores the writing of women or gay writers. Determine which version of the course is being offered in any given section by checking the departmental web page, or get a detailed course description in the English department. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL/AIS 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Course cross-lists with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) English 187 Spotlight Courses — Offered Alternating Terms (Content for each will vary by term—check online course descriptions) ENL 260 Authors A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 270 Themes This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 280 Genres Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 290 Explorations in Language and Theory An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Students must take ENL 220 or 221 (see writing courses), and two 200-level literature courses, or gain consent of the instructor as a prerequisite. British Literature ENL 330 Shakespeare Study of the bard’s major plays — comedies, histories, tragedies, and romances — for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) 188 English ENL 332 Renaissance and Reformation A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 333 British and American Literature of the 17th and 18th Centuries: Strange Shores British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 334 British Literature: Reason and Romanticism This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 336 British literature: The Age of Victoria If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 337 The British Novel: Love and Learn This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 and two 200level literature courses, or consent of instructor.) English 189 ENL 338 Readings in British and Commonwealth Drama A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200-level literature course and THR 250, or consent of instructor.) ENL 339 Modern British and Irish Writers Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) American Literature ENL 350 Readings in American Minority and Alternative Literatures A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 351 19th Century American Literature Covers the intellectual and social environment that affected the writers of the period. Many different genres — slave narratives, romances, tall tales, epic poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 352 American Literature from 1900 to 1945 Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 353 American Literature from 1945 to the Present Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) 190 English ENL 354 Contemporary American Poetry A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL/AIS 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 358 Readings in American Drama A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include American Families, Blacks and Whites, and Sex and Self on the American Stage. Readings range from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200level literature course and THR 250, or consent of instructor.) World Literature in Translation ENL 360 The Classical Tradition A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 361 The Medieval World A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 362 Renaissance to Modern Literature Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) English 191 ENL 365 Contemporary Post Colonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for Communication Arts/Literature Teacher Licensure major. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 367 Women and Fiction The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 368 Readings in World Drama A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include Classical Theaters, Spanish and Latin American Drama from the Renaissance to the Present, Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200-level literature course and THR 250, or consent of instructor.) Language, Media, and Theory ENL 371 History of Cinema A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neo-realism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 380 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Required for the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) 192 English ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 390 Media Ethics and Theory This course acquaints students with the concepts and functions of the news media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Cross listed with Communication. (Prereq.: ENL 220, or 221, or 226, or 227, or 228, and two 200-level literature courses.) ENL 394 Composition Theory and Practice Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. ENL 410 Advanced Studies in Literature Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor) English 193 ENL 430 Advanced Studies in Language, Theory, and Method Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 220 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 221 Expository Writing about the Arts and Popular Culture A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 223 Writing for Business and the Professions This practical course is designed to improve writing skills for those entering business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 226 Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 227 Journalism An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 228 Broadcast and Online Journalism This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112) 194 English ENL 320 Fiction One Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226) ENL 321 Fiction Two A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor of four story drafts written by the student and offered as work the student will refine in Fiction Two.) ENL 322 Poetry One Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. (Prereq.: ENL 226) ENL 323 Poetry Two A writing workshop in which students will revise a body of poetry, redrafting and polishing a collection of poems for inclusion in a portfolio of work. Students will also be expected to create new work during this workshop term. (Prereq.: ENL 322 or review and acceptance by instructor of a collection of poetry written by the student and offered as work the student will refine in Poetry Two.) ENL 324 Creative Nonfiction Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENL 220 or 221 or 226) ENL/THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended.) ENL 327 Quantitative Journalism: Computer Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of news reports and news features. This course is designed for persons wishing to explore the use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228) English 195 ENL/FLM 328 Screenwriting An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or 226, or 228) ENL 420 Advanced Studies in Writing The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. (Prereq.: Any 300-level writing course) ENL 490 English Keystone (.0 course) Students seeking keystone credit must register for this no credit, P/N course, along with ENL 410, 420, or 430. Directed Studies, Internships, and Independent Studies ENL 299 Directed Study ENL 396 On-Campus Internships This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. ENL 399 Off-Campus Internships ENL 499 Independent Study and Honors Projects Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. 196 ENVIRONMENTAL STUDIES E nvironmental studies is the interdisciplinary investigation of human relations with the natural environment. The program pursues a multifaceted examination — across the natural sciences, social sciences, humanities, and professional studies — of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, and history, environmental studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption, transportation, and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a B.A. or a minor in Environmental Studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple discipli- nary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the CedarRiverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in non-profit organizations, government policy and planning positions, law, education, ministry, and corporate settings. Environmental Studies Faculty Michael Lansing (History, Director), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Keith Gilsdorf (Economics), John Harkness (English), Colin Irvine (English), Joan Kunz (Chemistry), Joe Underhill (Political Science), John Zobitz (Mathematics). Major 14 Courses (standard track or HECUA track) Standard Track Requirements (14 course credits): Core courses: SBS 100 Environmental Connections SCI 106 Introductory Meteorology SWK 210 Environmental Justice and Social Change POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/WST 341 Environmental Politics (CGE) or SOC 381 The City and Metro Urban Planning ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/WST 313 Environmental Theology and Ethics (CGE) HIS 316 U.S. Urban Environmental History Environmental Studies 197 ECO 365 Environmental Economics and Sustainable Development INS 399 Internship SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity BIO 481 Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) HECUA Track Requirements (14 course credits): SBS 100 Environmental Connections SWK 210 Environmental Justice and Social Change ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/WST 313 Environmental Theology and Ethics (CGE) HIS 316 U.S. Urban Environmental History INS 345, INS 346, INS 399 (HECUA ENVIRONMENTAL SUSTAINABILITY SEMESTER, 4 course credits) SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity BIO 481 Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) Minor (7 courses) SBS 100 Environmental Connections CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity SWK 210 Environmental Justice and Social Change HIS 316 U.S. Urban Environmental History or ENL 270 Rites of Thematic Passage or REL 313/WST 313 Environmental Theology and Ethics (CGE) POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/WST 341 Environmental Politics (CGE) or ECO 365 Environmental Economics and Sustainable Development or SOC 381 The City and Metro-Urban Planning Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 198 Health, Physical Education, and Health Fitness FILM See listing under Communication Studies. FINANCE See listing under Business Administration. FOREIGN LANGUAGES See listing under Languages and Cross-cultural Studies. FRENCH See listing under Languages and Cross-cultural Studies. GERMAN See listing under Languages and Cross-cultural Studies. HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS—HPF A ll students at Augsburg College will interact at some point during their college experience with the Department of Health, Physical Education, and Health Fitness. The philosophy of the department is to provide quality experiences, preparation for the professions, and an education that leads to lifelong participation in physical activity. Both recreational participants as well as athletes will find ample opportunity for developmental activities. The physical education program prepares students for careers in physical education endeavors in the schools and in allied professions. It also provides general education in physical activity for all Augsburg students. The health education program prepares students for careers in school health education and wellness. This program offers a comprehensive view that examines prevention and promotion needs for individuals, schools, and the community. The health fitness program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school Health, Physical Education, and Health Fitness 199 in any of the allied health fitness professions. All students seeking teaching licensure must receive a grade of 2.0 in all required courses with an HPF prefix. Health, Physical Education, and Health Fitness Faculty Eileen Kaese Uzarek (Chair), Sam Barber, Jennifer Britz, Chris Brown, Anthony Clapp, Carol Enke, Marilyn Florian, Paul Grauer, Aaron Griess, Frank Haege, Melissa Lee, Mike Navarre, Joyce Pfaff, Jessica Rinehart, Missy Strauch DEGREE AND MAJOR REQUIREMENTS. ■ HEALTH EDUCATION Health Education Major HPF 104 Components of Fitness Training HPF 110 Personal and Community Health HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education HPF 205 Introduction to Health, Physical Education, and Health Fitness HPF 215 Exercise and Health Psychology HPF 316 Human Sexuality HPF 320 School Health Curriculum HPF 357 Measurement in Health, Physical Education, and Fitness HPF 358 Assessment in Health and Physical Education HPF 390 Instructional Methods and Materials in Health Education HPF 410 Administration and Supervision of the School Health Program HPF 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 250 Child Development OR PSY 252 Adolescent and Young Adult Development Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Health Education Minor HPF 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (There is no teaching minor in Minnesota public schools) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. ■ PHYSICAL EDUCATION Physical Education Major HPF 104 Components of Fitness Training HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education 200 Health, Physical Education, and Health Fitness HPF 205 HPF 220 HPF 254 HPF 275 HPF 324 HPF 334 HPF 335 HPF 340 HPF 350 HPF 351 HPF 357 HPF 358 HPF 473 BIO 103 Introduction to Health, Physical Education, and Health Fitness Motor Learning Introduction to Developmental and Adapted Physical Education Prevention and Care of Athletic Injuries K-6 PE Games and Activities 7-12 Sport Skills and Activities Outdoor Education Organization and Administration of Physical Education Programs Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Fitness Assessment in Health and Physical Education Physical Education Curriculum Human Anatomy and Physiology Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor HPF 104, 115, 205, 324, 334, 351. (There is no teaching minor in Minnesota public schools) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The fol- lowing courses are recommended for those interested in coaching in Minnesota public schools: HPF 114 HPF 275 HPF 280 Safety Education Prevention and Care of Athletic Injuries Coaching Theory The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. ■ HEALTH FITNESS Health Fitness Major HPF 104 Components of Fitness Training HPF 110 Personal and Community Health HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education HPF 205 Introduction to Health, Physical Education and Fitness HPF 215 Exercise and Health Psychology HPF 275 Prevention and Care of Athletic Injuries Health, Physical Education, and Health Fitness 201 HPF 300 HPF 305 HPF 350 HPF 351 HPF 357 HPF 430 HPF 445 Nutrition (Prior to Fall 2010, HLTH 345 Nutrition at Univ. of St. Thomas) Stress Management (Prior to Fall 2010, HLTH 375 Lifetime Stress Mgmt. at Univ. of St. Thomas) Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Fitness Epidemiology (Prior to Fall 2010, HLTH 400 Epidemiology at Univ. of St. Thomas) Health Fitness Seminar (Prior to Fall 2010, HLTH 449 Health Promotion Seminar* at Univ. of St. Thomas. *=HLTH 449 does not satisfy the keystone requirement. Students completing HLTH 449 will complete the keystone requirement outside of the major) HPF 450 HPF 499 Current Health Issues Internship in Health Fitness Select and complete one (1) of the following two (2) courses: HPF 315 Exercise Testing and Prescription HPF 330 Community Health Methods BIO 103 Human Anatomy and Physiology Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS COURSES. HPF 001 Foundations of Fitness (.0 course) This course is required of all Augsburg students outside the HPF major. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to not only provide knowledge but the skills an individual can use to assess, monitor, and discipline him/herself to maintain a lifestyle of fitness and wellness. (Fall, spring) HPF 002, 003 Lifetime Activity (.0 course) Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. (Fall, spring) HPF 104 Components of Fitness Training This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) 202 Health, Physical Education, and Health Fitness HPF 110 Personal and Community Health Concepts and practices of health and healthful living applied to the individual and the community. (Prereq,: ENL 111. Fall) HPF 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) HPF 205 Introduction to Health, Physical Education, and Health Fitness (.5 course) An introduction to the professional field of health, physical education, and fitness. Includes history, current trends and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a healthy lifestyle found on the wellness continuum, which includes physical, intellectual, spiritual, social, emotional, environmental, and occupational health. (Spring) HPF 215 Exercise and Health Psychology Study of the impact of psychological, behavioral, social, and biological interactions on health. Health promotion, adherence and maintenance, prevention and treatment of illness, stress management, and healthy lifestyles will be emphasized. (Spring) HPF 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) HPF 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school based health and physical education programs for students with disabilities will be addressed. (Fall) HPF 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Prereq.: HPF 114. Spring) HPF 315 Exercise Testing and Prescription (.5 course) This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Health Fitness Instructor (HFI) certification exam. (Prereq.: MPG III, HPF 357. Fall) Health, Physical Education, and Health Fitness 203 HPF 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality (Prereq.: HPF 110. Spring) HPF 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of National Standards and pedagogy for health education, curriculum, and assessment included. (Prereq.: HPF 110. Fall even years) HPF 324 K-6 PE Games and Activities (.5 course) This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring) HPF 334 7-12 Sport Skills and Activities (.5 course) Theory and practice in skills, teaching and officiating elected games and activities. (Fall) HPF 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPF 104, HPF 114, HPF 205. Fall even years, spring even years) HPF 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPF 205. Fall) HPF 350 Kinesiology A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO 103. Fall) HPF 351 Physiology of Exercise The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. (Prereq.: ENL 111, BIO 103. Spring) HPF 357 Measurement of Health, Physical Education, and Health Fitness (.5 course) Concepts of statistics and the use of statistical procedures in health, fitness and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Prereq.: MPG 3, HPF 104, HPF 220, and either HPF 110 or HPF 205. Fall) HPF 358 Assessment of Health and Physical Education (.5 course) Standards, assessment, and evaluation of tests in health and physical education. (Prereq.: HPF 104, 220, 357 and either HPF 110 or HPF 205.) 204 Health, Physical Education, and Health Fitness HPF 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K6. An in depth view of all aspects of teaching physical education to elementary aged children. (Prereq.: HPF 104, HPF 324. Fall) HPF 368 Physical Education Methods (7-12) Procedures, materials, and issues involved in teaching physical education in secondary schools. (Prereq.: HPF 104, HPF 334. Spring) HPF 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. (Prereq.: HPF 110. Spring) HPF 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Prereq.: HPF 110. Fall even years) HPF 450 Current Health Issues (.5 course) This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPF 110. Fall odd years) HPF 473 Physical Education Curriculum (.5 course) Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. (Prereq.: HPF 205. Fall) Internships and Independent Study Courses: HPF 199 Internship See descriptions for this and other internship options (on-campus, off campus, credit options ) on page 99. HPF 299 Directed Study See description on page 100. HPF 399 Internship See descriptions for this and other internship options (on-campus, off campus, credit options ) on page 99. HPF 499 Independent Study/Research See description on page 100. Open only to junior or senior majors. HISTORY—HIS H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Jacqueline deVries (Chair), Phil Adamo, Bill Green, Don Gustafson, Michael Lansing DEGREE AND MAJOR REQUIREMENTS. Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and 205 medieval, modern Europe, United States, and non-Western. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking and Writing skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. 206 History Medieval Studies Prerequisites The History Department also hosts the major in Medieval Studies. For more information, please refer to “Medieval Studies” in this catalog. Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. OTHER REQUIREMENTS. First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. HISTORY COURSES. HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. HIS 121 19th-Century United States A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. History 207 HIS 122 20th-Century United States A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. HIS 150/350 Latin American History This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350) HIS/WST 155/355 Cultural Conflict and Change in Latin America Center for Global Education course. See International Studies, Sustainable, Development and Social Change (Guatemala, El Salvador, Nicaragua) HIS 162/462 20th-Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. 208 History HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for HIS 349) HIS 280 The History Workshop This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. (Prereq.: ENL 111 or 112) HIS 282 The History of Women Since 1848 This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. HIS 311 Topics in Women’s History Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 316 U.S. Urban Environmental History A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. History 209 HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 327 Racism and Resistance in Southern Africa and the U.S. Center for Global Education course. See International Studies section, Nation Building, Globalization, and Decolonizing the Mind (Namibia) HIS 331 Topics in United States History In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of United States Foreign Relations A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. HIS 343 The North American West This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (International Studies— Namibia) 210 History HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150. HIS 352 Modern Germany A survey of the social, political, and cultural development of modern Germany, focusing on the question of Germany’s sonderweg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and Ireland This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 355 Cultural Conflict and Change in Latin America A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for Global Education. Cross-listed with Women’s Studies. HIS 360 Ancient Egypt and Classical Greece This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 361 Hellenistic Greece and Rome This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. HIS 370 The Late Middle Ages to 1648 This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. HIS 374 Medieval Crusades This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, History 211 we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th-Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. This course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered fall and spring terms.) Internships and Independent Study Courses: HIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. HIS 299 Directed Study See description on page 100. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. HIS 499 Independent Study/Research See description on page 100. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.50 GPA in history) 212 HONORS PROGRAM—HON T he Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program Director, e-mail at <honors@augsburg.edu>. Honors Program Recognition Students who finish the Honors Program requirements satisfy all general education requirements, except those for physical education and modern language. Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and special access to academic advising and career options. Honors Admissions Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school G.P.A. of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application located at <www.augsburg/honors.edu>. Students applying for the Honors Program also automatically apply for the College’s highest academic-based scholarships, the President’s, Honors Regents’, and Harwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, and PostSecondary Option courses may satisfy Honors Program requirements, and/or be granted college credit. Contact Academic Advising or the Honors director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors Honors Program 213 Humanities liberal arts foundation courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program for Advanced Transfer Students Students with more than 16 credits in transfer work may enter the Scholars Program but may not enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, students must: join an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take: HON 340, HON 490 and any two other Honors courses. Honors Co-Curricular Activities Honors Houses: All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their Houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship such as College scholarship events and high school research fairs. The Pike Stewards House coordinates public relations, job placement, and fund raising opportunities for all Honors students. Pike House also organizes events for alumni and fund raising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as honors service days and Augsburg experiences. Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. Honors Disputation League: Students organize, coach, research, write, and rehearse as teams which then compete in intramural debate tournaments held four times each year. Student House Presidents, Debate Captains, and Student Councils: Students elected to leadership within their Honors House may serve as House Presidents or Debate Captains. The House Presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. House Debate Captains organize the Inter-House Disputations and judge disputes among the Honors Houses. 214 Honors Program Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through studentcreated learning experiences. These student created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements at the same time, or simply be an elective. Student-created learning experiences may take any form. Some possible forms include: • Student Created courses (created in collaboration with faculty) • Full course (10-20 students) • Reading Groups (2-9 students) • Individual Reading and Examination (individual study) • Student/Faculty Research (may be one or many students) Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council Member or the Honors Program Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program Director who will carry the proposal to the Honors Council for review. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. First Year Fall • First-year students select Honors House membership. • First-year students not permitted to join Augsburg Honors Review or Honors Disputation League. • HON 100 Christian Vocation and the Search for Meaning I • HON 120 Scholar Citizen (includes theatre lab, critical thinking skill) Spring • HON 130 Liberating Letters (humanities LAF and speaking skill) • HON 111 Effective Writing (or advanced placement or transfer) Second Year Fall • Students invited to join HON 450 Augsburg Honors Review or HON 460 Honors Disputation League • HON 220: Scholar Scientist (one natural sciences and mathematics LAF and quantitative reasoning skill) Spring • HON 240: Science, Technology, and Citizenship (one natural sciences and mathematics lab LAF) Third Year Fall • Students invited to join HON 450 Augsburg Honors Review and HON 460 Honors Disputation League • HON 250: Social Scientist (social and behavioral sciences LAF) • HON 340: Junior Colloquium (President or Dean teaches. P/N, no credit, meets twice each semester for 90 minutes) Spring • HON 230: Arts and the City (fine arts LAF) • HON 340: Junior Colloquium (same as Fall semester) Honors Program 215 Fourth Year Fall • Students may join HON 450 Augsburg Honors Review and HON 460 Honors Disputation League in their fourth year • HON 200: Christian Vocation and the Search for Meaning II Spring • HON 490: Honors Senior Seminar Research Requirement: At some point before graduating, students must take at least two semesters of the following: • HON 450 Augsburg Honors Review • HON 460 Honors Disputation League • HON 470 Student/Faculty Research Collaboration Summary Notes: • The Honors recommended sequence satisfies all general education requirements except foreign language and physical education. • Students past first year may take courses out of the recommended sequence without prior permission. • Residency: All Honors students must complete seven full-credit courses in the Augsburg Honors Program to meet the Honors residency requirement for graduation. HONORS COURSES. HON 100 Christian Vocation and the Search for Meaning I Honors section of REL 100. Some students (e.g. some science majors) may need to defer the course and take HON 100 in another term. HON 120 The Scholar Citizen An introduction to the Honors Program. Course content focuses on great (and significant) primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on the medieval liberal arts trivium (grammar, rhetoric, logic). (includes theatre lab) HON 130 The Liberating Letters Problem-based or question-based interdisciplinary humanities course. Emphasizes public uses of knowledge; uses resources of Cities; and satisfies the public speaking skill. HON 111 Honors Introduction to Effective Writing Linked with HON 130, this effective writing course employs a rhetoric-based and argument focused approach to writing. HON 200 Christian Vocation and the Search for Meaning II Honors section of REL 200. HON 220 The Scholar Scientist Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, formal systems. Fulfills graduation QR requirement. 216 Honors Program HON 230 Arts and the City Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events. HON 240 Science, Technology, and Citizenship Multi-disciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. HON 250 The Social Scientist Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Makes substantial use of the resources of the Twin Cities. Travel Seminar May include a Center for Global Education 10-day seminar, other international travel, or domestic immersion trip. HON 340 Junior Colloquium: The Scholar as Leader Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (P/N; 0.0 credit, meets twice a semester for 90 minutes each seminar.) HON 380 Student-Created Learning Experience (SCLE) Following the guidelines set forth above, SCLEs may take many forms as determined by the student and faculty creating the learning experience (may be .5 or 1.0 credit, may be traditional or P/N). HON 450 Augsburg Honors Review: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the Augsburg Honors Review. (0.0 credit, P/N only) HON 460 Honors Disputation: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving in the Disputation League. (0.0 credit, P/N only) HON 470 Student/Faculty Collaboration: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the student/faculty research collaboration. (0.0 credit, P/N only) HON 490 Honors Senior Seminar This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying several great primary texts related to philosophy, rhetoric, vocation and meaning. INTERDISCIPLINARY STUDIES—INS I nterdisciplinary studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: American Indian Studies Environmental Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. LEADERSHIP STUDIES MINOR. Coordinator Norma Noonan The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) BUS 242 Principles of Management (no prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) COM 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242 or 200) HIS 122 20th-Century United States INS 325 Building Working Relationships (WEC/Day) PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) COM 321 Business and Professional Speaking COM 355 Small Group Communication (no prereq.) COM 410 The Self and the Organization (WEC) MIDDLE EAST STUDIES MINOR. The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. 217 218 Interdisciplinary Studies Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): ences, with at least one course to be selected in each area. 1. Language courses: one year (two courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. See International Relations, page 220. PEACE AND GLOBAL STUDIES MINOR. 3. Area courses: three courses distributed among the humanities and social sciINTERDISCIPLINARY COURSES. INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) INTERNATIONAL RELATIONS I nternational relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities throughout the year. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill DEGREE AND MAJOR REQUIREMENTS. Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modern World or HIS 104 The Modern Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modern language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 368, 465 ECO 317, 360, 365 HIS 323, 346, 348, 350, 352, 354, 440, 474 MKT 466 PHI 355 POL 350, 351, 359, 382, 459 REL 356, 420 SOC 141 COM 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modern Languages) SWK 230 Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. 219 220 International Relations Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing: GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. S: one of the following IR electives: ECO 365, HIS 350, or PHI 355 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Departmental Honors International Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modern language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The peace and global studies minor focuses on the centrality of justice, tolerance, and inter-cultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw International Studies 221 on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341, REL 313, POL/WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International Relations program director for full program description. INTERNATIONAL STUDIES I nternational study at Augsburg aims to provide students the skills needed to be successful in today’s global world. The College’s strong commitment to a global perspective and its mission to “...nurture future leaders in service to the world,” provide the foundation to include international study in every student’s degree program. In addition to the following courses, students have over 200 programs in over sixty countries from which to choose the best opportunity for their discipline and personal needs. Contact Augsburg Abroad for advising on study abroad programs, finances, and academics. Augsburg Abroad is the front door for students and faculty interested in study abroad. More information about study abroad is located in the Augsburg Abroad section of this catalog. CENTER FOR GLOBAL. EDUCATION COURSES. ■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA (MEXICO)—FALL This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing approximately six weeks, and with Mexican host families for four to six weeks. All students will be expected to take POL/WST 359, REL/WST 366, and at least one Spanish course. In addition, they may choose between taking a second Spanish course or completing an internship or field research (independent study). Prerequisite: one college-level Spanish course or its equivalent. 222 International Studies SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or or equivalent.) POL/WST 359 Women, Gender, and Social Change in Latin America An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. International Studies 223 REL/WST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. HIS/INS/POL/REL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequistes: SPA 212 or equivalent, internship application, and Spanish reference forms) HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ INTERNATIONAL BUSINESS AND GLOBAL CITIZENSHIP (MEXICO) — FALL This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. The program includes intensive Spanish language instruction, a four-week family stay, a week-long seminar on international business in Mexico City, and short trips to other nearby regions in order to develop a broader perspective on globalization and international business issues. All students will take two Spanish language courses and BUS 495. For their fourth course, they may take Topics in Business Spanish, or complete an internship or independent study. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selection Latin American and Spanish texts that stimulate intellectual growth and promote culture understanding students review all the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) 224 International Studies SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversations in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Taught by Mexican instructors.s (Prerequisite: SPA 311 or equivalent.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices on contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or the equivalent.) BUS 495 Global Business Issues and Developing Countries: Mexico and Beyond. This course examines global economic conditions today and explores vital issues, such as exchange rates, trade balances, international joint ventures, resources, tariffs, trade barriers, government regulations’ shipping option, etc. Emphasis is on understanding issues from the perspective of both developed and developing countries, using Mexico as a case study. (Prerequisites.: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor). BUS/HIS/INS/POL/REL/SPA/WST 399 Internship The internship seminar is a rigorous academic course that involves not only approximately 100 hours of work experience and/or participant observation in a Mexican business, government agency, school, or other organization, but also participation in a seminar that explores cultural issues, organizational analysis, and personal and professional development through class discussions and written and oral assignments. Students seeking Spanish credit must receive approval from department chair to enrollment. International Studies 225 SPA 495 Topics in Business Spanish Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: SPA 311 or equivalent or instructor’s consent.) HIS/INS/POL/REL/WST 499 Independent Study Students who are highly independent and self-motivated may conduct independent, field-based research during the last third of the semester and participate in a seminar that explores fieldwork methods and cultural and ethical issues. This course option is intended for serious students who want to begin research related to a senior thesis or capstone project. ■ MIGRATION AND GLOBALIZATION: ENGAGING OUR COMMUNITIES (MEXICO)—SPRING This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. All students will be expected to take HIS/WST 357 and three of the following: POL/WST 341, one to two Spanish courses, an internship or independent study. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) 226 International Studies SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) HIS/WST 357 Mexican History, Culture, and Cosmovision This course traces the historical development of gender, class-based, and racial/ethnic oppression in Latin America from the Conquest to the present day, and explores the history of resistance and social change in Latin America. POL 341/WST 341 Globalization, Social Struggles, and the Environment Explores issues of globalization and social change in Mexico and analyzes political, social and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. HIS/INS/POL/REL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) International Studies 227 HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course or its equivalent. (Students may choose to study Spanish in Mexico during the month of January, prior to the start of the semester.) Priority is given to social work majors. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) 228 International Studies SWK 294 International Social Welfare: The Mexican Context Develops students’ understanding of current social, economic, political, and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students’ knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the United States at large. SWK 316 Social Work Practice II: With Families and Groups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish language oral competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316. P/N grading only). ■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA, EL SALVADOR, NICARAGUA)—FALL OR SPRING This program introduces students to the key issues facing Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. International Studies 229 Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following four courses: 1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) POL 459. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Guatemalan instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Guatemalan instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) 230 International Studies HIS/WST/ISS 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. POL 459 Topics in Comparative Politics: Citizen Participation in Policy Formulation within a Globalized Economy — A Nicaraguan Case Study This course exposes students to key debates shaping the contemporary political economy of development in Nicaragua and the rest of Central America. The course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. ■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. INS 312 The Development Process — Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. International Studies 231 HIS 327 Racism and Resistance in Southern Africa and the United States: Struggles Against Colonialism, Apartheid, and Segregation This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. HIS/INS/POL 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. This replaces the Religion and Social Change course. HIS/INS/POL 499 Independent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor HECUA COURSES. ■ SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The curriculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of a social democracy undergoing major changes in response to immigration. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union, and broader global politics. Students have the option of Norwegian language study or an independent study project. INS 372 Norwegian Language INS 377 Challenges of Globalization to the Scandinavian Welfare State INS 393 Scandinavian Art and Literature INS 394 Urbanization and Immigration INS 499 Independent Study (Students may choose either INS 372 or 499) 232 International Studies ■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND SPRING The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 Community Participation and Social Change INS 399 Internship INS 499 Independent Study (2 course credits) ■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE: BANGLADESH — SPRING The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s development is at the core of the program, as is hands-on experience through internship and independent study. INS 307 Culture and Society (1.5 credits) INS 313 Sustainable Development INS 399 Internship (1.0 credit) and INS 397 Internship (.5 credit) (total 1.5 credits) Or INS 499 Independent Study/Research (1.0 credit) and INS 497 Independent Study/Research (.5 credit) (total 1.5 credits) International Studies 233 ■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) ■ DIVIDED STATES OF EUROPE: GLOBALIZATION AND INEQUALITIES IN THE NEW EUROPE — SPRING The Divided States of Europe program examines the development of the European Union (EU), including its historical foundations and institutional basis, contemporary, democratic, and social challenges, and its expansion to include the former communist nation-states of Central and Eastern Europe. The program explores the relationship between the EU and globalization and, in particular, questions whether the EU adequately addresses the human dimensions of globalization. Scandinavia and Poland will be used as case studies throughout the program; Scandinavia because of its strong democratic credentials, relatively evenly distributed wealth, and unique range of experiences with the European integration project; Poland because of its tumultuous history, recent accession to EU membership, and role as a major supplier of migrant labor within Europe. INS 371 Ever Closer Union: The Challenge of European Integration INS 376 Included but Excluded? Globalization and Human Rights in Europe INS 499 Independent Study 234 LANGUAGES STUDIES AND CROSS-CULTURAL T he Department of Languages and Cross-cultural Studies at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. (A major in cross-cultural studies is being developed. See department chair or Academic Advising for details.) Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College’s affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-cultural Faculty Frankie Shackelford (Chair), Anita Fisher, Diane Mikkelson, Pary PezechkianWeinberg, Kate Reinhardt, Susana Sandmann, Donald Steinmetz, Dann Trainer, John vanCleve DEGREE AND MAJOR REQUIREMENTS. Major The major consists of ten courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature, KEY 480, and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S). Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Languages and Cross-cultural Studies 235 Minor Transfer Students The minor consists of four courses above 211 (Norwegian only: 211 and above), including one in language and one in literature or culture. All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. OTHER REQUIREMENTS. Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Study Abroad A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Teaching Licensure Since spring term 2001, Augsburg College no longer offers a licensure program in modern languages. LANGUAGES AND CROSS-CULTURAL STUDIES COURSES. ■ AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) ■ CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ■ FARSI (FAR) FAR 111/112 Beginning Farsi I, II An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. 236 Languages and Cross-cultural Studies ■ FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall, Prereq.: 212) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 411 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) Languages and Cross-cultural Studies 237 FRE 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. FRE 299 Directed Study See description on page 100. FRE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. FRE 499 Independent Study/Research See description on page 100. ■ GERMAN (GER) GER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required) GER 211, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 Topics in Literature, Culture, or Linguistics GER 311 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) 238 Languages and Cross-cultural Studies GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 351 Survey of Literature: German Literature from Chivalry to Romanticism The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. GER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. (Prereq.: 311) GER 411 Advanced Conversation and Composition Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) GER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: GER 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. GER 299 Directed Study See description on page 100. GER 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. GER 499 Independent Study/Research See description on page 100. ■ JAPANESE (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian studies program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. Languages and Cross-cultural Studies 239 ■ NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112, Prereq.: 111) NOR 211 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 411 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: NOR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NOR 299 Directed Study See description on page 100. 240 Languages and Cross-cultural Studies NOR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NOR 499 Independent Study/Research See description on page 100. ■ OJIBWE (OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern languages department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; spring: 112, prereq.: 111) ■ SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 Topics in Literature, Culture, or Linguistics SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) Languages and Cross-cultural Studies 241 SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.: SPA 311 or consent of instructor. Spring) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) SPA 352, 353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SPA 299 Directed Study See description on page 100. SPA 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SPA 499 Independent Study/Research See description on page 100. 242 Mathematics MANAGEMENT INFORMATION SYSTEMS See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. MATHEMATICS—MAT M athematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg’s urban location allows students to gain experience working with mathematics through internships, cooperative education, and the colloquium course. Mathematics Faculty Matthew Haines (Chair), Pavel Belik, Tracy Bibelnieks, Suzanne Dorée, Kenneth Kaminsky, Jody Sorensen, John Zobitz Mathematics 243 DEGREE AND MAJOR REQUIREMENTS. Bachelor of Arts Mathematics Major Twelve courses including MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures MAT 324 Analysis MAT 373 Probability and Statistics I Two MAT electives numbered above 200, at least one of which is numbered above 300. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale presenting a coherent program of study, typically relating mathematics to another discipline. Three supporting courses from the following list or substitutes with departmental approval: CSC 160 (recommended), CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, ECO 490, ESE 330, FIN 331, MAT 163, MAT 173, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. No more than one of MAT 163, PSY 215, or SOC 362 may count toward the supporting courses. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Graduation skills in Critical Thinking (CT) and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 and the major or a course outside the department; consult your MAT adviser for recommendations. Also, consult your MAT adviser for requirements for meeting Quantitative Reasoning (QR). Students transferring in mathematics course(s) towards the major must consult their MAT adviser about potential additional skills courses needed. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Bachelor of Science Mathematics Major The requirements for the Bachelor of Science degree are the same as for the Bachelor of Arts degree with mathematics major except that two MAT electives and three supporting courses must be chosen from a focus area approved by the department. Sample focus areas: Business, Economics, or Actuarial Science: Two of MAT 355, 363, 374, 377 or approved 395; Three of CSC 160, ECO 112 or 113; MAT 163, MAT 173, ECO 318, ECO 490, or FIN 331. Computational Mathematics: Two of MAT 355, 363, 377, or approved 395; CSC 160, CSC 170; and either MAT 163 or CSC 320. Physical Sciences: Two of MAT 247, 327, or 355; CSC 160 or MAT 163; PHY 121122 or CHM 115-116. Teaching Mathematics: MAT 252; MAT 287; MAT 314; ESE 330; CSC 160. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. 244 Mathematics Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the major, with the electives specified as: CSC 160, MAT 252 Exploring Geometry, MAT 287 History of Mathematics, MAT 314 Abstract Algebra, and ESE 330 5-12 Methods: Mathematics. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus I; MAT 163 Introductory Statistics; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department adviser before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics GPA of 3.50 in MAT courses numbered above 200, 3.00 overall GPA, an honors project, and approval of the Mathematics Department. Specific requirements are available from the department. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 287. Students must earn a grade of 2.0 or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. OTHER REQUIREMENTS. Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar’s office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. Mathematics 245 MATHEMATICS COURSES. MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137. Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138. Students who have successfully completed a higher number MAT class, a statistics class, or any other quantitative reasoning class must obtain departmental approval before registering for MAT 123, 129, 137, or 138. MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I & II Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for MAT 137; MAT 137 or MPG 4 for MAT 138) MAT 145-6 Calculus I & II Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) 246 Mathematics MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. (Prereq.: MPG 3) MAT 201 Communicating Mathematics (.5 course) An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This half-credit course does not count toward the mathematics major or minor. Completion of this course plus two MAT courses numbered above 250 taken at Augsburg that include significant speaking assignments satisfies the College’s speaking skill requirement. (Prereq.: MAT 146) MAT 245 Calculus III Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 163 and MAT 145. Also recommended: CSC 160) Mathematics 247 MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. (Prereq. : MAT 145) Students are expected to have completed ENL 111 and either MAT 201 or a speaking skill course before enrolling in any MAT course numbered above 300. MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246 and MAT 271) MAT 324 Analysis Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. (Prereq.: MAT 146, MAT 271. Also recommended: additional MAT course numbered 200 or higher) MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 160) MAT 363 Chaotic Dynamical Systems Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. (Prereq.: MAT 146 and MAT 246, 247, or 271) MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. (Prereq.: MAT 246) MAT 395/495 Topics/Advanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory, topology, or foundations of mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) 248 Mathematics MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Internship and Independent Study courses: MAT 199/399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing) See also description on page 99. MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) See also description on page 100. MEDIEVAL STUDIES T HIS 370 Late Middle Ages HUM 499 Keystone, Medieval Studies Project The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. One (1) of the following religion or philosophy courses: HIS 372 Medieval Church PHI 242 Medieval and Renaissance Philosophy REL 361 Church in the First Four Centuries REL 362 Theology of the Reformers he objective of Medieval Studies is to introduce students to the culture of the Middle Ages — its diverse history and beliefs, its arts and literature — and to the disciplinary and interdisciplinary skills necessary for its serious study. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), John Harkness (English), Martha B. Johnson (Theatre Arts), Merilee I. Klemp (Music), Philip A. Quanbeck II (Religion), Bruce R. Reichenbach (Philosophy), Mark D. Tranvik (Religion) DEGREE AND MAJOR REQUIREMENTS. Major Nine courses, including: Four (4) core requirements: HUM 120 Medieval Connections HIS 369 Early and Middle Ages One (1) of the following literature courses: ENL 330 Shakespeare ENL 332 Renaissance and Reformation ENL 360 The Medieval World ENL 361 The Classical Tradition One (1) of the following history of arts courses: ART 386 Medieval Art ART 387 Renaissance and Baroque Art MUS 231 History and Literature of Music I THR 361 Theatre History and Criticism I Two (2) electives from the following courses: HIS 374 Medieval Crusades HIS 440 Monks and Heretics POL 380 Western Political Thought Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 249 250 Medieval Studies Minor Quantitative Reasoning (QR) Skills Five courses including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). OTHER REQUIREMENTS. Language Requirement Students must take one year of collegelevel Latin or other medieval language approved by their adviser, which will fulfill the Modern Languages Graduation Skills requirement. Fulfilled outside the major. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of adviser is required for all Augsburg Experiences related to Medieval Studies. COURSES. HUM 120 Medieval Life in 12th-Century Europe (Medieval Connections) This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) For other course descriptions, please refer to the specific departments elsewhere in the catalog. METRO-URBAN STUDIES—INS M etro-Urban studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, social work, art, and other related disciplines. Metro-Urban studies is designed to blend classroom, theory, field studies, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-Urban studies introduces students to the wide variety of careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College’s location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, Keith Gilsdorf, Stella Hofrenning (ECO), Michael Lansing (HIS), Lars Christiansen, Nancy Fischer (SOC), Michael Shock (SWK), Kristin Anderson (ART) DEGREE AND MAJOR REQUIREMENTS. Major Ten courses including: ECO 113 Principles of Microeconomics POL 122 Metropolitan Complex SOC 111 Community and the Modern Metropolis HIS 316 U.S. Urban Environmental History or HIS 225 History of the Twin Cities or HIS 335 Urban American History or ART 249/349 HIS 249/349 The Designed Environment SOC 362 Statistical Analysis or POL 483 Political/Statistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics instead of ECO 110. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 251 252 Metro-Urban Studies Minor POL 122, SOC 111, HIS 316/225/ 249/349, SOC 381 and one of the following: ECO 110, HIS 335, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. METRO-URBAN STUDIES COURSES. Internships and Independent Study Courses: INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. INS 299 Directed Study See description on page 100. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study—Metropolitan Resources An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) INS 499 Independent Study/Research See description on page 100. (Prereq.: POL 484 or SOC 363) ■ URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality located in Scandinavia, South America, Central America, Northern Ireland, and the Twin Cities. Also see International Studies listings. URBAN STUDIES COURSES. ■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING This Semester in the Cities program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Contested Theories of Poverty, Inequality and Social Change Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Metro-Urban Studies 253 INS 359 Field Seminar: Social Policy and Anti-Poverty Strategies in Theory and Practice Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 99. ■ II. CITY ARTS—SPRING Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Arts Praxis Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 Creating Social Change: Art and Culture in Political, Social and Historical Context Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 99. ■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC POLICY — FALL Focuses on the social, scientific, ecological, and economic underpinnings of public policy and conflict over natural resources and environmental quality. INS 345 Social Dimensions of Environmental Change INS 346 Adaptive Ecosystem Management INS 399 Internship and Field Methods (2 course credits) ■ IV. WRITING FOR SOCIAL CHANGE INS 354 Reading for Social Change: Writing in Context INS 355 Writing for Social Change: Creative Writing Workshop INS 399 Internship and Integration Seminar (2 course credits) ■ V. SEE HECUA UNDER INTERNATIONAL STUDIES 254 MUSIC—MUS T he Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three music degree programs and five majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors and courses that meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; music therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The music department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Full-time Faculty Robert Stacke (Chair), Jill Dawe, Douglas Diamond, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Marv Dahlgren, Bridget Doak, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Megan Holroyd, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Kathy Kienzle, Rena Kraut, Steve Lund, K. Christian McGuire, Laurie Merz, Vladan Milenkovic, Rick Penning, Michael Petruconis, O. Nicholas Raths, Andrea Stern, Sonja Thompson, Shannon Wettstein, Angela Wyatt Fine Arts Manager Randall Davidson Fine Arts Coordinator Cathy Anderson Fine Arts Facilities Manager Karen Mulhausen DEGREES/MAJORS. Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Bachelor of Science Music therapy major Music Therapy Equivalency Certificate Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a certified music therapist. Music 255 Music Minor Music Music business **All music majors and music minors** must choose and apply to a degree program by the end of their fourth semester of study. Degree and GPA requirements and applications are in the Music Department Student Handbook. Transfer students should meet with a music degree adviser as soon as possible after enrolling at Augsburg. DEGREE AND MAJOR. REQUIREMENTS. Music Core MUS 101 MUS 111 MUS 102 MUS 112 MUS 201 MUS 211 MUS 202 MUS 212 MUS 231 Materials of Music I Aural Skills I Materials of Music II Aural Skills II Materials of Music III Aural Skills III Form and Analysis Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music II Piano Proficiency Test (see Music Department Handbook) Music Repertoire Tests (see Music Department Handbook) Graduation Skills for Music Majors: The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the music major. Consult the department chair or an academic adviser for requirements for meeting the Writing (W) and Quantitative Reasoning (QR) graduation skills. For the music major, the graduation skill in Speaking (S) will be met by completing the following course: Bachelor of Arts in Music: S: MUS 341 — Basic Conducting Bachelor of Arts in Music with a Music Business Concentration: S: MUS/BUS 105 — The Music Business Bachelor of Music Performance: S: MUS 341 — Basic Conducting Bachelor of Music Education: S: MUS 341 — Basic Conducting MUP 1xx-4xx Performance Studies Bachelor of Science in Music Therapy: S: MUS 363 — Expressive/Creative Arts in Healing MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music One to four semester(s) on the major instrument in accordance with degree requirement (0.0 credit) Transfer Students and Graduation Skills: Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. MUS 358 Junior Recital and/or MUS 458 or MUS 459 Senior Recital MUE 111 or 112 or 114 or 121: Large Augsburg Ensemble Four to eight semesters in accordance with degree requirement ■ BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study 256 Music or desire to enter one of the many music related business fields most often choose this course of study. Faculty Adviser: Douglas Diamond Requirements Music core and: MUS 341 Basic Conducting MUS 458 Senior Recital One (1.0) credit of approved courses outlined in the Music Department Student Handbook. One (1.0) credit of upper division music courses. MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Music Business Major The music business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The music business major has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed for the music/business student). Faculty Adviser: Ned Kantar B.A. in Music with Music Business Concentration Requirements: Music core and: ECO 113 Principles of Microeconomics MIS 260 Problem Solving ACC 221 Principles of Accounting I BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking MUS 458 Senior Recital MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 121 Eight semesters in a major Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Music 257 B.A. in Business Administration with Specialization in Music Business MUS 232 History and Literature of Music II Requirements: One (1.0) credit of additional music courses ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing FIN 331 Financial Management MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — OR — 2 MUS credits and 1 MUE credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (Other MUS courses as approved by adviser) Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Minor Requirements: 6 credits MUS 101, 102 Materials of Music I, II MUS 111, 112 Aural Skills I, II MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUE 111 or 112 or 114 or121 & MUP 1xx-2xx Performance Studies (.25 credit) Four semesters in a large Augsburg ensemble and four (.25 credit) semesters of performance studies in the major instrument/voice Pass one music repertoire test Candidates must submit an application for admission prior to spring juries of the sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS/BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I MUS/BUS 399 Internship (approved for the Music Business Minor) One of the following: MUS/BUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship 258 Music All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) ■ BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all music courses is necessary for the music education licensure program. Faculty Advisers: Robert Stacke—Instrumental Peter Hendrickson—Vocal Requirements Music core and: MUS 311 Composition I MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 211 Minnesota American Indians EDC 220 Educational Technology EDC 310 Learning and Development ESE 300 Reading/Writing in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485, 487 Student Teaching MUS 359 Music Methods: Choral/Vocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) One of the following two areas of emphasis: Vocal emphasis: MUS 251-254 Diction (.25 credit each=1.0) MUS 342 Choral Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) MUS/THR 235 Music Theatre (.5 credit) Instrumental emphasis: MUS 344 Instrumental Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) two semesters, OR MUS 129 one semester AND MUS 143 one semester Music elective (1.0 credit) MUP 1xx Performance Studies (.25credit) Two semesters of half hour lessons in the major instrument/voice (first year) MUP 2xx-4xx Performance Studies (.5 credit) Six semesters of hour lessons in the major instrument/voice (second, third, fourth year) A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instru- Music 259 ment/voice that corresponds with their large ensemble requirement. MUE 111 or 112 or 114 or 121 (.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds and percussion, Band; strings, Orchestra; voice, Choir). You must participate in the ensemble for which you want to teach. (total= 2.0 credits) MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) Two semesters in a chamber music course on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice ■ BACHELOR OF MUSIC Music Performance Major A focused classical training program designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and studio teaching, professional performance opportunities, auditions, and graduate school. Acceptance to the program is by application and audition (see Handbook). Faculty Adviser Jill Dawe Requirements Music Core and: MUP 1xx Performance Studies Two semesters of half hour lessons (0.25 credit) in major instrument MUP 2xx-4xx Performance Studies Six semesters of one hour lessons (0.5 credit) in major instrument MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) At least four semesters Chamber Music playing on major instrument (see Handbook) MUS 358 Junior Recital (.0 credit) MUS 459 Senior Recital (.0 credit) (see Handbook) MUE 111 or 114 or 121or 141 Large Augsburg Ensembles: eight semesters OR for guitarists, harpists and pianists: four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with adviser. Additional coursework as follows: Voice Majors: MUS 251-254 Diction (0.25 credit each) MUS 435 Voice Repertoire (0.5 credit) MUS359 Music Methods: Voice/Choral Elective (1.0 credit) Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 Opera Workshop. Keyboard Majors: MUS 436 Piano Repertoire MUS 456 Piano Pedagogy Elective (1.0 credit) Instrumentalists: MUS356 MusicMethods: Brass/Percussion (0.5 credit); or MUS 357 Music Methods: Woodwinds (0.5 credit); or MUS 355 Music Methods: Strings (0.5 credit) Electives (1.5 credit) 260 Music ■ BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is minimally a four-and-one-half-year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Faculty Adviser: Roberta Kagin Requirements Music core and: MUS 271 Music Therapy Techniques and Materials MUS 274, 275 Music Therapy Practicums MUS 363 Expressive and Creative Arts in Healing MUS 372, 375 Psychological Foundation of Music I, II MUS 374, 375 Music Therapy Practicums MUS 473 Music Therapy Senior Seminar MUS 474, 475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half Senior Recital EDC 410 The Learner with Special Needs PSY 105 Principles of Psychology PSY 262 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds MUS 345 Music Therapy Methods II: Voice, Piano, Percussion One of the following two: SOC 362 Statistical Analysis PSY 215 Research Methods: Design Procedure, and Analysis I MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Therapy Equivalency/ Certification Program The music therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: Music 261 • submit an application for admission during the first semester of residency at Augsburg • submit a copy of a current academic transcript and transferred credits with the application • submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Department Student Handbook) • complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student’s performance at his or her first jury. Departmental Honors Students may apply for departmental honors by submitting an honors project proposal to the music faculty during the first semester of the senior year. Students submitting a proposal should include a transcript showing a cumulative GPA of 3.00 or higher in music courses, and a brief resume outlining their experience, performances, work, research, leadership roles, and study. The honors proposal should clearly outline a project that goes well beyond required coursework, and could include but is not limited to one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Registration in performance studies in the major instrument/voice is required during the semester in which a degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate junior and senior recitals. Recitals are graded on a pass/fail basis. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or Honors program will be sponsored by the music department. Other non-degree student recitals may be considered for departmental sponsorship. All music degree recitals must meet the academic guidelines set forth in this catalog. • B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. • B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. • B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration. ■ EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. 262 Music MUSIC COURSES. Many music courses are offered alternate years. Consult the registrar’s website <www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each term. ■ THEORY AND MUSICIANSHIP MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills II (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 201 Materials of Music III (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.00) MUS 211 Aural Skills III (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) MUS 311 Composition I (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) Music 263 MUS 312 Composition II (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) ■ HISTORY AND LITERATURE MUS 130 Introduction to Music and the Fine Arts Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not required. MUS 220 Worlds of Music A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. MUS 231 History and Literature of Music I An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231, 232) Each course in the MUS 331-334 sequence offers a detailed investigation of Western European classical music from a specific era: Baroque, Classical, Romantic, or 20th Century. Significant repertoire is studied within cultural and historical contexts; listening is emphasized; and each course fulfills the LAF required skill in writing. 264 Music MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254, or permission from instructor) MUS 436 Piano Repertoire (.5 course) A study of piano literature from the 17th century to the present. (Prereq.: MUS 231, 232) ■ MUSIC THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 274, 275 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds Basic techniques for strings, brass, and woodwinds with application for the use of these instruments for music therapy. MUS 345 Music Therapy Methods II: Voice, Piano, Percussion Basic techniques for voice, piano, and percussion with application for the use of these instruments for music therapy. MUS 363 Expressive and Creative Arts in Healing An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Music 265 MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar, and vocal proficiency test) MUS 479 Music Therapy Clinical Internship (.0 course) Full-time placement in an AMTA-approved internship site for six months (1040 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) MUS 480 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. ■ MUSIC BUSINESS MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics include copyright, licensing, contracts, publicity and marketing. Other topics include the record industry, agents and managers. Musical genres and historical periods are compared and analyzed. This course is also offered as BUS 105. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: MUS/BUS 105) ■ METHODS AND PEDAGOGY MUS 355 MUSIC METHODS: STRINGS (.5 course) MUS 356 MUSIC METHODS: BRASS/PERCUSSION MUS 357 MUSIC METHODS: WOODWINDS (.5 course) (.5 course) 266 Music MUS 359 MUSIC METHODS: VOCAL MUS 456 Piano Pedagogy (.5 course) (.5 course) Explores methods, materials, and techniques for teaching piano. This course has a community service-learning requirement that fulfills the LAF Augsburg Experience requirement. ■ APPLIED SKILLS AND GROUP LESSONS MUS 129 Improvisation (.0 course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155A Class Piano (.25 course) This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading, and improvisation. It will help music majors prepare for the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of Music Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) Music 267 MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) ■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING MUP 1xx-4xx Performance Studies Performance Studies provide a unique opportunity for Augsburg students to study on an individual basis with artist/teachers who are active performers in this region. Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background, and goals of the student. Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits (one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). First-years may qualify to have their lesson fee waived (one instrument per semester for half-hour weekly lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department. Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit must be registered by ADD/DROP form, signed, and delivered to registrar’s office by the student. Please check with the music office or use the search option on AUGNET Records and Registration to get the correct course section for instruments with more than one teacher. MUP 111-211-311-411 Voice MUP 132-232-332-432 Bassoon MUP 116-216-316-416 Electric Bass MUP 133-233-333-433 Clarinet MUP 121-221-321-421 Violin MUP 134-234-334-434 Saxophone MUP 122-222-322-422 Viola MUP 135-235-335-435 Flute MUP 123-223-323-423 Cello MUP 137-237-337-437 Horn MUP 124-224-324-424 Bass MUP 141-241-341-441 Trumpet MUP 131-231-331-431 Oboe MUP 142-242-342-442 Trombone MUP 143-243-343-443 Baritone MUP 181-281-381-481 Organ MUP 144-244-344-444 Tuba MUP 191-291-391-491 Harp MUP 152-252-352-452 Piano MUP 192-292-392-492 Improvisation MUP 161-261-361-461 Guitar MUP 193-293-393-493 Composition 268 Music MUP 171-271-371-471 Percussion The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor. MUE 113 Vocal Chamber Music (.0 course) MUE 122 String Chamber Music (.0 course) MUE 125 Guitar Chamber Music (.0 course) MUE 131 Woodwind Chamber Music (.0 course) MUE 142 Brass Chamber Music (.0 course) MUE 144 Percussion Chamber Music (.0 course) MUE 145 Piano Chamber Music (.0 course) MUE 143 Jazz Ensemble (.25 course) The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. MUE 294 Opera Workshop (1.0 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. MUE 494 Opera Workshop (.25 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. MUP 159 Piano accompanying Professional accompanying/weekly coaching for singers and instrumentalists. Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and coaching with a professional pianist. MUP fee schedule applies. (see Handbook) MUS 358 Junior Recital (.0 course) B.M. candidates only. One-half hour recital at repertoire level III for music education majors, one hour recital at level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 458 Senior Recital (.0 course) One-half hour recital at repertoire level III for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.0 course) B.M. candidates only. One hour recital at repertoire level IV for Music Education majors, one hour recital at level V for Music Performance majors. No course credit. Private instructor may request a pre-recital hearing. Music 269 LARGE ENSEMBLES Please note that only large ensemble participation (Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency. Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting the ensemble director. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers of Augsburg (.25 course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 141 Concert Band (.25 course) ■ INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MUS 299 Directed Study See description on page 100. MUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 Independent Study/Research See description on page 100. Open only to advanced students upon approval of the faculty. 270 NATURAL SCIENCE TEACHING LICENSURES T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. LICENSURE REQUIREMENTS. Broad Base Requirements (also for 5-8 general science licensure) GEO XXX Introductory Geology (taken off-campus) SCI 106 Introductory Meteorology BIO 121 Human Biology and Lab BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II Biology Major—B.A. in Life Sciences (for licensure in biology 5-12) Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four (rather than five) upper division biology courses are required, along with: Two additional science courses chosen from the following list: PHY 101 Astronomy SCI 106 Meteorology An introductory geology course Natural Science Teaching Licensure 271 Chemistry Major (for licensure in chemistry 9-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II CHM 351 Organic Chemistry I CHM 352 Organic Chemistry II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, II Two courses from: CHM 364, 367, 464, 470, 481, 482 or BIO 367 One year of general physics — PHY 121, 122 General Science (for licensure for grades 5-8) If added to life science Chemistry or Physics, will expand license to 5-12 CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II BIO 102 Biological World BIO 121 Human Biology SCI 106 Introduction to Meteorology GEO XXX Introductory Geology (taken off-campus) Physics Major (for licensure in physics 9-12) Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two additional physics courses above 122; PHY 261 recommended MAT 145, 146, 245 Calculus I, II, and III PHY 327 Special Functions of Mathematical Physics (Prereq.: MAT 245 or equivalent) CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II 272 NORDIC AREA STUDIES—NAS N ordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. Minor Four upper division courses. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modern Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology, or social work. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing the following course: S: NAS 352 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. NORDIC AREA STUDIES COURSES. NAS 121 Fire and Ice: Introduction to Nordic Literature This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity against the broad backdrop of Scandinavian history, social democratic values, and globalization. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. Nordic Area Studies 273 NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NAS 299 Directed Study See description on page 100. NAS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NAS 499 Independent Study/Research See description on page 100. NORWEGIAN See listing under Languages and Cross-cultural Studies. 274 NURSING—NUR T he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the healthcare field. The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community organizations, or in their own private practices. Wherever they work, nurses provide comprehensive health care for persons, groups, and communities of diverse cultures and socioeconomic levels throughout the life span. The bachelor’s degree equips nurses to synthesize knowledge from the liberal arts with the art and science of nursing. The nursing program at Augsburg also provides educational opportunities to increase skills in critical thinking, clinical investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems. Augsburg’s nursing program, which leads to a bachelor of science degree with a major in nursing, is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Nursing Faculty Cheryl Leuning (Chair), Magdeline Aagard, Marty Aleman, Katherine Baumgartner (Coordinator BSN program in the Minneapolis/St. Paul), Ruth Enestvedt (Coordinator of Augsburg Central Nursing Center), Joyce Miller, Sue Nash (Coordinator BSN program in the Minneapolis/St. Paul), Joyce Perkins, Pauline Utesch Adjunct Faculty: Linda Holt (Coordinator BSN program in the Minneapolis/St. Paul), Tabitha Hanson, Jeannie Jacobson, Barbara Knutson, Susan Loushin, April Morehouse, Deborah Schuhmacher, Debra Zaffke DEGREE AND MAJOR REQUIREMENTS. Major Seven courses including: NUR 300 Trends and Issues in Nursing NUR 305 Communication NUR 306 Paradigms in Nursing NUR 403 Families and the Life Cycle NUR 410 Community Health Nursing I NUR 411 Community Health Nursing II NUR 490 Leadership/Management A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.50 are required. Students also must complete Augsburg’s residence and general education requirements. The Critical Thinking (CT) graduation skill is embedded throughout the required courses in the nursing major and is met by completing the major. The graduation skill in Speaking (S) is met by completing the following course: S: NUR 305 — Communication Consult the department chair or an academic adviser for requirements for meeting the Writing (W) and Quantitative Reasoning (QR) graduation skills. Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult an adviser about potential adjustments to their course requirements to fulfill each of these graduation skills. The program has been planned so that courses in the nursing major can be completed over 15 months (full-time study, two courses per term) with a summer Nursing 275 break; however, students may pursue their studies at a slower and more flexible pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with BSN admissions staff in the Adult and Graduate Admissions Office for program planning. Departmental Honors Admission to the honors major requires: a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Note regarding Latin honors: To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on page 94. ENTRANCE REQUIREMENTS. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.20 GPA. 2. Graduation from a nationally accredited nursing program: Applicants must have graduated from a nationally accredited associate degree or diploma nursing program with a 2.50 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 4. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 5. Applicants must have an updated immunization record. 276 Nursing Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a nursing degree. Nursing courses at Augsburg are available evenings and weekends. Nursing classes usually meet on alternate weekday evenings for three-to-four-hour time blocks. Clinical practicum requirements usually occur on weekdays. Optional immersion practicums abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus; at United, Mercy, Unity, and Children’s Hospitals in St. Paul, Coon Rapids, and Fridley, Minn.; and in Rochester, Minn. NURSING COURSES. NUR 300 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 305 Communication Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. (Prereq.: NUR 300 or concurrent enrollment.) NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. (Prereq.: NUR 300 or concurrent enrollment.) NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. (Prereq.: NUR 305 and 306, or consent of instructor.) NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq: Math Placement 3 or MAT 105, completion of NUR 300-level courses.) NUR 411* Community Health Nursing II Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. (Prereq: NUR 410) Nursing 277 NUR 490 Leadership/Management The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. (Prereq.: Senior status and completion of 300 level nursing courses and REL 300.) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study/Research (optional) See description on page 100. Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. * This course involves an additional clinical tuition and clinical practicum hours. 278 PHILOSOPHY—PHI P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the “big” questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Philosophy Faculty Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach DEGREE AND MAJOR REQUIREMENTS. Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 20th-21st Century Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science for course listing. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy 279 Philosophy Minor Five courses, including two from PHI 241, 242, 343, and 344. PHILOSOPHY COURSES. PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. PHI 241 History of Philosophy I: Ancient Greek Philosophy Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) 280 Philosophy PHI 260 Philosophy and the Arts Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. PHI 343 History of Philosophy III: Early Modern and 19th-Century Philosophy We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). PHI 344 History of Philosophy IV: 20th-21st Century Philosophy The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy. Focus of study is on major texts of these movements. PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, ways of knowing, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) PHI 370 Existentialism Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Philosophy 281 PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 388 Seminar in Philosophy This course focuses on one philosopher, one philosophical writing, and/or on one topic in philosophy. Students work on preparing an in-depth thesis paper on some aspect of the course through discussion of the course material. Short lectures are used to introduce students to the material followed by discussion and debate to move students into the depths of the material. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent of instructor. Offered annually) PHI 490 Keystone This course integrates the student’s general education experience with an overview of specific themes in philosophy. Internships and Independent Study Courses: PHI 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHI 299 Directed Study See description on page 100. PHI 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHI 499 Independent Study/Research See description on page 100. PHYSICAL EDUCATION See listing under Health, Physical Education, and Health Fitness. 282 PHYSICS—PHY P hysicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Jeffrey Johnson, David Murr, Ben Stottrup, David Venne Physics Research Staff Jennifer Posch DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Major Thirteen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, II Physics 283 MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course: S: COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Major Seventeen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics II PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory II PHY 486 Quantum Physics One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, II MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course: S: COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 247 (or PHY 327) during the sophomore year. 284 Physics Teaching Licensure Major Society of Physics Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, II PHYSICS COURSES. PHY 101 Introductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) Physics 285 SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 114 Earth Science for Elementary Education Teachers A practical and hands-on approach to earth and space science for students admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour laboratory/lecture periods. Prereq.: elementary education major and MPG 3. Fall, spring) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 119 Physics for the Fine Arts A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theatre. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL 111, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) 286 Physics PHY 320 Introduction to Space Science A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHY/MAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory I (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor. Fall) Physics 287 PHY 396 Comprehensive Laboratory II (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245, 351. Spring) Internships and Independent Study Courses: PHY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHY 299 Directed Study See description on page 100. PHY 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHY 499 Independent Study/Research See description on page 100. Open to juniors and seniors with departmental approval. 288 POLITICAL SCIENCE—POL F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Political Science Faculty Joseph Underhill (Chair), Andrew Aoki, Milda Hedblom, Elizabeth Klages, Norma Noonan, John Shockley DEGREE AND MAJOR REQUIREMENTS Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 Political/Statistics/Methodology POL 484 Political Analysis Seminar Required elective—one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: S: POL 325, POL 326, or POL 380 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Political Science 289 Pre-Law Concentration in Political Science POL 160 POL 170 Major: 11 courses required III. Four Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 370 POL 371 POL 381 POL 421 POL 461 ECO 312, 313, 413 (only one of these can be used for this requirement) SOC 381 Specific Required Courses — six total POL 121 POL170 POL 483 POL 484 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 COM 111 Electives — five total Three courses from the choices below: POL 350 POL 370 POL 371 POL 380 POL 381 Plus two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science Major: 11 courses required. I. Six Specific Courses ECO 112 or 113 POL 121 or 122 POL 325 OR 326 POL 399 (internship must be approved by political science adviser) ECO 490, POL 483, or SOC 362 (only one can be used for this requirement) POL 484 II. One Course from the Following: POL 121 POL 122 POL 124 POL 140 POL 158 NOTES 1. POL 140 can be substituted for POL 122, with adviser approval. 2. If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. 3. If both POL 325 and 325 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. 4. Only one economics course (either 312, 313, or 413) can be counted toward the four courses required in Section III. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. 290 Political Science Minor NOTES Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. 1. POL 140 can be substituted for POL 122, with adviser approval. Pre-Law Minor: six courses required 3. Only one economics course (either 312, 313, or 413) can be counted toward the three courses required in Section II. Four Required Courses: POL 121 POL170 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 SPC 111 Two Electives: Two courses from the choices below: POL 350 POL 370 POL 371 POL 380 When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor: 6 courses required I. Three Specific Courses POL 121 or 122. POL 325 OR 326 POL 399 (internship must be approved by adviser) II. Three Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 381 POL 421 POL 461 ECO 312, 313, or 413 SOC 381 2. If both POL 325 and 325 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division economics course Education Courses: EDC 200 Orientation to Education (required for licensure) ESE 310 5-12 Methods: Social Studies — Capstone course (required for licensure) Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses Political Science 291 In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. POLITICAL SCIENCE COURSES. ■ I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government — including Congress, the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) 292 Political Science POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing) POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) ■ II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) Political Science 293 POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) ■ III. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.: four courses in the international relations sequence) ■ IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as “supreme” law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) 294 Political Science POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) ■ V. POLITICAL THEORY AND ANALYSIS POL 140 Social Justice in America Examines social justice in urban policies such as housing and education (issues may vary). Students develop their own arguments about social justice. Emphasis on class discussion; substantial participation required. POL 158 Political Patterns and Processes (See Section II for description.) POL 282 Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) Political Science 295 ■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses: POL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 100. POL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. POL 499 Independent Study/Research See description on page 100. 296 PSYCHOLOGY—PSY P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg’s active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty David Matz (Chair), Barbara Curchack, Grace Dyrud, Stacy Freiheit, Lisa Jack, Bridget Robinson-Riegler, Nancy Steblay DEGREE AND MAJOR REQUIREMENTS. Major The major is 10 courses Foundations of Psychology (five courses) PSY 105 Principles of Psychology PSY 215 Research Methods and Statistics I PSY 315 Research Methods and Statistics II At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues Professional Perspectives (two courses) PSY 399/396 Internship At least one course from the following: PSY 201 Health Psychology PSY 263 Sports Psychology PSY 357 Behavioral Analysis PSY 359 Assessment PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology PSY 410 Clinical Neuropsychology Electives (three courses in psychology) Majors are strongly encouraged to take more than the minimum 10 required psychology courses; no more than 13 course credits can count for graduation. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, and 499 may be counted. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academ- Psychology 297 ic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. All psychology majors must have an adviser in the psychology department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas — research, clinical practice, public policy, and teaching/training among them — from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County Courts. See department chair for specific requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.00 in the major and 3.50 overall, and completion of a high-quality research project. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399/396, and 499 may be counted. 298 Psychology PSYCHOLOGY COURSES.. PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) PSY 215 Research Methods and Statistics I Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status) PSY 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: PSY 105) PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 105) PSY 261 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) PSY 262 Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 105) Psychology 299 PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: PSY 105) PSY 271 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) PSY 295 Topics in Psychology Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. (Prereq.: PSY 105) PSY 315 Research Methods and Statistics II Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 355 Biopsychology Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 357 Behavior Analysis Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 with junior standing) 300 Psychology PSY 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required. (Prereq: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 381 Historical Perspectives Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with junior standing) PSY 385 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 410 Clinical Neuropsychology The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent of instructor) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or consent of instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 315 or consent of instructor) Psychology 301 Internships and Independent Study Courses. PSY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: PSY 105 and one other psychology course). PSY 299 Directed study See description on page 100. (Prereq.: PSY 105) PSY 399/396 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. Weekly class meetings are required for this course. PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. The internship satisfies the Keystone requirement. (Prereq.: PSY 315) PSY 499 Independent Study/Research See description on page 100. (Prereq.: PSY 315) 302 RELIGION, YOUTH MINISTRY—REL, YFM R eligion asks questions and seeks answers fundamental to humanity’s search for meaning: Who are we as human beings? (Who am I?) What is our relationship with each other, with the natural world, and with God? (What is my place in the world? What am I called to do?) What do good and evil mean in this time and this place? (Do I — or how do I — understand these concepts differently than those from different times and ages?) The study of religion, including inquiry into the history and traditions of Christianity, exploration of other major world religious traditions, study and interpretation of the Hebrew Bible and New Testament, and reflection on vocation, is central to the mission and vision of Augsburg College. At the center of the AugCore, Augsburg’s general education program, are courses in the Religion Department. In these courses, students are challenged and equipped to articulate what they believe and to see that what they believe matters. These courses also ground students who wish to major or minor in Religion or Youth and Family Ministry, where they may more explore more deeply the interpretation of the Bible, church history, theology, world religions, spirituality and spiritual practices, as well as the practical aspects of the life and work of the church. Augsburg is a college of the Evangelical Lutheran Church in America (ELCA), and this means that we are eager to engage in dialogue with Christians of all denominations and with people who practice other spiritual traditions or claim no religious beliefs. We challenge all our students to respect and learn from one another and to AND FAMILY think critically about matters of faith and reason. Religion Faculty Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma GENERAL REQUIREMENTS. Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses. Graduation Requirements Courses designated REL and YFM are offered by the religion department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology Religion 303 at another college may take REL 300 in place of the College REL 100 and 200 requirement; consult the registrar’s office. Advising All majors must have an adviser in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student’s senior year. RELIGION—REL A religion major serves as a strong foundation in the liberal arts. It prepares students for professional work and/or graduate studies in a wide array of fields. Certainly, students interested in seminary and ministry are well-served by an undergraduate religion degree. Students who wish to pursue graduate studies in theology, religious studies, sacred scripture, or church history are also good candidates for a religion major. Students interested in graduate studies in most any field in the humanities and social sciences could choose a religion major. Law schools and other professional schools, including medical schools, are attracted to students with a religion degree and the skills of analytic reading, critical thinking, writing, and speaking acquired in pursuit of that degree. DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Religion Major Eight courses including: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation REL 210 Research Methods in Religion REL 495 Religion Keystone Five additional electives Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: REL 302, 386 or consult with your adviser for an approved course outside the major W: REL 495 and one of the following: REL 362, 370, or 481 304 Religion Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Religion Minor Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note for majors and minors: Students are required to have at least a 2.00 GPA in courses counted toward the major or minor. One or two courses in youth and family ministry (YFM) may count toward the religion major or minor. Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) RELIGION COURSES. REL 100 Christian Vocation and the Search for Meaning I This introductory course will explore some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. REL 120 Religion and Science in Popular Culture This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100) REL 205 Exploring Topics in Religion This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. (Prereq.: REL 100, 111, 221, 300, or 331; also ENL 111 or 112 or HON 111) REL 206 Apostles of Hope This course will explore how Israel adapted, resisted, fractured into sects, and was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of the Roman order? Religion 305 REL 210 Research Methods in Religion An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. REL 301 Interpreting the Old Testament An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 302 Interpreting the New Testament Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. REL 306 Non-Western Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 309 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. REL 313 Environmental Theology and Ethics An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Taught in Mexico during spring semester program. REL 320 Buddhism and Christianity in Thailand An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand’s contemporary problems such as AIDS and the sex industry. Short-term travel seminar. REL 343 Theology of Marriage and Family An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. 306 Religion REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia. REL 353 Denominations and Religious Groups in America A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised in America. Some controversial religious movements will also be considered. REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin American culture and politics. Focuses on the relationship between theology and social/political transformation. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300) REL 378 Medieval Church (See description under HIS 378) REL 383 Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). Religion 307 REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. REL 405 Lilly Scholar Seminar I (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Lilly Scholar program only. REL 406 Lilly Scholar Seminar II (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Lilly Scholar program only. REL 425 Christian Spiritual Practices A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 480 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. 308 Religion REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 490 Topics in Religion Selected topics in religion. REL 495 Religion Keystone This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: REL 210) Internships and Independent Study Courses: REL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. Limited to special cases. REL 299 Directed Study See description on page 100. REL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. REL 499 Independent Study/Research See description on page 100. For religion majors only. See department listing for a description of the following approved electives: PHI 350 Philosophy of Religion SOC 260 Religion and Society YOUTH AND FAMILY MINISTRY—YFM Youth and Family Ministry Major In keeping with Augsburg’s mission to nurture future leaders in service to the world, the major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology, Bible, and ministry with supporting coursework in the social sciences. A distinctive element of the major is the combination of practical and theological training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised internship. Students must declare the YFM major and receive faculty approval before participating in off-site field work. A youth and family ministry minor is also offered. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: REL 302 W: REL 362 and REL 495 Consult your YFM academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Course Maximums A student majoring in YFM may take apply up to 15 courses from the religion department toward graduation if they are required to take REL 100 and 200, and the 15th course is a REL or YFM study abroad course or the Lilly Scholar Seminar. If the student is required to take REL 300, they may apply up to 14 courses if the 14th course is a REL or YFM study abroad course or the Lilly Scholar Seminar. Associate in Ministry (A.I.M.) Course work completed with the major fulfills part of the requirements for Associate in Ministry (A.I.M.) status within the Evangelical Lutheran Church in America. Students interested in A.I.M. certification should consult with their home synod and with a YFM adviser no later than their second year. Youth and Family Ministry Major Fourteen courses including: Theology core (6 courses): REL 210 Research Methods in Religion REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 481 Contemporary Theology REL 495 Religion Keystone Youth and family ministry core (4 courses): YFM 208 Vocational Formation I [required non-credit experience] YFM 209 Vocational Formation II [required non-credit experience] YFM 235 Foundations for Ministry with Youth and Families YFM 305 Ministry Practices YFM 358 Life and Work of the Church YFM 399 Internship Youth and family ministry electives (2 courses): YFM 205 Exploring Topics in Youth and Family Ministry (students will choose two topics courses from a list of 0.5 credit courses) One REL or YFM course from the following list: 309 310 Youth and Family Ministry YFM 232 Peer Ministry YFM 316 Church and Culture in Context REL 343 Theology of Marriage and Family REL 345 The Lutheran Heritage (required for A.I.M. certification) REL 353 Denominations and Religious Groups in America REL 356 World Religions REL 357 Giants of Christian Faith REL 425 Christian Spiritual Practices Youth and Family Ministry Minor and three supporting courses: SOC 231 Family Systems: A Cross-Cultural Perspective PSY 105 Principles of Psychology PSY 250 Child Development or PSY 252 Adolescent and Young Adult Development or SWK 260 Humans Developing One Bible survey course from: REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament Note: A student with a youth and family ministry major or minor may not also major or minor in religion. The minor consists of the following five courses: YFM 235 Foundations for Ministry with Youth and Families One youth and family ministry course from: YFM 305 Ministry Practices YFM 358 Life and Work of the Church One theology course from: REL 362 Theology of the Reformers REL 481 Contemporary Theology and one course from the theology core, YFM core, or YFM electives as listed in the major. YOUTH AND FAMILY MINISTRY COURSES. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. YFM 205 Exploring Topics in Youth and Family Ministry (0.5 course) Exploring Topics in Youth and Family Ministry features a selection of halfcredit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as Outdoor Ministry, Service Learning, Program Administration and Planning, Youth Culture and Religion, Communications, Media, Music and Ministry, and Ministry with Youth on the Margins. YFM 208 Vocational Formation I (.0 course) A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat. YFM 209 Vocational Formation II (.0 course) A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional conference or workshop. (Prereq.: YFM 208) Youth and Family Ministry 311 YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Foundations for Ministry with Youth and Families An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and families are explored. Students will also be introduced to the principles of practical theology and learn the skills and sensibilities necessary for discerning what faithful ministry might look like in a specific location. YFM 305 Ministry Practices This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. (Prereq.: YFM 235) YFM 316 Church and Culture in Context A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. YFM 358 Life and Work of the Church This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the issues and challenges facing modern and “post-modern” churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. (Prereq.: YFM 235) YFM 399 Internship The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio round out the internship experience. (Prereq.: YFM 235 and YFM 305 or 358) SCANDINAVIAN STUDIES See Nordic Area Studies. 312 SOCIAL STUDIES TEACHING LICENSURE S tudents preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinators Don Gustafson, degree-seeking students. Anne Kaufman, licensure only and MAE graduate students. Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics HIS 120 America to 1815 or HIS 121 19th-Century United States or HIS 122 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Plus a major in one of six fields—economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor’s degree and seeking licensure only. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. SOCIAL WORK—SWK S tudents in social work are preparing to engage in professional practice with individuals, families, groups, communities, and organizations. Students learn to become skilled at designing change strategies with clients that promote individual change, social justice, and empowerment. The curriculum includes classroom instruction and agency practice in human development in a social context, social work skills, history of social work and social welfare in the United States, analysis of social welfare policy, and social science research. In and out of the classroom, students study privilege and oppression and engage with diverse communities. In the end, our students are prepared to practice in a global society and in international settings. Those graduating with a social work major receive a Bachelor of Science degree in social work and are eligible to apply for licensure as a generalist social worker. Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work program. Both the baccalaureate and graduate social work programs are accredited by the Council on Social Work Education. Social work graduates embody the Augsburg College motto, “Education for Service.” One example of this motto in action is the extensive service learning and practica assignments embedded in the social work curriculum. Students begin service learning early in their major and engage in over 400 hours of agency based training, supervised by licensed social workers. The Twin Cities offers a variety of innovative and professional programs and agencies. Students are encouraged to train with and learn from these local, regional, and national leaders in social work. 313 The social welfare minor offers students from other disciplines the opportunity to gain knowledge about the history of social work and social welfare, human development in a social context, and experience with agency and community social work. Social Work Faculty Anthony Bibus (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Christina Erickson, Annette Gerten, Barbara Lehmann, Curt Paulsen, Nancy Rodenborg (Undergraduate Field Coordinator), Glenda Dewberry Rooney, Michael Schock (Undergraduate Program Director), Maryann Syers (Field Education Coordinator), Tan Ngoh Tiong DEGREE AND MAJOR REQUIREMENTS. Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice 1: With Individuals SWK 307 Field Work 1: Integrative Seminar SWK 316 Social Work Practice 2: With Families and Groups SWK 317 Field Work 2: Integrative Seminar SWK 402 Research 1: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research 2: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 3: With Communities and Policies SWK 407 Field Work 3: Integrative Seminar SWK 417 Field Work 4: Integrative Seminar SWK 490 The Social Worker as Professional 314 Social Work and seven supporting courses: BIO 121 Human Biology and Lab PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 265 Race, Class, and Gender SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 280 Diversity and Inequality in Professional Practice A minimum grade of 2.0 is required for each core course and a 2.00 cumulative GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing SWK 406. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Admission to the Major Students must apply to be admitted to the degree program in social work. This application process, called candidacy, is subsequent to and separate from admission to Augsburg College. The initial candidacy application is completed in the spring term of the sophomore year or in the summer months for junior transfer students. Each social work major must complete the application materials and be officially admitted to the social work program before beginning the first field practicum in the junior year. Social work majors must have a cumulative 2.20 G.P.A. to enter the pro- gram. Students who do not meet this minimum G.P.A. standard will be given an opportunity to explain their G.P.A. and may subsequently be considered for conditional admission. Admission to the program is required as a pre-requisite for those 300 and 400 level courses restricted to social work majors only. Contact the Social Work Department for details. Departmental Honors The social work department offers students the opportunity to earn Departmental Honors through the completion of an applied or scholarly project. Students may apply for Departmental Honors if they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA of 3.60 in all social work classes at the 300 level and above. Honors applicants may take up to two courses as P/N (in addition to the integrative field seminars, which are graded P/N) and must complete a minimum of 14 traditionally graded Augsburg courses. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with your adviser or program director for complete details and deadlines. Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 3: With Communities and Polices SOC 265 Race, Class, and Gender and one course from: Social Work 315 POL 121 POL 158 POL 325 American Government and Politics Political Patterns and Processes Politics and Public Policy SOCIAL WORK COURSES. ■ COURSES OPEN TO ALL STUDENTS SWK 210 Environmental Justice and Social Change This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationship between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. (Elective credit) SWK 230 Global Peace and Social Development This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. (Elective credit) SWK 257 Exploring Human Services In this service learning course, students explore human services and especially social work as a major and as a career. In addition to attending class, students work alongside helping professionals in the community. Students gain a foundational understanding of the intersections between basic human needs, allocation of resources, and political structures, and they examine how the allocation of resources affects diverse groups. SWK 260 Humans Developing This course helps students to examine critically factors influencing human growth and development within diverse and oppressed groups. Students come to understand human growth throughout life and the biological, psychological, and socio-cultural factors that influence the development of individuals, groups, and families. SWK 280 Diversity and Inequality in Professional Practice This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. (Prereq. or concurrent registration: SOC 265 Race, Class and Gender) SWK 301 History and the Analysis of Social Policy The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. (Prereq.: junior standing or consent of instructor) 316 Social Work SWK 406 Social Work Practice 3: With Communities and Policies Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. (Prereq.: senior standing or consent of instructor) ■ COURSES RESERVED FOR SOCIAL WORK MAJORS ONLY SWK 306 Social Work Practice 1: With Individuals Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. SWK 307 Field Work 1: Integrative Seminar Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 307 is concurrent with SWK 306 and is the first of two courses required in the junior year practicum, P/N grading only.) SWK 316 Social Work Practice 2: With Families and Groups Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. SWK 317 Field Work 2: Integrative Seminar This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (SWK 317 is concurrent with SWK 316 and is the second of two courses required in the junior year practicum, P/N grading only.) SWK 402 Research 1: Fundamentals of Social Work Research and Evaluation (0.5 course) Students are introduced to basic social research methods commonly used in social work research. Students learn how to access and understand current knowledge and evidence for effectiveness in social work practice and programs. Students also learn the foundational skills in planning and proposing research strategies as applied to practice evaluation. (This half course is in sequence with SWK 403 and is concurrent with SWK 406 and SWK 407.) Social Work 317 SWK 403 Research 2: Evaluation of Social Work Practice and Programs (0.5 course) Building on the work in SWK 402, students plan and complete an evaluation of agency-based social work interventions. Students learn to gather and interpret evidence for change using data analysis strategies for both quantitative and qualitative information. (Prereq.: SWK 402 and MPG 3. This course is concurrent with SWK 417 and SWK 490.) SWK 407 Field Work 3: Integrative Seminar Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 407 is concurrent with SWK 402 and SWK 406, and is the first of two courses required in the senior year practicum, P/N grading only.) SWK 417 Field Work 4: Integrative Seminar This course is a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (SWK 417 is concurrent with SWK 403 and SWK 490, and is the second of two courses required in the senior year practicum, P/N grading only.) SWK 490 The Social Worker as Professional This course, which meets the senior keystone course requirement in the Augsburg Core Curriculum, is the summative seminar in the social work major. Students learn organizational analysis and methods for agency change as well as reflect on vocation in social welfare, engage in career planning, study ethical practice principles, and prepare to engage in professional social work practice. (Prereq.: senior social work status required. This course is concurrent with SWK 403 and SWK 417.) Internships and Independent Study Courses: SWK 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 100. SWK 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SWK 499 Independent Study/Research See description on page 100. 318 SOCIOLOGY—SOC S ociology is the scientific study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg’s metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in research, management, and human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as law, the ministry, social work, urban planning, and human services. Sociology Faculty Tim Pippert (Chair), Lars Christiansen, Nancy Fischer, Garry Hesser, Diane Pike, James Vela-McConnell DEGREE AND MAJOR REQUIREMENTS. Students may choose to pursue the core sociology major or they may opt for a specialized, interdisciplinary concentration within the major. Core Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces an excellent set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students and serve them well. Thus, these required and sequenced courses are also the core of the concentrations that allow students to pursue their electives in a direction that adds other skills related to areas of interest. Those concentrations include: community studies, crime and deviance, law and society, organizational studies, and social psychology. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below: Core major: SOC 121 Introduction to Human Society SOC 362 Statistical Analysis SOC 363 Research Methods SOC 485 Sociological Theory SOC 490 Senior Seminar Sociology 319 At least three of the following upper-division courses (Prereq: SOC 121): SOC 320 Sociology of Law SOC 349 Organizational Theory SOC 375 Social Psychology SOC 377 Organizational Deviance SOC 381 City and Metro-Urban Planning SOC 387 Juvenile Delinquency SOC 390 Social Problems Analysis SOC 410 Field Studies of Organizations Two additional sociology electives. SOC 399 (Internship) is highly recommended. Note: Majors must have a 2.0 or better in each required course to receive credit in the major. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are embedded within the core courses — specifically SOC 363, SOC 485, and SOC 490 — and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Concentration in Community Studies This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. Courses required beyond the core major requirements are: SOC 111, SOC 381, SOC 399, and one additional elective. See Garry Hesser for advising and visit the department website for details. Concentration in Crime and Deviance Careers in criminal justice — corrections, federal investigation, probation, court work, law enforcement and crime prevention — will be supported by this concentration in the major. In addition to the five core major requirements and one elective, the courses are: Criminology (SOC 277); three courses from the following four upper division options — Juvenile Delinquency (SOC 387), Organizational Deviance (SOC 377), Sociology of Law (SOC 320), or Social Problems (SOC 390); one interdisciplinary course — Psychology and Law (PSY 265) or approved ACTC elective that meets student interests; and, an internship in a field related site which serves as the concentration capstone experience (SOC 399). The total number of courses for the concentration is 12. Please see Diane Pike for advising and visit the department website for details. Concentration in Law and Society This concentration is an interdisciplinary concentration that is intended for students who are considering law school and legal careers such as becoming lawyers or legal researchers. It emphasizes the development of reasoning and communications skills as well as courses that address legal issues. Courses required beyond the core sociology major requirements include: Sociology of Law (SOC 320), Sociology of Organizations (SOC 349), and Internship (SOC 399), and three courses in related fields — COM 111, COM 351, and POL 170. See Nancy Fischer for advising and visit the department website for details. 320 Sociology Concentration in Organizational Studies This concentration is designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. This concentration seeks to equip students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career and professional goals. Courses required beyond the core major requirements are: Office Space (SOC 222), Sociology of Organizations (SOC 349), Organizational Deviance (SOC377), Field Studies in Organizations (SOC 410), an Internship (SOC 399), and three courses in related fields — BUS 242 or BUS 340; ECO 113; and one from INS 325, COM 345, or COM 410. See Lars Christiansen for advising and visit the department website for details. Concentration in Social Psychology The intent of the social psychology concentration is to provide sociology and/or psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in public relations, law, consulting, research, social policy, and more. Courses required beyond the core major requirements are: Social Psychology (SOC 375), Social Problems Analysis (SOC 390), an Independent Research in Ethnography (SOC499), and three courses in Psychology — Principles of Psychology (PSY 105), Social Behavior (PSY 325), and the Advanced Research Seminar (PSY 491). See James Vela-McConnell for advising and visit the department website for details. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.50 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.00 GPA in courses counting toward the minor. Sociology 321 SOCIOLOGY COURSES SOC 111 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 141 Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) SOC 222 Office Space: The Sociology of Work Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can workplaces be functional, or are they inherently conflictual? How does the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. (Fall) SOC 231 Family Systems The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required) SOC 260 Religion and Society An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological research on the role of religion and religious organizations in American society. (Fall) 322 Sociology SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy. (Fall) SOC 290 Cultures of Violence Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. (Spring of alternate years) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq. for 300 level courses only: SOC 121 or consent of instructor) SOC 320 Sociology of Law How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced, and coursework will involve observing law in practice in local courts. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 349 Sociology of Organizations What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall) SOC 363 Research Methods Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) Sociology 323 SOC 375 Social Psychology How does society construct the individual? How does the individual construct society? This course examines individual identity within the social context of symbolic interaction. (Prereq.: SOC 121 or consent of instructor. Fall, spring) SOC 377 Organizational Deviance The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor; Recommended but not required: SOC 222 and/or SOC 349. Spring of alternate years.) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 387 Juvenile Delinquency Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. (Prereq.: SOC 121 or consent of the instructor. Spring of alternate years) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: SOC 121 or consent of instructor. Spring of alternate years) SOC 410 Field Studies in Organizations In this course we visit several local organizations (ranging from small nonprofits to large transnational corporations), and work on a semester-long project with a local organization. We analyze these field experiences from the perspectives of organizational theory and critical political-economy, as well as explore the challenges, strategies, and rewards of doing projects as a group. (Prereq: SOC 222 and SOC 349, or consent of instructor. Spring of alternate years) SOC 485 Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) 324 Sociology SOC 490 Senior Seminar and Keystone This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring) Internships and Independent Study Courses: SOC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SOC 299 Directed Study See description on page 100. SOC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SOC 498 Independent Study—Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, spring) SOC 499 Independent Study/Research See description on page 100. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Languages and Cross-cultural Studies. THEATRE ARTS—THR T he study of theatre is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including communication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Augsburg’s location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students), and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for careers such as law, education, business, communication, and journalism, as well as prepare theatre students 325 for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department encourages a second major or minor in such fields as art, English, education, film, music, history, sociology, or religion. Theatre Arts Faculty Darcey Engen (Chair), Julie Bolton, Michael Burden (Program Director), Martha Johnson, Lisa Anderson, David DeBlieck, Karen Mulhausen, Sandy Schulte, Warren C. Bowles, Carla Steen, Adriene Heflin, Michael Hoover, Edward Lee Bok DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS The Theatre Arts Department currently has three concentrations within the major: performance concentration, directing/ dramaturgy and theatre design/technical theatre concentration. Each concentration consists of the Theatre Core Curriculum supplemented by electives specific to each concentration. Theatre Arts Major Performance Concentration This concentration within the Theatre curriculum is designed to serve students hoping to pursue graduate studies in Theatre (M.A./Ph.D. and M.F.A.) and/or professional work as a performer. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as concentration specific electives. Students in the performance concentration are encouraged to consult with their adviser when select- 326 Theatre Arts ing electives. Advisers will assist students in identifying the year and semester elective courses are offered. Students are strongly encouraged to also complete a professional Internship at a local Twin Cities theatre. To fulfill this concentration: Ten THR courses — eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Eight core courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 250 Script Analysis: Foundations of Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Two electives from: THR 226 Movement for the Theatre THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Ten production practicum units (THP)— See Practicum Units The theatre arts department addresses the Graduation Skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Directing/Dramaturgy Concentration This concentration within the theatre curriculum is designed to serve students hoping to pursue graduate studies in theatre (M.A./P.H.D and M.F.A.) and/or professional work as a director or dramatuag. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as concentration specific electives. Students in the Directing/Dramaturgy concentration are encouraged to consult with their adviser when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. Students are also required to complete a THR 399 Internship at a local Twin Cities theatre. To fulfill this concentration: Ten THR courses-eight required core courses and two electives chosen from two categories of courses Plus 10 theatre practicum units taken as THP. Eight Core Courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 250 Script Analysis: Foundations of Theatre THR 245 Introduction to Asian and Asian American Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Electives: Select and complete one (1) of the following courses ENG 330 Shakespeare Theatre Arts 327 ENG 338 Readings in British and Commonwealth Drama ENG 358 Readings in American Drama ENG 368 Readings in World Drama NAS 352 Modern Nordic Drama encouraged to also take an Independent Study in their area of focus and to do a professional internship at a local Twin Cities theatre. Select and complete one (1) of the following courses THR/ENG 325 Playwriting ENG 221 Expository Writing about the Arts and Popular Culture Ten THR courses-eight required core courses and Two electives chosen from ART electives, Plus 10 theatre practicum units taken as THP. Required Internship: THR 399 Internship—Off Campus Eight Core Courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 250 Script Analysis: Foundations of Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Specific practicum requirements: Serve as stage manager on main-stage show Dramaturg one Main-Stage Show Ten Practicum Units (THP) See Practicum Units The Theatre Arts Department addresses the Graduation Skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Technical Design/Technology Concentration This concentration within the theatre curriculum is designed to serve students hoping to pursue graduate studies and/or professional work as a theatre designer or technician. Students choosing this concentration will enroll in the eight core theatre major classes taken by all theatre majors and will supplement the core with at least two electives from the Art Department. Students in the emphasis are strongly To fulfill this concentration: Two Electives from: ART 107 Drawing or THR/ART 265 Computer Drafting ART 240 Art History Survey or ART 243 or 244 History of Architecture Required Internship: THR 199 Internship—Off Campus The Theatre Arts Department addresses the Graduation Skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. 328 Theatre Arts Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Ten Production Practicum Units (THP) See Practicum Units The following courses are strongly recommended: THR 228 Directed Study ART 340 Digital Imaging THR 339 Internship THR 499 Independent Study Theatre Practicum Units (THP) All theatre arts majors in either concentration are required to complete 10 practicum units (THP) from three established areas. Area 1 Performance Each major will complete between one and five THPs from this area. The Performance Area THPs are: THP 111 THP 121 THP 131 THP 141 THP 151 Fall Acting/Performance Winter Acting/Performance Spring Acting/Performance Studio Acting/Performance Misc. Performance Area 2 Production Each major will complete between four and eight THPs from this area. The Production Area THPs are: THP 112, 122 or 132 House Management THP 113, 123 or 133 Set, Lights, Costumes Crew THP 114, 124 or 134 Running Crew THP 115, 125 or 135 Assistant Stage Manager THP 116, 126 or 136 Stage Manager Area 3 Artistic/Production Management Each major will complete one THP from this area. The Production Area THPs are: THP 117 Fall Artistic/Production Assistance THP 127 Winter Artistic/Production Assistance THP 137 Spring Artistic/Production Assistance Please note that all theatre practicum courses count as one theatre practicum unit except for the following because of exceptional time requirements: THP 115, THP 125 and THP 135 Assistant Stage Manager counts as two units THP 116 ,THP 126 and THP 136 Stage Manager counts as three units. Curricular Planning Information: The following courses are encouraged, but not required: THR/MUS 235 Skills of Music Theatre THR/ENL 325 Playwriting THR 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 is recommended to fulfill one of the lifetime sports requirements. Students may take a maximum of 13 credits in the major. First-years planning to major in theatre arts should begin with courses THR 228, 232, or 250; sophomores: THR 226, 228, 245, 361, 362; juniors: THR 325, 328, 350, 360, 361, or 365; seniors THR 365, 366. Note: Some courses are offered alternate years only. Incoming students should meet in the fall of first year with a theatre adviser to ensure proper sequence of classes to be taken based on odd or even year of entry. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain Theatre Arts 329 a 3.75 GPA in the major and a 3.50 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their departmental adviser early spring semester of their junior year to develop a proposal for the honors project. Transfer Students Transfer students should meet with a transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of core classes should however be taken at Augsburg. Additionally transfers are required to take a minimum of three upper division theatre arts courses. Ten practicum units are also required, five of which need to be completed within the department. Transfers must also complete a minimum of five THP credits within the department. No more than five units can be credits from others schools. Theatre Arts Minor Five courses including: THR 250 Script Analysis: Foundations of Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 362 Theatre History Criticism II THR 366 Stage Direction The theatre arts minors also must complete five practicum units. Students must take a minimum of one performance unit and a minimum of three production units. Refer to the practicum categories listed below the curriculum concentrations. Theatre History and Criticism Dramaturgy Minor Five courses: THR 250 Script Analysis: Foundations of Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism II A directed studies course in dramaturgy or theatre criticism or theatre history THEATRE ARTS COURSES. THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition (.0 course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance. THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course) Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama: Acting and Improvisation A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original 330 Theatre Arts performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. THR/FLM 216 Film Production I This course demonstrates the basics of 16 mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. THR 222 Introduction to Theatre Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. THR 226 Movement for the Theatre A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. THR 228 Introduction to Stagecraft An introduction to the backstage world of the theatre; its organization, crafts, and creative processes. Students will execute practical projects, attend theatre tours, see professional productions, and participate on the theatre department’s fall production. Open to all students. Forty-hour lab requirement. THR/FLM 230 Scenic Painting for Stage and Film Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a Scenic Artist and what role the Scenic Artist plays in artistry of theatre and film. THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. THR 233 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years) THR/MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of music theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, Theatre Arts 331 research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Alternate years) THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theatre productions required. THR 250 Script Analysis: Foundations of Theatre This foundations class focuses on major principles and fundamentals of theatre literary analysis and uses performance, discussion, writing, and projects as a way of interpreting a dramatic script for academic and artistic applications. Close readings of plays from each genre (comic, tragic, realistic, absurd and post-modernism) will enable students to learn and apply basic terminology for literary and artistic processes. THR/ART 265 Computer Drafting for the Stage and Architecture Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2D drafting plates, with an emphasis on drafting for the theater and architecture. THR 270 Black Theatre Introduction to Black Theatre is an examination of the principles, major movements, and fundamentals of theatre by and about Black Americans. It examines the historical, political, and cultural context of Black Theater. This course will focus on and provide an overview of Black Theatre utilizing plays written by Black American playwrights. THR/FLM 312 Film Production II The focus of this course builds on the lessons learned in COM 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or HON 111, and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended. Alternate years) THR 328 Theatrical Design Introduction to the design process for the stage. Each student will execute four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two Augsburg College productions. Forty-hour lab required, materials needed. (Prereq.: THR 228, junior or senior status) 332 Theatre Arts THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of narrative verse and dialogue forms of drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENL 111 or 112 or HON 111) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Italian Renaissance period. Reading of plays, writing a research paper, and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON 111. Fall: alternate years) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the Italian Renaissance through contemporary theatre. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism, restoration comedy, realism, and non-realism), culminating in a public recital. (Prereq: THR 250 and THR 232 and 362 or consent of instructor. Fall/Spring) THR 366 Stage Direction The goal of the course is to understand and master basic principles and skills of stage direction: directing concepts, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: THR 362, or consent of instructor) THR/FLM 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq: ENL 241 and junior/senior standing) Theatre Arts 333 THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. THR 299 Directed Study See description on page 100. THR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. THR 499 Independent Study/Research See description on page 100. THEATRE PRACTICUM COURSES. THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre arts major/minor. All THP theatre practicum courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered; 2. positive and professional attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: • Consent of instructor • Supervision by theatre faculty • A minimum of 30 hours of assessed participation by the student • Registration for THP course for semester when practicum is completed • Registration for practicum before deadline dates set by the registrar’s office Please note: • All majors will complete at least one THP 123 unit in costumes. • All majors will complete one THP 113 in lighting. • THP courses may be repeated. • Crew work required for classes/coursework does not count towards practicum. • Work-study hours do not count towards practicum. • Completion of THP 115 and 116 count as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. • Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Five practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. 334 Theatre Arts THEATRE PRACTICUM COURSES. Area One: Performance THP 111/121/131/141/151 Theatre Practicum: Acting/Performance 1 Practicum unit (.0 course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dance/licensure majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition). Area Two: Production THP 112/122/132 Theatre Practicum: House Management 1 Practicum unit (.0 course) Substantial participation (30 hour minimum) in house management, ushering, or box office. THP 113/123/133 Theatre Practicum: Set, Costumes, Lights 1 Practicum unit (.0 course) Set or costume building, light hanging, for main stage production. THP 114/124/134 Theatre Practicum: Running Crew 1 Practicum unit (.0 course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theatre Practicum: Assistant Stage Management 2 Practicum units (.0 course) Assistant stage management for main stage production. THP 116/126/136 Theatre Practicum: Stage Management 3 Practicum units (.0 course) Stage management for main stage production. Area Three: Artistic/Production Management THP 117/127/137 Theatre Practicum: Artistic Assistance 1 Practicum unit (.0 course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project. URBAN STUDIES See Metro-Urban Studies. WOMEN’S STUDIES—WST T he women’s studies program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The women’s studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women’s Studies Faculty Jessica Nathanson (Coordinator), Kristin M. Anderson, Stephanie Barnes, Janelle Bussert, Cass Dalglish, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson, James VelaMcConnell, Mzenga Wanyama DEGREE AND MAJOR REQUIREMENTS. Major Ten courses that must include WST 201 Foundations in Women’s Studies, a midlevel course in feminist theory or feminist philosophy selected from an approved list, WST 495 (seminar), and WST 199 or WST 399 (internships). The remaining six electives are to be selected from approved women’s studies courses, and should include at least two courses in the social sciences, two in the humanities, and one with a racial, ethnic, or global emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women’s Studies program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the Women’s Studies major must also be completed at Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). The Critical Thinking graduation skill is embedded at all levels and is met by completing the major. The Speaking and Writing graduation skills are also embedded at all levels, with particular emphasis in the following: Speaking: WST 201, WST 305, and WST 495 Writing: ENL 365, ENL 367, WST 495, and REL 441 Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 335 336 Women’s Studies Minor Transfer Students Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Students who transfer to Augsburg College and wish to complete a major or minor in women’s studies are urged to consult with the director of Women’s Studies immediately upon transfer. The Women’s Studies program has an articulation agreement with Century College that governs Century College students with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Women’s Studies for approval of courses for the major or minor. WOMEN’S STUDIES COURSES. WST 201 Foundations in Women’s Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. WST 281 Topics in Women’s Studies WST 305 Issues in Gay and Lesbian Studies A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Social Justice, Gender and the Environment) WST 315 Mid-Level Feminist Theory This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts — including personal narratives, political statements, origin stories, and empirical studies — will be analyzed to highlight different theoretical approaches and multiple feminisms. Women’s Studies 337 WST 341 Globalization, Social Struggles and the Environment (CGE Course. See International Studies, Social Justice, Gender and the Environment) HIS/WST/ISS 355 Cultural Conflict and Change in Latin America (CGE Course. See International Studies, Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)) WST 357 Mexican History, Culture and Cosmovision (CGE course. See International Studies, Social Justice, Gender and the Environment) WST 359 Women, Gender and Social Change in Latin America (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 362 Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa This broad-based course explores the influence of culture and gender on the HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological and political responses to the disease are examined. (Augsburg Abroad course, Summer) WST 366 Latin American Liberation Theologies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 481 Topics in Women’s Studies WST 495 Women’s Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester. AIS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. AIS 320 American Indian Women (See American Indian Studies for course description.) AIS 490 Keystone Indigenous Issues of Central America (See American Indian Studies for course description.) 338 Women’s Studies Internships and Independent Study Courses (Must be approved in writing by the women’s studies coordinator): WST 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. WST 299 Directed Study See description on page 100. WST 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. WST 499 Independent Study/Research See description on page 100. See department listings for descriptions of the following approved electives: AIS 208/408 Native American Women and Film ART 352 Women and Art ENL 365 Contemporary Post Colonial Fiction ENL 367 Women and Fiction HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and Women’s Grassroots Movements in Latin America HIS 282 History of Women Since 1850 HPE 316 Human Sexuality POL 124 American Women and Politics REL 441 Feminism and Christianity SOC 231 Family Systems SOC 265 Race, Class, and Gender SOC 295 Sociology of Sexuality YOUTH AND See listing under Religion. FAMILY MINISTRY College Information Board of Regents – 340 ELCA Program Unit for Vocation and Education – 341 Faculty and Administration – 342 Officers – 342 Administration – 342 Faculty – 345 Faculty Emeriti – 366 Campus Maps – 369, 370 340 BOARD OF REGENTS The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Andra Adolfson (2011) Director of Business Development, Adolfson and Peterson Construction, Minneapolis, MN *Rolf Jacobson (2011) Associate Professor, Luther Seminary, St. Paul, MN *Dan W. Anderson ’65 (2009) President, Swenson Anderson Financial Group, Minneapolis, MN *Ruth E. Johnson ’74 (2011) Consultant, Department of Internal Medicine, Mayo Clinic & Mayo Medical School, Rochester, MN *Gary E. Benson ’70 (2008) Directing Pastor, Zumbro Lutheran Church, Rochester, MN Dean Kennedy ’75 (2009) President, Texacoma Oil & Gas Corporation, Dallas, TX *Jackie Cherryhomes ’76 (2010) Government Relations Consultant, Cherryhomes-Tyler LLC, Minneapolis, MN Dean C. Kopperud (2009) Consultant, Private Practice, Minneapolis, MN Michael O. Freeman (2012) Attorney, Lindquist & Vennum, Minneapolis, MN *André J. Lewis (2010) Vice President and Director, Community Affairs and Diversity, RBC Dain Rauscher Minneapolis, MN *Anthony Genia ’85 (2008) Emergency Dept. Physician, Fairview University Medical Center, Minneapolis, MN *Michael R. Good ’71 (2013) President and Chief Operating Officer, Sotheby’s International Realty, Parsippany, NJ Jennifer H. Martin (2013) Senior Vice President, Corporate Administration, Thrivent Financial for Lutherans, Minneapolis, MN Marie O. McNeff (2009) Professor Emeritus and Dean (retired), Augsburg College, Minneapolis, MN *H. Theodore Grindal ’76 (2008) Attorney/Partner, Lockridge Grindal Nauen P.L.L.P., Minneapolis, MN *Paul S. Mueller ’84 (2009) Internal Medicine Consultant, Mayo Clinic, Rochester, MN Norman R. Hagfors (2009) Founder & President (retired), Norsen, Inc., North Oaks, MN *Ronald G. Nelson ’68 (2008) Retired, Mendota Heights, MN Jodi Harpstead (2009) Chief Advancement Officer, Lutheran Social Service of Minnesota, St. Paul, MN *Richard J. Hartnack (2010) Vice Chairman of Consumer Banking, U.S. Bancorp, Minneapolis, MN *Beverly Oren ’55 (2008) Retired, Roseville, MN Board of Regents 341 Paul C. Pribbenow, Ex Officio President, Augsburg College, Minneapolis, MN Rev. Peter Rogness (2008), Ex Officio Bishop, St. Paul Area Synod, ELCA, St. Paul, MN *Stephen Sheppard (2011) CEO, Winds of Peace Foundation, Decorah, IA *Philip Styrlund ’79 (2012) President, The Summit Group, Apple Valley, MN *P. Dawn Taylor ’78 (2008) Chief Operating Officer, Silver Glade Properties LLC, Des Moines, IA ELCA PROGRAM UNIT EDUCATION Executive Director The Rev. Dr. Stanley N. Olson Director for Colleges and Universities Dr. Arne Selbyg Asst. Director for Colleges and Universities Ms. Marilyn Olson Emily Anne Tuttle (2009) Retired, Wayzata, MN Rev. Harold Usgaard (2008), Ex Officio Bishop, Southeastern Minnesota Synod, ELCA, Rochester, MN *Joan L. Volz ’68 (2011) Lawyer, Private Practice, Welch, MN *Norman W. Wahl, ’76 (2010) Executive Pastor, Bethel Lutheran, Rochester, MN *Bonnie Wallace (2011) Scholarship Director, Fond du Lac Scholarship Program, Cloquet, MN FOR VOCATION AND 342 AUGSBURG COLLEGE FACULTY ADMINISTRATION AND Beginning year of service of faculty and staff is indicated with parenthesis. Officers of the College Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of Chicago. Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. Ann L. Garvey (1998). Vice President of Student Affairs. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning and Special Assistant to the President. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Kevin C. Myren (2007). Chief Financial Officer and Vice President of Finance and Administration. B.B.A., University of Wisconsin-Eau Claire. Julie A. Olson (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg College. Christine M. Szaj (2008). Vice President and Chief of Staff. B.S., University of Wisconsin – Milwaukee; M.S.W., Washington University; J.D., Saint Louis University. Jeremy R. Wells (2007). Vice President of Institutional Advancement. B.A., Jamestown College; M.A., Saint Mary’s University. Administration Leif Anderson (1996). Chief Information Officer. B.A., University of Minnesota. Sheila Anderson (1991). Director, Academic Advising. B.S., Minnesota State University – Moorhead; M.A., Augsburg College. David Benson (2005). Director, Major Gifts, Development. B.A., Concordia College; M.A., North Dakota State University. Mike Bilden (2003). Director, Recruitment and Retention, Adult Programs. B.S., University of Wisconsin – Superior. Heidi Breen (1986). Director, Alumni Relations. B.A., Concordia College – Moorhead. Carrie Carroll (1997). Director of Undergraduate Admissions. B.A., Hamline University. Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul Seminary School of Divinity-University of St. Thomas. Bradley Christ (1998). Director IT Systems, Information Technology. B.A., University of Minnesota. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Jodi Collen (2007). Director, Events and Conference Services. B.A., Wartburg College; M.T.A., George Washington University. Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College. David Draus (2000). Director, Facilities and Risk Management. Augsburg College Administration 343 James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W., University of Minnesota – Duluth. Amanda Erdman (2007). Director, Residence Life. B.A., Coe College; M.A.E., University of Northern Iowa. Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. Carol Forbes (1990). Director, Sponsored Programs. B.A., Morningside College; M.A., Hamline University. Orval J. Gingerich (2001). Assistant Vice President for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Assistant Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Sarah Griesse (2006). Dean of Students, Student Affairs. B.A., Wittenberg University; M.A., Ohio State University; A.B.D., Loyola University-Chicago. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Thomas Haglund (2007). Finance Director. B.S., Minnesota State University, Moorhead; M.B.A., University of St. Thomas. Kevin Healy (2004). Director, Advancement Services. B.S., Carroll College. Sandra Hokanson (2007). Director of Human Resources. B.S., University of Wisconsin – Eau Claire. Sherry Jennings-King (2002). Director, Major Gifts, Development. B.S., University of Tennessee. Karena Jones (1999). Director, CLASS Program. A.A. Normandale Community College; B.S., Winona State University; M.Ed., Hamline University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Benjamin G. Kent (1996). Director, Academic Achievement. B.A., University of WisconsinMadison; M.S., University of Oregon. Scott Krajewski (2000). Director IT Services, Information Technology. B.S., Augsburg College; M.S., Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Rosemary Link (1986). Associate Vice President of Academic Affairs and Dean of Graduate Studies. BA., University of Southampton; C.Q.S.W., London University; Ph.D. University of Minnesota. Shannon L. Luckert (2006). Director of Research, Development Office. B.A., University of Wisconsin. Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. 344 Augsburg College Administration Donna McLean (1985). Director, Major Gifts, Development. B.A., University of Minnesota. Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Jessica Nathanson (2007). Director, Women’s Resource Center. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Betsey R. Norgard (1992). Director, Publications, Marketing, and Communications. B.A., The American University; M.A., Indiana University. Aly C. Olson (2001). Director, Student Support Services/TRIO. B.A. Grinnell College; M.A., University of Minnesota. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College. Lori A. Peterson (2004). Director, Augsburg for Adults. Assistant Professor of Business Administration. B.S.B., M.Ed., Ph.D., University of Minnesota. M. Bridget Robinson-Riegler (1994). Assistant Dean, Academic Affairs. B.S., Indiana University; M.A., Ph.D., Purdue University. Mohamed Sallam (2006). Director, Pan-Afrikan Center. B.A., M.A., Minnesota State University, Mankato. Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A. Saint Mary’s University. Michael R. Schwartz (1996). Director, Athletic Facilities. B.A., Augsburg College. Doug H. Scott (2007). Assistant Vice President for Development. B.A., Eastern University St. Davids; M.Div., Eastern Baptist Theological Seminary. Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. B.A., Moorhead State University; Ed.M., Rutgers University. Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. Jennifer R. Simon (2007). Director, American Indian Student Services. B.A., University of Minnesota; M.A., Minnesota State University, Mankato. Jeffrey F. Swenson (1986). Assistant Dean, Athletics and Recreation. B.A., Augsburg College; M.A., University of Minnesota. Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. David P. Warch (2000). Assistant Vice President of Marketing and Communication. B.F.A., Minneapolis College of Art and Design. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Karl Wolfe (2007). Rochester Program. B.A., Azusa Pacific University; M.Div., Asbury Theological Seminary; Ed.D., Pepperdine University. Augsburg College Faculty 345 Faculty A Magdeline C. Aagard (2007). Assistant Professor, Nursing. B.A., R.N., Augustana College; M.B.A., Ed.D., University of St. Thomas. John A. Abraham (2007). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., North Dakota State University. Justin Abraham (2007). Instructor, part-time, Economics. B.A., All India Institute for Teachers Training; B.A., Kerala University; M.A., Aligarh University; M.A., Missouri State University – Warrensburg; Ph.D. Saugor University, India. Phillip C. Adamo (2001). Associate Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University. Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Lisa P. Anderson (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College; B.S., M.S., Winona State University. Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. William M. Arden (2005). Assistant Professor of Business Administration. B.S., New York University; M.S., Northeastern University; M.B.A., Boston University. Shelli A. Arneson (2004). Instructor, part-time, Health and Physical Education. B.A., Simpson College; M.S., Mankato State University. Juan C. Avendaño (2003). Instructor, part-time, Business Administration. Civil Engineering degree, Andres Bello Catholic University, Caracas Venezuela; M..S., M.B.A., Northwestern University. Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate degree, Colegio Angloamericano. B Ramona C. Back (2005). Instructor, part-time, Education. B.S., University of WisconsinGreen Bay; M.S., Winona State University. Andrew M. Baldwin (2004). Instructor, part-time, Education. B.A., St. Olaf College; M.A., University of St. Thomas. Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education. B.A., Universidad Centroamericana; M.A., Tufts University. 346 Augsburg College Faculty Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of Michigan. R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa University; M.S., Minnesota State University, Mankato. David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A., University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of Nebraska, Omaha. Carol E. Barnett (2000). Studio Artist/Composition, part time, Music. B.A., M.A., University of Minnesota. David L. Bartlett (2006). Instructor, part-time, Business Administration. B.A., University of California-San Diego; M.A., University of Chicago; M.A., Ph.D., University of California-San Diego. Katherine A. Baumgartner (2005). Assistant Professor of Nursing. B.S., Minnesota State University-Mankato; M.A., Augsburg College. Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Thomas H. Berkas (2006). Instructor, part-time, Master of Arts in Leadership Program. B.C.E., M.S., Ph.D., University of Minnesota. Allen J. Berning (2007). Instructor, part-time, Business Administration. B.S., M.B.A., St. Cloud State University. Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D., Clemson University. Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University. William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State University. Susan N. Boecher (2007). Instructor, part-time, Art. B.F.A., University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; M.F.A., University of Minnesota. Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.F.A., University of Minnesota. Anna M. Bonderson (2004). Instructor, part-time, Mathematics. B.S., University of Minnesota; B.S., South Dakota State University. Laura L. Borstad (2008). Instructor, part-time, Physician Assistant Studies. D.Pharm., University of Minnesota. Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Augsburg College Faculty 347 D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. B.L.A., B.S., M.F.A., University of Minnesota. Katherine C. Bradley (2007). Assistant Professor of Biology. B.A., St. Mary’s University of Minnesota; Ph.D., Purdue University. Michael T. Brands (2007). Instructor, part-time, Religion. B.A., Dordt College; M.Div., Fuller Theological Seminary; Ph.D., Luther Seminary. Mark A. Bransford (2005). Instructor, part-time, Physics. B.S., Florida International University; Ph.D., Iowa State University. Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., Ph.D., University of Minnesota. Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina School of the Arts; Cleveland Institute of Music; The Juilliard School. Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College; M.Ed., St. Mary’s University. Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia. Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State University. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. B.A., M.A., Ph.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.F.A., University of Minnesota. Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University; M.S., Mankato State University. Thomas L. Burns (2005). Instructor, part-time, Business Administration. B.A., Iona College; M.B.A., University of St. Thomas. Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S., Ph.D., University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees, University of Minnesota. Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of Dallas; M.A., New York University Graduate School in Spain. John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills Adviser. B.A., University of Minnesota; M.A., Hamline University. 348 Augsburg College Faculty Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. B.S., Ph.D., North Dakota State University. Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. A.A., Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D., University of Alabama. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University; M.S.W., University of Minnesota. Susan M. Conlin (2007). Instructor, part-time, Social Work. B.A., University of Minnesota; M.S., University of Wisconsin-Stout; M.S.W., University of Wisconsin-Madison. David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA Program in Rochester. B.A., Winona State University; M.A., Ed.D., St. Mary’s University of Minnesota. David L. Cooper (2004). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.B.A., University of St. Thomas. Brian E. Corner (2005). Assistant Professor of Biology. B.Sc., Ph.D., University of Otago, New Zealand. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson. D David Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A., University of Wisconsin-Madison. Marvin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail School of Music. Louise M. Daley (2005). Instructor, part-time, Education. B.S., University of WisconsinMadison; M.Ed., The College of St. Scholastica. Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; M.F.A., Vermont College; Ph.D., The Union Institute. Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education. B.F.A., Washington University; M.A., School for International Training. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Augsburg College Faculty 349 Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education. B.A., University of the North, South Africa; M.S., Mankato State University. David M. DeBlieck (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College; M.F.A., University of Hawaii-Manoa. Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State University; P.A., Bowman Gray School of Medicine; M.P.A.S., University of Nebraska. Jacqueline R. deVries Jones (1994). Associate Professor of History. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.D., University of Minnesota. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M., The Mannes College of Music; A.B.D., University of Missouri – Kansas City Conservatory. Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A., Saint Mary’s University. Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. Suzanne I. Dorée (1989). Associate Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A., University of Iowa. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Deborah A. Eckberg (2007). Instructor, part-time, Sociology. B.A., Dartmouth College; M.A., Ph.D., University of Minnesota. Jerry K. Eddy (2006). Assistant Professor, part-time, Physics. A.B., West Liberty State College; M.S., Ph.D., West Virginia University. Gary T. Egbert (2004). Assistant Professor, part time, Physics. B.S., Western Illinois University; M.S., University of South Dakota – Vermillion; Ph.D., University of Nebraska – Lincoln. Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. B.A., University of Minnesota; M.F.A., Syracuse University. R. Wendell Ellis (2004). Instructor, part-time, Business Administration. A.B., Columbia University; J.D., University of Iowa; M.B.A., University of Missouri. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. 350 Augsburg College Faculty Darcey K. Engen (1997). Associate Professor of Theatre Arts. B.A., Augsburg College; M.F.A., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Christina L. Erickson (2004). Assistant Professor of Social Work. B.S., University of Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of Illinois – Chicago. Debra M. Erickson (2006). Instructor, part-time, Mathematics. B.A., Gustavus Adolphus College; M.S., University of Minnesota. Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College; M.F.A., D.M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central Michigan University; M.M., University of Minnesota. F Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Troy F. Faulkner (2007). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., Winona State University. Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Steven J. Felton (2007). Instructor, part-time, Education. B.A., St. John’s University; B.S., M.S., Mankato State University. Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University. Nancy L. Fischer (2005). Assistant Professor of Sociology. B.A., Hamline University; M.A., The American University; Ph.D., State University of New York – Albany. Andrew J. Fish (2005). Instructor, part-time, Sociology. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., State University of New York at Stony Brook. Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of Montana. Richard M. Flint (1999). Instructor, part time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central Florida; M.A., Ph.D., Case Western Reserve University. Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas College. Augsburg College Faculty 351 Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island College; M.P.A., University of Rhode Island. G Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Robert S. P. Gardner (2006). Instructor, part-time, Music. M.A., University of Montana. R. Brooks Gekler (2006). Assistant Professor of Business Administration. B.A., Vassar College; M.B.A., New York University. Annette M. Gerten (1997). Assistant Professor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. Sarah J. Gervais (2008). Assistant Professor, part-time, Psychology. B.A., University of St. Thomas; M.S., Ph.D., The Pennsylvania State University. Alexandra E. Giesler (2008). Instructor, part-time, Business Administration. B.A., M.B.A., Augsburg College. Keith F. Gilsdorf (2001). Associate Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Julie A. Gloss (2007). Instructor, part-time, Modern Languages. B.S., B.A., Northern Michigan University; M.A., Middlebury College; M.A., Hamline University. Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Rodney R. Greder (2006). Instructor, part-time, Business Administration. B.S., Iowa State University; M.S., University of Minnesota; Ph.D., University of IllinoisChampaign-Urbana. Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. Leslie E. Green (2008). Instructor, part-time, Education. B.A., College of St. Benedict; three M.A.s, University of St. Thomas; M.S.W., Augsburg College. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Cheryl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of Minnesota; M.A., College of St. Thomas. Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages. B.S., M.Ed., University of Minnesota. 352 Augsburg College Faculty Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester Program. B.S., M.S., Winona State University. Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa; M.A., Luther Seminary. Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Associate Professor of Religion. B.A., University of Iowa; M.A., University of Chicago; Ph.D., University of Virginia. Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College. Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg College; M.A., University of Minnesota. David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of Minnesota. John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College, Moorhead; M.P.H., M.S., University of Minnesota. John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota; Ph.D., Harvard University. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Adriane M. L. Heflin (2008). Instructor, part-time, Theatre Arts. B.A., Washington University; M.F.A., Yale University. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Carl C. Hixson (2008). Instructor, part-time, Business Administration. B.A., Augsburg College; M.A., University of St. Thomas. Jody Hofer Van Ness (2007). Instructor, part-time, Education. B.S., University of Wisconsin-Eau Claire; M.A., University of St. Thomas. Augsburg College Faculty 353 Stella K. Hofrenning (2000). Associate Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Kristoffer P. Holmgren (2007). Instructor, part-time, Art. B.F.A., St. Cloud State University; M.F.A., Illinois State University. Megan J. C. Holroyd (2005). Instructor, part-time, Music. B.A., St. Olaf College; M.A., University of St. Thomas. Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M., Indiana University. Erica L. Huls (2004). Instructor, part-time, Honors Program. B.A., Augsburg College. Joan E. Hutton (2007). Studio Artist/Saxophone, part-time, Music. B.M., Ithaca College; M.M., Eastman School of Music. Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of Wisconsin-River Falls. I Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A., University of Notre Dame; Ph.D., Marquette University. Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin, LaCrosse; M.A., University of Nebraska. J Lisa E. Jack (1994). Assistant Professor of Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England Conservatory of Music; M.M., University of Minnesota. Jeanne M. Jacobson (2006). Instructor, part-time, Business Administration. Karl N. Jacobson (2007). Assistant Professor, part-time, Religion. B.A., St. Olaf College; M.Div., Luther Seminary; A.B.D. Union-PSCE. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A., Ed.D., Hamline University. Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North Dakota State University; M.S., Virginia Polytechnic Institute and State University; M.S., Iowa State University; Ph.D., University of Minnesota. Sophia J. Jacobson (1999). Assistant Professor, part time, American Indian Studies. B.A., Metropolitan State University; M.A., Ed.D., University of St. Thomas. 354 Augsburg College Faculty Gary C. Jader (2006). Instructor, part-time, Business Administration. B.S., University of Minnesota-Duluth; B.S., University of Minnesota; M.B.A., University of St. Thomas. William H. Jasperson (1990). Instructor, part time, Business Administration. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota. Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State University. K Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammerman (1986). Instructor, part time, Business Administration. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Mary Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin, Eau Claire; M.Ed., Bethel College. Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard School; M.M., University of Arizona. Michael King (2008). Instructor, part-time, Communication Studies. Two B.S., M.S., South Dakota State University. Donna R. Kirscht (2007). Instructor, part-time, Business Administration. B.S., Mankato State University; M.B.A., University of St. Thomas. Elizabeth P. Klages (1996). Instructor, part-time, Political Science. B.A., Carleton College; M.A., The Paul H. Nitze School of Advanced International Studies; Ph.D., University of Minnesota. Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College; M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., Eastman School of Music. Augsburg College Faculty 355 Debra S. Knudson (2007). Instructor, part-time, Education. B.S., St. Cloud State University; M.Ed., College of St. Catherine. Barbara K. Knudtson (2005). Instructor, part-time, Nursing. A.D.N., Rochester Community College; B.S.N., Augsburg College; M.A., College of St. Catherine. Paul A. Knutson (2007). Instructor, part-time, Physics. B.A., Concordia College, Moorhead; M.S., A.B.D., University of Minnesota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Dean C. Kopperud (2006). Instructor, part-time, Business Administration. B.A., University of St. Thomas. Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther Seminary. Neil J. Kraus (2003). Instructor, part-time, Political Science. B.A., LeMoyne College; M.A., Ph.D., State University of New York-Albany. Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Gregory P. Krueger (2000). Assistant Professor of Education. B.A., Southwest Minnesota State University; M.A., Hamline University. Deborah J. Kuhlmann (2006). Instructor, part-time. English. B.A., Texas Christian University; M.A., University of Arkansas; Ph.D., Texas Christian University. James J. Kulzer (2005). Instructor, part-time, Education. B.S., two M.S. degrees, Winona State University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. B.A., University of Florida; M.Ed., University of Minnesota. Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and Mary; M.A., Utah State University; Ph.D., University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Velma J. Lashbrook (2000). Assistant Professor, part time, Master of Arts in Leadership. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Martha J. Laskar-Aleman (2002). Instructor, part-time, Nursing. B.S.N., University of Minnesota. Laura K. Lazar (2004). Assistant Professor of Business Administration. B.A., M.L.S., Valparaiso University; M.B.A., Ph.D., Indiana University. Edward Lee (2002). Instructor, part time, Communication Studies. B.A., University of Minnesota; M.F.A., Brown University. Melissa C. Lee (2007). Instructor, part-time, Health and Physical Education. B.A., Augsburg College. 356 Augsburg College Faculty Barbara A. Lehmann (2001). Associate Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Associate Professor of Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemary J. Link (1986). Associate Vice President of Academic Affairs and Dean of Graduate Studies. Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M., DePauw University; M.M., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School. Edward D. Lotterman (2005). Assistant Professor of Economics. B.A., M.S., University of Minnesota. Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A., Augsburg College; M.Phil., Ph.D., University of Swansea, Wales. Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological Union. Carol A. Lucido (2005). Instructor, part-time, Education. B.A., Luther College; M.Ed., University of Minnesota. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., P.A. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A., University of Nebraska; E.D., University of St. Thomas. Steven P. Lund (1982). Studio Artist/Trombone, part time, Music. B.S., University of Minnesota. Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin, Superior; M.Div, Luther Seminary. Ann L. Lutterman-Aguilar (1993). Interim Academic Director, Instructor, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Augsburg College Faculty 357 M Carolyn A. Mack (2006). Instructor, part-time, Education. B.A., Concordia University, River Forest, IL; M.A., University of Minnesota. Rosanne E. Malevich (2006). Assistant Professor of Business Administration. B.S., M.B.A., University of Wisconsin-Madison; ABD, University of Minnesota. Steven V. Manderscheid (2007). Instructor, part-time, Master of Arts in Leadership Program. B.S., St. Cloud State University; M.A., University of Minnesota; Ed.D., University of St. Thomas. Christina M. Manning (2007). Instructor, part-time, Psychology. B.Sc., Tufts University; Ph.D., University of Minnesota. Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S., Purdue University; M.S., Colorado State University; Ph.D., Utah State University. Dan S. Marsh (2005). Instructor, part-time, Economics. B.S., University of Minnesota; M.A., University of St. Thomas. Susan W. Martino (2006). Instructor, part-time, Education. B.A., St. Olaf College; M.M., Cleveland Institute of Music Conservatory. M. Elise Marubbio (2003). Assistant Professor of American Indian Studies. B.F.A., Cleveland Institute of Art; M.A., Ph.D., University of Arizona. C. Jean Marvin (2007). Instructor, part-time, Education. B.A., Gustavus Adolphus College; M.Ed., Ph.D., University of Minnesota. John W. Matthews (2003). Instructor, part-time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther-Northwestern Seminary. Paul R. Mattson (2007). Instructor, part-time, Business Administration. B.A., Luther College; M.A., University of Minesota; M.S., Massachusetts Institute of Technology. David C. Matz (2001). Associate Professor of Psychology. B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Molly A. Maxwell (2007). Assistant Professor of Mathematics. S.B., Massachusetts Institute of Technology; M.S., Ph.D., University of Minnesota. Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. James Scannell McCormick (2004). Instructor, part-time, English. B.A., M.A., University of Wisconsin-Madison; Ph.D., Western Michigan University. Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.S., Ph.D., University of Oklahoma. Diane M. McDonagh (1997). Instructor, part-time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. K. Christian McGuire (2007). Instructor and Studio Artist/Electric Bass, part-time, Music. B.A., Luther College; M.A., University of Minnesota. Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of Iowa. Marc C. McIntosh (2007). Assistant Professor of Business Administration. B.S., DePaul University; M.B.A., Harvard University; D.B.A., Argosy University. 358 Augsburg College Faculty Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota; M.Div., Luther Seminary. Ashok K. Mehrotra (2007). Instructor, part-time, Economics. B.Tech., M.Tech., Indian Institute of Technology; M.B.A., University of Minnesota; M.S., University of Chicago. Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood College; M.A., Tulane University. Laurie H. Merz (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Vladan M. Milenkovic (2005). Instructor, part-time, Music. B.M., Berklee College of Music; M.M., University of Northern Iowa. Joyce P. Miller (2004). Assistant Professor of Nursing. A.A., Rochester State Junior College; B.S., M.A., Augsburg College. Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John W. Molloy (2003). Instructor, part time, Business Administration. B.B.A., M.S., University of Wisconsin, Madison. Peter M. Morales (2007). Instructor, part-time, Modern Languages. B.A., Ripon College; M.A., University of Minnesota. April D. Morehouse (2006). Instructor, part-time, Nursing. B.S., College of St. Catherine. Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of Minnesota; M.S.W., Augsburg College. Karen L. Mulhausen (2006). Instructor, part-time, Theatre Arts. B.A., St. Olaf College; B.A., University of Minnesota. Jeremy P. Myers (2006). Assistant Professor of Religion. B.S., University of Minnesota; M.A., Luther-Northwestern Seminary. N Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A. degrees, Ogongo Agricultural College and United Lutheran Theological Seminary; M.A., Trinity Lutheran Seminary; Ph.D., Natal University. Jessica A. Nathanson (2007). Assistant Professor and Director of Women’s Studies. B.A., Wesleyan University; M.A., Ph.D., State University of New York-Buffalo. Brita L. Nellermoe (2008). Instructor, part-time, Physics. B.S., University of Iowa; M.S., University of North Dakota. Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary; M.D., University of Minnesota. Augsburg College Faculty 359 Norma C. Noonan (1966). Professor of Political Science and Director of MAL Program. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Daniel R. Noyes (2000). Instructor, part-time, Art. B.A., Macalester College; M.Arch., University of Wisconsin-Milwaukee. O James O’Brien (2008). Instructor, part-time, Art. B.F.A., Minneapolis College of Art and Design; M.A., Syracuse University; M.F.A., Hartford University. Michael W. O’Brien (2007). Instructor, part-time, Social Work. Two B.A.s, M.S.W., University of Iowa. Mary F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community College; B.S., Bethel College; M.A., Augsburg College. Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Melissa A. Oliver (2007). Instructor, part-time, Education. B.S., M.S., Winona State University. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University of Minnesota; M.B.A., Minnesota State University. Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota. David H. Oxley (2007). Instructor, part-time, Business Administration. B.A., M.B.A., Augsburg College. P Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed., University of Minnesota. Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College; B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D., University of Durham, England. Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Bonnie Jean Palmen (2006). Instructor, part-time, Business Administration. B.S., University of Minnesota; M.A., San Francisco State University; J.D., University of California. Donna R. Patterson (2006). Assistant Professor, part time, Education. B.A., M.Ed., University of Minnesota. Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of Minnesota. Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St. Olaf College; M.A., Lone Mountain College [now part of University of San Francisco]. Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. 360 Augsburg College Faculty Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College; M.A., St. Mary’s University. Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M., University of Cincinnati. Christine R. Peper (2005). Instructor, part-time, Education. B.A., University of Minnesota; M.Ed., Southeastern Louisiana University. Joyce B. Perkins (2006). Assistant Professor of Nursing. B.S., University of New Hampshire; M.A., St. Mary’s College; M.S., University of Minnesota; Ph.D., University of Colorado. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. Jennifer K. McCarty Plucker (2007). Instructor, part-time, Education. B.S., Moorhead State University; M.Ed., St Mary’s University. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Theological Seminary. R O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. John S. Reimringer (2006). Instructor, part-time, English. B.S., University of Kansas; M.F.A., University of Arkansas. Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College. Steven E. Restad (2007). Instructor, part-time, Business Administration. B.A., University of Wisconsin-Eau Claire; M.B.A., University of St. Thomas. Charles E. Rietkerk (2006). Instructor, part-time, Education. B.A., University of California-Irvine; M.Ed., University of Minnesota. Augsburg College Faculty 361 Catherine L. Roach (2007). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., University of Minnesota. M. Bridget Robinson-Riegler (1994). Assistant Dean of Academic Affairs. Associate Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University; M.S.W., University of Minnesota; Ph.D., Arizona State University. Glenda Dewberry Rooney (1992). Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Regula Russelle (2007). Instructor, part-time, Art. M.A., Hamline University. Barry D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair State University. S Larry E. Sallee (2005). Instructor, part-time, Business Administration. B.S., University of Wisconsin-Superior; M.B.T., University of Minnesota; M.B.A., University of Wisconsin-LaCrosse; D.B.A., U.S. International University. Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Associate Professor of English. B.S., St. John’s University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts. B.A., M.A., M.F.A, University of Minnesota. David G. Schwain (1995). Assistant Professor, part time, Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Dean J. Seal (2006). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., M.A., United Theological Seminary of the Twin Cities. Steven A. Seay (2006). Instructor, part-time, Business Administration. B.S., University of San Francisco; M.B.A., City/Stanford University; Ph.D., Walden University. Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College, Moorhead; M.Ed., University of Minnesota. Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas. N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus Adolphus College; M.S., University of Wisconsin-River Falls. Debra L. Shapiro (2006). Instructor, part-time, General Studies. B.A., J.D., The University of Iowa. Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s College; Ph.D., University of Minnesota. 362 Augsburg College Faculty Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education. B.A., University of California, Davis; M.A., Columbia University. John S. Shockley (2002). Professor, part time, Political Science. B.A., University of Texas; M.A., Ph.D., University of Wisconsin. Anthony T. Sinkiewicz (2007). Instructor, part-time, Business Administration. A.A.S., Wright College; B.S., University of the State of New York-Albany; M.A., Webster University; D.B.A., U.S. International University. Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College; M.A., Saint Mary’s College. Lawrence J. Sklaney, Jr. (2007). Instructor, part-time, English. B.A., Bucknell University; M.A., University of Illinois. Joanne Z. Smith (2005). Instructor, part-time, Business Administration. B.A., Smith College; M.A., University of Minnesota. Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State University. Dorothy J. Smyth (2005). Instructor, part-time, Education. B.S., University of Minnesota; M.A., Hamline University. Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A., Ph.D., Northwestern University. Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota; M.A., Mankato State University. Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota. Peter J. Stark (2007). Assistant Professor of Business Administration. B.S., Northwestern University; M.B.A., Pepperdine University Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. Carla Steen (2007). Instructor, part-time, Theatre Arts. B.A., Augsburg College; M.F.A., Columbia University. John P. Stein (1992). Assistant Professor of Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University. Augsburg College Faculty 363 Lisa J. Storey (2007). Instructor, part-time, Education. B.A., St. Mary’s University; M.S., Winona State University. Benjamin L. Stottrup (2005). Assistant Professor of Physics. B.A., University of Minnesota, Morris; Ph.D., University of Washington. Christopher K. Strand (2007). Instructor, part-time, Business Administration. B.S., Southwest Missouri State University; M.B.A., Metropolitan State University. Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S., North Dakota State University; M.S., University of Wisconsin-LaCrosse. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Tara K. Sweeney (1992). Assistant Professor of Art. B.S., University of Wisconsin-Stout; M.F.A., Minneapolis College of Art and Design. Maryann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. T Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S., University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University of Nebraska Medical Center. Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore; M.S.W., University of Pennsylvania; Ph.D., University of Minnesota. Susan E. Taylor (2007). Instructor, part-time, English. B.A., California State University; M.F.A., University of Minnesota. Mary M. Thissen-Milder (2005). Instructor, part-time, Health and Physical Education. B.A., Iowa State University; M.A., Northeast Missouri State; Ph.D., University of Iowa. Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of Minnesota; M.S.W., Fordham University; Ph.D., Pacific University. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. W. Lex Thompson (2007). Instructor, part-time, Art. B.A., New College of Florida; M.A., Yale University; M.F.A., San Francisco Art Institute. David L. Tiede (2005). Bernhard M. Christensen Professor of Vocation and Religion. B.A., St. Olaf College; B.D., Luther Theological Seminary; Ph.D., Harvard University. Robert K. Tom (2002). Associate Professor of Art. B.F.A., University of Hawaii; M.F.A., Temple University. Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of Minnesota. Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester Institute of Technology; M.A., Gallaudet University. Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. 364 Augsburg College Faculty Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education. B.A., Francisco Marroquin University; M.Div., St. Paul Seminary. Leon M. Tyler (2007). Instructor, part-time, Business Administration. B.S., Northwestern University; M.B.A., University of St. Thomas. U-V Jeannine M. Uhlenkamp (2004). Instructor, part-time, Education. B.A., University of Minnesota; M.S.E., University of Wisconsin-River Falls. Joseph Underhill (1998). Associate Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Pauline J. Utesch (2005). Assistant Professor of Nursing. A.D., Rochester Community College; B.S.N., Winona State University; M.A., Augsburg College. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University. John W. Van Cleve (1996). Instructor, part time, Modern Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin. James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. W Todd R. Wadsworth (2002). Instructor, part-time, Mathematics. B.A., Middlebury College; M.A., Pepperdine University. David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State University. Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of Nairobi, Kenya; Ph.D., University of Minnesota. Andrew Ward (2001). Instructor, part time, Business Administration/Philosophy. B.A., Luther College; M.A., Ph.D., University of Kansas. David B. Washington (1997). Instructor, part-time, Business Administration. B.A., J.D., University of Pittsburgh. Martha A. (Cary) Waterman (1991). Instructor, part time, English. B.A., University of Denver; B.S., M.A., Minnesota State University-Mankato. Colleen K. Watson (2006). Instructor, part-time, Business Administration. B.A., University of Minnesota; M.A.L., Augsburg College. Shana K. Watters (2007). Assistant Professor of Computer Science. A.A., Northern Virginia Community College; B.S., South Dakota School of Mines and Technology; M.S., M.A., Ph.D., University of Minnesota. Paula A. Watts (2008). Instructor, part-time, Social Work. B.S., St. Cloud State University; M.S.W., Augsburg College. Augsburg College Faculty 365 Valerie J. Webb (2001). Instructor, part-time, Religion. B.Sc. Honors, B.A., University of Queensland, Australia; Ph.D., Luther Seminary. Andrew T. Webster (2007). Instructor, part-time, Business Administration. B.A., College of St. Thomas; M.B.A., University of St. Thomas. Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Janis F. Weller (2006). Instructor, part-time, General Studies/Art. B.A., Luther College; M.A., St. Mary’s University-Minneapolis, Ed.D., University of St. Thomas. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline University. Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of Minnesota. Hans H. Wiersma (2002). Assistant Professor of Religion. B.A., University of California, San Diego; M.Div., Ph.D., Luther Seminary. Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of Minnesota. Heather O. Willman (2005). Instructor, part-time, Education. B.A., Concordia College, Moorhead; M.A., University of North Dakota. Joel R. Wilson (2006). Instructor, part-time, Business Administration. B.A., University of St. Thomas; M.B.A., University of Minnesota. Roger W. Wiltgen (2007). Instructor, part-time, Business Administration. B.S., University of Wisconsin-Eau Claire; M.B.A., Winona State University. Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. X-Y-Z John W. Yaeger (2007). Instructor, part-time, Social Work. B.B.A., University of WisconsinMadison; M.S.W., Loyola University. Steven M. Zitnick (2000). Assistant Professor of Business Administration; Interim Director, M.B.A. Program. B.A., Shimer College; M.S., University of Utah. John M. Zobitz (2007). Assistant Professor of Mathematics. B.A., St. John’s University; M.A., Ph.D., University of Utah. 366 FACULTY EMERITI Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Kenneth N. Erickson. Professor Emeritus of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Robert S. Herforth. Professor Emeritus of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Faculty Emeriti 367 Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A., University of Iowa. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of Minnesota. Mary A. Kingsley. Professor Emerita of Modern Languages. B.A., St. Olaf College; M.A., Middlebury College. Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CaliforniaBerkeley. Marie O. McNeff. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. 368 Faculty Emeriti Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Karen T. Sutherland. Professor Emerita of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Mary Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of Pennsylvania. CAMPUS MAP 369 6th Street S. Ri I 6 12 1 8 22 E 9 14 D C A 24 23 M Av J 16 S. 7th Street S. K 15 7 1/2 Street S. e. 25 28 27 13 10 3 L 4 B Butler Place B ce tran t En Wes I-94 Interstate 94 West Interstate 94 East COLLEGE MAP INFORMATION 1. Center for Counseling and Health Promotion 2. Augsburg for Adults Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Structure 5. Christensen Center and Day Admissions 6. Barnes & Noble at Augsburg College 7. Foss, Lobeck, Miles, Center for Worship, Drama and Communication 8. Sverdrup Hall 9. Husby-Strommen Tennis Courts 10. Ice Arena 11. Marketing and Communication 12. Lindell Library 13. Maintenance and Grounds Shop 14. Mortensen Hall 15. Murphy Place 16. Murphy Square 17. Music Hall 18. Luther Hall 25th Ave. S. 11 5 ide 23rd Ave. S. 19 C 17 21 C 20 26 22nd Ave. S. 18 rs 7 7th Street S. F ve 24th Ave. S. 2 21st Ave. S. 20th Ave. S. G 29 H Riv ers ide /25 th A ve. Ex Disability access it 19. Old Main 20. Anderson Hall 21. Quad 22. Science Hall 23. Public Safety Communications Center 24. Shipping and Receiving 25. Melby Hall 26. Sverdrup-Oftedal Memorial Hall 27. Urness Hall 28. Kennedy Center 29. Oren Gateway Center PARKING INFORMATION A. Visitor Parking B. Resident Parking C. Commuter Parking D. Faculty/Staff/Commuter/Resident Parking E. Resident Parking F. Resident Parking G. Faculty/Staff Parking J. Faculty/Staff Parking K. Commuter Parking L. Faculty/Staff/Commuter Parking M. U of M, Fairview Parking Ramp 2/2008 370 CAMPUS LOCATION DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the North— Take Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 22nd Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. I-94 East from Minneapolis— Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 22nd Avenue South. PUBLIC TRANSPORTATION I-94 West from St. Paul— Take Riverside exit, turn right at Riverside Avenue, turn left at 22nd Avenue South. I-35W from the South— Follow the I-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 22nd Avenue South. Augsburg College is located near two Metro Transit Light Rail stations: the Cedar-Riverside station and the Franklin Avenue station. In addition to light rail, four Metro Transit bus lines keep Augsburg easily accessible to the greater metropolitan area: routes 2, 7, 19, and 24. For more information about Metro Transit schedules and routes, call 612-373-3333 or go online to <www.metrotransit.org>. Index Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. 372 INDEX A B About Augsburg 10, 19 Academic Advising 41 Academic Calendar 4-7, 54 Academic Divisions 56 Academic Excellence Scholarships 33 Academic Information 53 Academic Internships 69, 99 Academic Policies and Procedures 73 Academic Progress, Probation and Dismissal 93 Academic Skills Office 42 Access Center 44 Accessibility 19 Accounting 127-130 Accreditation and Memberships 11, 18, 19 Achievement Scholarships 34 Admissions 15, 21-25 Administrative Officers of the College 340 Advanced Placement Program Test (AP) 91 Advanced Transfer Students 79, 82 African American Student Services (see Pan-Afrikan Student Services) 47 American Indian Studies 100-104 American Indian Student Services 46 American Sign Language 235 Anderson Hall 15, 50 Anne Pederson Women’s Resource Center 40 Application Procedures 22-23, 32 Applied Economics 163 Architecture Minor 106 Art 104-111 Art and Architectural History 109-111 Art History 105 Asian American Student Services (see Pan Asian Student Services) 46 Assessment of Previous Learning (APL) Program 91-92 Associate in Ministry 309 Associated Colleges of the Twin Cities (ACTC) 10, 60, 62 Associated Support Organizations 17 Athletic Affiliation 19 Athletics and Sports 41 Audit Fee 28, 29 Auditing Courses 90 Augsburg Abroad 63-68 Augsburg Core Curriculum 81-88, 112-114 Augsburg Experience 84-85 Augsburg First Year 84 Augsburg for Adults 13-14 Augsburg Seminar 84, 112 Augsburg Signature Curriculum 81-85, 112 Bachelor of Science (Liberal Arts requirement modifications) 88 Beta Beta Beta 117 Biology 114-119 Board of Regents 340-341 Business (Master of Business Administration) 71 Business Administration 120-137 Business Administration and Economics Major 124, 163 Business Administration (Music Business Specialization) 123, 256-257 Business Management Certificate 121 C Calendar 4-7, 54-55 Campus Kitchen 69 Campus Location 14-15, 19, 369-370 Campus Map 369-370 Campus Ministry 38 Campus Tours 22 Canadian Program 72 Career Services 69-70 Center for Global Education 65-68, 221-233 Center for Learning and Adaptive Student Services (CLASS) 42 Center for Service, Work, and Learning 68-69 Certificates 71 (MBA), 106, 121, 254, 260261 Change of Program 75 Chemistry 138-143 Chinese 235 Chapel 15, 38 Choir 269 Christensen Center 15, 40 Class Schedule 98 Classification (Class Year) 90 Clinical Laboratory Science 144-149 Coaching Certification 200 College Costs 2008-09 Day 28-29, WEC 29 College Level Examination Program (CLEP) 91 College of the Third Age 14, 15, 17, 72 Commencement 94 Commons 51 Communication Studies 149-156 Communication Arts/Literature Teacher Licensure 60, 151, 183-184 Community Service-Learning 68-69 Community Studies Concentration (Sociology) 319 Computational Economics 158-159 Index 373 Computational Philosophy 159, 278 Computer Science 157-161 Concert Band 269 Connections Courses 112-113 Continuing Education Program 72 Cooper’s Coffee Shop 51 Core Curriculum 81, 84-88 Costs 28-30 Counseling 48 Counseling and Health Promotion 15, 48 Course Descriptions 97-338 Course Numbers 98 Credits 98 Crime and Deviance Concentration (Sociology) 319 Crossover Registration 74-75 D Dean’s List 93-94 Degree Verification 95 Degrees Offered 19, 54, 77 Departmental Comprehensive Exams 91 Departmental Honors (see each major) Departments and Programs 97-338 Deposits 29 Development 8 Directed Study 100 Directory 8 Directory Information 52, 96 Disability Services 44-45 Dismissal 93 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 15-17, 49-50 Dual Degree Programs 59, 179-180 E Early Admission of First-years 23 Economics 162-166 Economics/Business Admin. Major 124, 163 Economics/Political Science Teaching Major 290-291 Edor Nelson Field 15 Education 167-178 Education for Service 11 Education (Master of Arts) 70 Elementary Education 170-174 Emotional/Behavioral Disabilities 176-178 Employment 36 Engaging Minneapolis 84 Engineering 179-180 English 181-195 English Language Learners (ELL) 87, 92-93 English Placement Test 184-185 Enrollment 19 Enrollment Center 8, 74 Enrollment/Degree Verification 95 Enrollment Deposit 29 Ensembles 269 Entry-level Skills 86-87, 113 Environmental Studies 196-197 Ethnic Student Services 46-47 Evaluation and Grading 88-90 Evangelical Lutheran Church in America (ELCA) 12, 19, 341 Experiential Education Programs 68-69 Explanation of Grades 88-90 Exploring Our Gifts (Vocation) 38 F Facilities and Housing 15-17, 49-50 Facts and Figures 19 Faculty 14, 19, 55, 345-368 Faculty Emeriti 366-368 FAFSA (Free Application for Federal Student Aid 32 Family Educational Rights and Privacy Act (FERPA) 52, 95 Farsi 235 Federal Work Study Program 36 Fees 28-30 Film 152-153 Finance 131-132 Finance Certificate 121 Financial Aid 19, 32-36 Financial Policies 30-32 Fine Arts 40 Fitness Centers 49 Food Service 51 Foreign Languages (See Languages and Cross-cultural Studies) Forensics 151 Former Students 24, 77 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Foundations of Fitness 87, 201 French 236-237 First-years 22-23 G Gage Center for Academic Achievement 41 German 230, 237-238 Gift Assistance 35 Global Education Center 15, 65-68, 221231 Global Education Program Courses 65-68, 221, 231 Grade Point Average 80, 90 Grading 88-90 Graduate Programs 70-71, 128 Graduation (Applying for) 79, 83, 94 Graduation Skills Requirements 88 374 Index Graduation Requirements 77 (catalog), 79-88 Grants 35 Graphic Design Certificate 106 Gymnasium (Melby Hall) 16 H Health and Physical Education 198-204 Health Clinic Services 48-49 Health Education 198-204 Health Fitness 198-204 Health Insurance 48 Health Promotion 48-49 HECUA Courses 67-68, 231-233 Higher Education Consortium for Urban Affairs (HECUA) 67-68, 231-233 Hispanic/Latino Student Services Program 46 History 205-211 History of Augsburg College 10-12 Honors (Departmental—see each major) Honors (Latin) 94 Honors Program 62, 212-216 Housing 15-17, 28, 49-50 Human Relations (Communication Studies) 150 I Ice Arena 15 Incomplete Grade 89-90 Independent Studies 100 Information Technology Certificate 121 Information Technology Services 55-56 Inter-Institutional Programs 62-63 Inter-Race 17 Intercollegiate Athletics 41 Interdisciplinary Studies 217-218 International Baccalaureate Program (IB) 91 International Business Minor 124 International Business Specialization (Business Administration) 123 International Business Concentration (International Relations) 220 International Partners 67 International Relations 219-221 International Student Advising 49 International Students 24-25, 49 International Studies 221-233 Internships 69, 99-100 Intramural Athletics 41 J Japanese 238 K Kennedy Center 16, 49 Keystone (Senior Keystone) 85, 112 L Languages and Cross-cultural Studies 234241 Latin Honors 94 Law and Society Concentration (Sociology) 319 Leadership (Master of Arts) 70, 128 Leadership Studies Minor 217 Leadership, Service, and Performance Scholarships 34 Learning Disabilities (Special Education) 176-178 Learning Disabilities Program 42 LGBTQIA Support Services 47 Liberal Arts (Bachelor of Science Waiver) 88 Liberal Arts Foundation 81, 85-86 Library and Information Technology 16, 19, 55-56 Licensure (Teaching; see also individual majors) 60, 167-178, 270-271, 312 Life Sciences 115-116 Lifetime Fitness 87-201 Lindell Library 16, 19, 55-56 Loan Assistance 35-36 Location 14-15, 19, 369, 370 Luther Hall 16, 50 Lutheran Congregational Scholarships 34 M Majors and Minors 10, 56-60, 77, 97-338 Management Information Systems 133-135 Management Specialization (Business Administration) 122-123 Managerial Accounting 128 Many Voices Project 84 Maps 369, 370 Marketing 124 (WEC), 135-137 Marketing Communication (Communication Studies) 150 Mass Communication and Journalism (Communication Studies) 150 Master’s Degrees 55, 70-71, 128 Math Placement Group (MPG) 86, 244 Mathematics 242-248 McNair Scholars Program 43-44 Medical Refund 31 Medieval Studies 249-250 Melby Hall 16 Memberships 18, 19 Memorial Hall (Sverdrup-Oftedal Memorial Hall) 17 Index 375 Metro-Urban Studies 251-253 Middle East Studies Minor 217-218 Military Called to Active Duty 76 Minnesota Indian Teacher Training Partnership (MNITTP) 46 Minnesota Work Study Program 36 Minors 59, 98-338 MIS Courses 133-135 Mission Statement 10 Modern Language Skill 87 Mortensen Hall 16, 50 Murphy Place (2222 Murphy Place) 16 Murphy’s Grill 51 Music 254-269 Music Business 123, 256-258 Music Education Major 258-259 Music Ensembles 269 Music Hall 16 Music Performance Major 259 Music Repertoire Tests 261 Music Therapy Equivalency/Certification 254, 260-261 Music Therapy Major 260 N Nabo 51 National Student Clearinghouse 95 Natural Science Teaching Licensures 270-271 Nordic Area Studies 272-273 Norwegian 239-240, 272-273 Notification of Admissions Decision 23 Numeric Grades 89 Numbering of Courses 98 Nursing 274-277 Nursing (Master of Arts) 70 O Officers of the College 342 Official Notices 51 Ojibwe 240 Old Main 16 Orchestra 269 Oren Gateway Center 16, 50 Organizational Studies Concentration (Sociology) 320 Organizational Communication (Communication Studies) 150 Orientation 39 P, Q Pan-Afrikan Student Services 47 Pan-Asian Student Services 46 Partner Hospitals Program 14, 73-75 Part-Time Students 28 Pass/No Credit 80, 88-89, 90 Pastor 38 Payments 30 Peace and Global Studies Minor 220-221 Performance Studies 267-269 Petition Process (Student Standing Committee) 76-77 Philosophy 278-281 Physical Disabilities Program (Access Center) 44 Physical Education 198-204 Physical Science Teaching Licensure 60, 139, 270-271, 284 Physician Assistant Studies (Master of Science) 71 Physics 282-287 Piano Proficiency Test 261 Policies 17, 19, 30-32, 51-52, 73-79, 88-90, 93-95 Political Science 288-295 Political Science/Economics teaching major 290-291 Portfolio Assessment Program 92 Pre-Law Concentration (Political Science) 289 Pre-Professional Programs 60-61 Prerequisites 99 President’s Greeting 2 Probation 93 Psychology 296-301 Psychology and Law Concentration 297 Public Accounting 128 Public Policy and Political Change in Political Science 289, 290 Public Relations and Advertising (Communication Studies) 150 R Re-Admitted Students (Catalog applicability/Second majors and Degrees) 24, 77 Recitals 261 Refunds 30-31 Regents 340-341 Registration 73-75 Religion 302-311 Religious Affiliation 10-12, 19, 81, 341 Repeated Courses 90 Research Opportunities 44 Residence Life Program (see also Housing) 15-17, 28, 49-50 Residence Requirements 80 Retaking courses 90 Rochester Program 13-14, 73-75 Room and Board 28 ROTC 62-63 376 Index S Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies Term 67, 231 Scholarships 33-35 Scholastic Connections 47 School Year 4-7, 19 Science Hall 16 Secondary Education 170-171, 174-175 Senior Keystone 85, 112 Service-Learning 68-69 Sigma Pi Sigma 284 Skills Requirements 80, 86-87, 88, 114 Social Psychology Concentration (Sociology) 320 Social Studies 312 Social Welfare Minor 314 Social Work 313-317 Social Work (Master of Social Work) 71 Society of Physics Students 284 Sociology 318-324 Space Physics 283 Spanish 240-241 Special Education 176-178 Special Interest Housing 50 Special Students (Non-Degree or Second Degree) 24 Sports 41 StepUP Program 45 Student Center 40 Student-Designed Major 56-57 Student Employment 36 Student/Faculty Ratio 19 Student Government 38-39 Student Life 38-52 Student Rights 51-52, 95 Student Standards of Behavior, Complaints, Records 51 Student Standing Committee 76-77 Student Support Services (TRIO) 43 Student Teaching Abroad 68, 167 Studio Art 104-109 Study Abroad 63-68, 221-233 Summer Session 8, 63 Supervisory Management (Communication Studies) 150 Support Programs 41-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 17 T Teaching Licensure (see also individual majors) 60, 167-178, 270-271, 312 Test Scores 22 Theatre Arts 304-312 Theatre Practicums 305-306, 311-312 Transcripts 22, 23, 29 Transfer Students 22-24, 77-79 TRIO Program 43-44 Tuition, Fees, Room and Board 28-30 U Undergraduate Research and Graduate Opportunity (URGO) 44 Unofficial Withdrawal 31-32 Urban Studies 251-253 Urness Hall 17, 50 V Veterans 95 Vocation 38, 81 W Weekend College 13-14, 23, 29-30, 73-75 Withdrawal From College 30-32, 75-76 Women’s Resource Center 40-41 Women’s Studies 335-338 Work Study Program 36 Writing Concentration 182, 183 X, Y, Z Youth and Family Ministry Major 301-302, 309-311
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- Augsburg Seminary Catalog, 1896-1897
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- Augsburg Seminary Catalog, 1897-1898
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- Augsburg Seminary Catalog, 1899-1900
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- Augsburg Seminary Catalog, 1900-1901
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